USING ENGLISH SONGS TO HELP EFL 10th GRADE STUDENTS IMPROVE PRONUNCIATION KNOWLEDGE

UNIT 1: / i: / and / i / The song exploited: Say You Will Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays th

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGOC LAC ETHNIC BOARDING HIGH SCHOOL

EXPERIENCE INNOVATION

USING ENGLISH SONGS TO HELP EFL 10th GRADE

STUDENTS IMPROVE PRONUNCIATION KNOWLEDGE

Writer: Đinh Văn Thiện Position: Teacher Topic in the fields of: English

THANH HOA 2018

Page

INDEX ……… 2

A INTRODUCTION ……… 3

I Reasons to choose the theme ……… 3

II Purposes of the research ……… 3

III.Subjects of the research ……… 3 IV Methodology of the research ……… 3 B CONTENTS ……… 4 I Theoretical basis of the study ……… 4 II Reality of the issue ……… 4

1 Advantages ……… 4

2 Shortcomings ……… 5

III The practical basics of the theme ……… 5

1 Solutions ……… 5

2 Suggested solutions to run “pronunciation part” using English 6 songs in Basic English 10 17 IV The assessment of experimental results ………

C CONCLUSION ……… 19

1 Experience lessons ……… 19

2 Proposal ……… 19

REFERENCE ……… 20

CONVENTIONS OF ABBREVIATIONS ……… 20

A INTRODUCTION

I Reasons to choose the theme

Generally, in language learning process, the learners have to master four basic skills of language, which include the language components such as grammatical structure, vocabulary, spelling, and pronunciation Among these components, pronunciation is one of the most difficult aspects to master when

it comes to learn a new language, but in fact there is no lesson which focuses

on pronunciation Indeed, pronunciation can increase the quality of students' speaking as Harmer stated (2001:183) that pronunciation teaching not only

makes students aware of different sound and sound features, but also improve their speaking immeasurably.

Practically, the students would become not interested in learning pronunciation if the technique used was monotonous which made the learning process not effective However, there is a great way which can strengthen the students’ learning motivation – utilizing music In fact, music has become part of our life We listen to music every day and we all know that music has a great impact not only on our mental health but on our cognitive abilities also As an integral part of our language experience, it can be of great value to foreign language teaching Naturally, when we learn English songs, we will tend to repeat the songs again and again And hence we will enjoy practising English instinctively.

Because of the reasons above and stimulated by the inner urge of providing readers with deeper insight into this issue, I would like to carry on

this study entitled “Using English songs to help EFL 10th grade students improve pronunciation knowledge.” Hopefully, the results will serve as a

useful source of reference for those who are concerned teaching and learning English.

II Purposes of the research

This research endeavors to demonstrate the value of English songs in ELT in general and English pronunciation teaching in particular.

III Subjects of the research

Therefore in this topic, I studied generally the value of English songs in ELT and ways of exploiting an English song in each pronunciation part in English 10.

IV Methodology of the research

This study was conducted at a public high school that teaches ESL: Ngoc Lac ethnic boarding high school, Thanh Hoa province The participants were 10 th grade students In total, 90 students from 3 classes took part in this study.

This main methodology used in this method was experimental Students experience the learning process in which English songs are applied for teaching English pronunciation Then, a standardized test is conducted at the end of the second semester to assess the influence of this method During the process of researching, the author also consults with the other English teachers for useful assistant, corrections, and comments.

B CONTENTS.

I Theoretical basis of the study.

We can surely become bored out of our mind by repeatedly listening to

a narration, dialogue or a even sentence as we attempt to understand the

meaning of a new word or phrase in context Unsurprisingly, popular songs touch the lives of us and are connected with our various interest and everyday experiences We listen to music to reduce anxiety, to stay positive, to relax The rhythm and melody of songs enable us to listen to them over and over again That’s why we need music to boost our motivation in learning English.

In the same vein, Purcell (1992) states that students can become bored with repeatedly listening to a narration or dialog as they attempt to understand the meaning of new words or phrases in context In contrast, when

the students are supposed to sing the song along with the recording or theteacher line by line, they can improve listening skills with practice listening to different forms of intonation and rhythm (Педагогика, 13.02.2017) Also, Murphey believes that music has the power to engrave itself into our brains, stating that “songs work on our short-and long-term memory” and are therefore adequate tools for using in the language classroom (1992, p 3).

What activities should we do when teaching English with songs? To answer this question, a great deal of researchers indicated a large number of activities applied in language teaching process Here are some ideas on how

to use songs with pronunciation lessons: Listen and…

put the verse in the right order;

put the underline words under the right column according to …

(pronunciation transcriptions)

complete the blanks with the words in the box;

choose the right word;

check the words that you hear;

reorder the letters;

correct the words/mistake;

In the same vein, activities for exploiting songs can certainly be employed

isolation that the students require to situate the song by listening activities within a coherent framework These activities are classified into three stages

of framework: the pre-listening stage, the while listening stage and the listening stage This thesis focuses upon activities for the while listening stage Similar activities have been in circulation in EFL classrooms for a number of years, yet they remain new to teachers participating in workshops and training programs that the author has facilitated.

post-II Reality of the issue

1 Advantages.

Although many problems directly affect to the teaching and learning process, our teachers and students have overcome the difficulties and have gradually improved the quality of teaching and learning English to meet the constantly changing requirements of the textbook programs.

• For teachers:

- They have absorbed initially to new teaching methods.

- They have constantly improved knowledge as well as have learned

experiences from each other to promote the quality of teaching.

• For students:

-Most of them participate regularly and positively in learning English.

-They are always interested in learning new teaching methods.

2 Shortcomings.

We easily see boredom, lack of dynamism and inefficiency in the

“Pronunciation” part in “Language focus” lesson This is what my colleagues and I have devoted special attention To find out the factors that lead to this problem, we carried out a survey and perhaps below are the major causes: • For teachers:

-They apply new methods in their teaching inconstantly.

-Many of them are not interested in listening English songs.

- Many of them do not make a sufficient preparation for every

“Pronunciation” part, some even ignore it because of their own reasons.

• For the students:

-Most of them did not use to listen English songs before.

-Their background knowledge is limited.

-Their listening skills are at the beginning level.

-Their vocabulary is not available.

III The practical basics of the

theme 1 Solutions

Pronunciation is one of the most important things that students have to master in order to communicate appropriately and fluently.

Despite lasting around five to seven minutes in each forty five-minute

“language focus” lesson, the activities of the “Pronunciation” section give the learners opportunities to master the sound of the language, or phonology; stress and rhythm; intonation and includes the role of individual sounds as well as segmental sounds ( Richards, J 1969) How can we achieve our goal in such a short time? There are many factors that affect directly effectiveness and excitement in pronouncing strategies, in which the teacher with his teaching skills and the students’ preparation are two extremely important ones.

1.1 What should teachers do in pronouncing teaching part?

An exciting atmosphere in learning often stimulates the teacher and students to rush into the lesson (Gabriel, B 2007) Therefore, motivation in study is the first essential factor that needs to be created In order to achieve this goal, the teacher needs to have the following qualifications in the class: Joviality

Good sense of humor

Good language skills

Appropriate teaching method

Enough patience and enthusiasm

Especially, the teacher’s preparation for the lesson is decisive aspect to the success of language teaching process in general and pronouncing teaching part in particular Beside teaching aids and syllabus, an English song which is appropriate to the topic and contain phonemes of words introduced

in the pronunciation part is useful for the lesson.

1.2 What should students do in pronouncing teaching part?

Basically, the learners are centered subjects in teaching process Thus, the success of language learning is depended significantly on their efforts Specifically, in order to implement a pronunciation lesson effectively, beside the teacher’ efforts, students’ responsibility to it is really essential Firstly, preparation for the lesson is helpful to the students in a pronunciation lesson The sound, stress, rhythm as well as intonation of new words and sentences introduced in this part can be strange to them and sometimes interfere them

to master If students make sufficient preparation before the lesson, they can

be more confident and easy to discover more new things related to the content by the teacher’s help and other students’ assistance Secondly, students should not sing along the recorder during it plays because it makes noise and obscures the ordered sounds in the song Finally, students try to do the tasks in brief ways In such a short time of this part, they should not raise more questions to the teacher or give too many their comments about the song.

2 Suggested solutions to run “pronunciation part” using English songs in Basic English 10

Generally, there are two or three transcriptions of vowel or consonant pronunciation and six sentences including these phonemes in each of the

“Pronunciation” section in English 10 curriculum Practice reading these sentences is necessary but sometimes boring Instead of pronouncing this way, teachers should use an English song to make the learning atmosphere more enjoyable and effective.

However, the song used in the lesson is not spontaneity It should be a popular song lasting not more than four minutes with understandable words

or expressions, simple tunes and a number of its words have to be concerned with the pronunciation mentioned in each lesson Thus, a song should be considered to choose appropriately before exploiting in each lesson If the song is too long, the teacher should choose one part which is easy to listen and has the sounds introduced in the lesson Typically, the more familiar to students the song is, the more effective pronouncing teaching is.

Moreover, there are normally some different levels of the students in the class Teachers should design tasks flexibly and suitably for average ones to exploit the song As a result, students’ replies with simple words as well as structures, not only easy for the other students to understand but also the teacher can easily manage the situation in a short time.

In addition, as mentioned above, the performance of a pronunciation teaching part used a song contains three stages of framework In each stage, activities should be conducted quickly to control the allowed time.

In the pre-listening stage: Students engage in activities that activate schema or background knowledge of a song’s main theme This step may consist of several warm-up questions to be discussed with a partner, the introduction of some key vocabulary items and sounds or prediction activities (Gravenall, B 1945).

In the while listening stage: Students listen to the song and complete an

assigned task In the post-listening stage: Students analyze new phonemes; some can also repeat some sentences or even sing the song again if they are ready to perform Sixteen English songs with suggested implications to exploit

in sixteen “Pronunciation” sections in English 10 curriculum are the following.

UNIT 1: / i: / and / i / The song exploited: Say You Will

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / i: /

Suggested answer: keep, feel, deep, lead, need

-Find out words which have the phoneme / i /

Suggested answer: will, missing, in

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

Say you will, say you will be mine I just keep ……… you tonight.

I feel so unsure, I ……… so alone, I just don't dare to open my eyes

Into deep, going ……… too ……… I can't get you out of my mind Baby

no matter just how hard I try I don't want to be alone tonight.

Won't you be my guilding light ……… the way to be by your side

Won't you be my star tonight I ……… more than a neon light.

Suggested answer: missing, feel, in, deep, lead, need

UNIT 2: / / ʌ and / a: / The song exploited: Lemon Tree

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / / ʌ

Suggested answer: another , nothing, just, Sunday

-Find out words which have the phoneme / a: /

Suggested answer: fast, car, far, afternoon

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

I'm sitting here in the boring room

It's ……… another rainy Sunday ………

I'm wasting my time

I got ……… to do

I'm hanging around

I'm waiting for you

But ……… ever happens and I wonder

Suggested answer: just, afternoon, nothing, nothing

UNIT 3: / e / and / æ /The song exploited: As long as you love me

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / e /

Suggested answer: head , said, get, guess

-Find out words which have the phoneme / æ /

Suggested answer: as, have, hands, glance,

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

Although loneliness has always been a friend of

mine I'm leavin' my life in your ………

People say I'm crazy and that I am

blind Risking it all in a ………

And how you got me blind is still a

mystery I can't ……… you out of my ………

Don't care what is written in your history

As long as you're here with me Suggested

answer: hands, glance, get, head

UNIT 4: / / or / / and / : / ɒ ɔ ɔ The song exploited: Atlantis Is Calling

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / / or / ɒ

/ Suggested answer: promise, on, Hollywood

ɔ

-Find out words which have the phoneme / : / ɔ

Suggested answer: ignore, anymore,

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

Lady, I know it was hard,but it's much harder to ……… There's a chance and I'll ……… ,I won't hurt you ……… , Hollywood nights we're romancin'.You can trust me anytime somewhere, oh! babe there is someone,Oh! you're dancing

in my mind

Ohoho little queenie, I'm your fool Come ……… , teach me the rules and I will

send an S.O.S for love

Ohoho little queenie,I'm your fool you need love like I do and I will send

a S.O.S for love

Suggested answer: ignore, promise, anymore, on

UNIT 5: / / and / u: / ʊ The song exploited: I Do It For You

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / / ʊ

Suggested answer: look,

-Find out words which have the phoneme / u: /

Suggested answer: into, to, do, true

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

……… into my eyes

You will see, what you mean ……… me

Search your heart, search your soul

When you find me then, you'll search no more.

Don't tell me it's not worth trying for

You can’t tell me it’s not worth dying for

You know its ……… , everything I do, I do it for you

Suggested answer: look, to, true

UNIT 6: / / and / : / ə ɜ The song exploited: Top the world

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme /

/ Suggested answer: around, heaven,

ə

-Find out words which have the phoneme / : / ɜ

Suggested answer: world, heaven

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

Everything I want the ……… to be

Is now comin' true especially for me

And the reason is clear, it's because you are here

You're the nearest thing to ……… that I've seen

I'm on the top of the world lookin' down on

creation And the only explanation I can find

Is the love that I've found ever since you've been ………

Your love's put me at the top of the world

Suggested answer: world, heaven, around,

UNIT 7: / ei /, / ai / and / i / ɔ

The song exploited: Right Here Waiting For You

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / ei /

Suggested answer: day, pain, say, takes, breaks, wait

-Find out words which have the phoneme / ai /

Suggested answer: line, right,

-Find out words which have the phoneme / i / ɔ

Suggested answer: voice

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

Oceans apart, day after

day And I slowly go insane

I hear your ……… on the line

But it doesn't stop the

………

If I see you next to never

How can we say forever

I will be right here waiting for you

Suggested answer: voice, pain, right, breaks

UNIT 8: / a / or / ʊ əʊ / and / ou /

The song exploited: Nothing’s gonna change my love for you

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / a / or / ʊ

/ Suggested answer: now, without, how,

əʊ

-Find out words which have the phoneme / ou /

Suggested answer: road, so, hold,

Task 3: Teacher orders students to listen and fill in each blank with the

missing word.

If the ……… ahead is not so

easy Our love will lead the way

for us Like a guiding star

I'll be there for you if you should need

me You don't have to change a thing

I love you just the way you are

……… come with me and share the

view I'll help you see forever too

……… me now

Touch me ………

I don't want to live ……… you

Suggested answer: road, so, hold, now, without

UNIT 9: / i / , / e / and / ə ə ʊə /

The songs exploited: Heal the world; Surely

Task 1: Teacher introduces the transcriptions and read aloud the words given

in the book

Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds:

-Find out words which have the phoneme / i / and / ə

e / (The song exploited: Heal the world) ə

There's a place in your heart

And I know that it is love And

this place could be much

Brighter than tomorrow And

if you really try

You'll find there's no need to cry

In this place you'll feel There's

no hurt or sorrow

Suggested answer: there / e / , really / i /, ə ə

-Find out words which have the phoneme / ʊə / (The song exploited: Surely)

My bravery could not convince me to stay

Surely, surely you were meant to be

mine Surely you were meant to be mine

Surely you were meant to be mine

Surely you were meant to be mine Surely, surely, surely

Surely you were meant to be mine

Suggested answer: surely,

UNIT 10: / b / and / p / The song exploited: Season in the sun