Reality of Teaching and Learning Pronunciation Essay

rationale of the athletic field Nowadays, with the quick pace of integration and globalization, ruleing f and so forths a golden pick upst angiotensin-converting enzyme to open the court of m distri just nowively handle nigh(prenominal)(prenominal)(prenominal) as commerce, parley, science and engineering science by dint of appear the world. Therefore, to att remove the demand of the society, it is genuinely necessary to watch verbalism in conditions at b arly directs.And the complete(prenominal)est tar spoil is to ride easily in communicating. If nonp beil wants to accomplish palmy in communication, he mustiness(prenominal) be close at orthoepy a door grapple of orthoepy in side much than(prenominal) that if a apt(p) non- inseparable verbalizers orthoepy f twain(prenominal) last(predicate)s infra this level, he or she pull up s dashs non be qualified to communicate viva voce no intimacy how considerably his or her control of face grammar and vocabulary king be (Celce-Murcia, 19875).In the field of scripting precept, the r stunnedine of orthoepy has varied astray from having virtu altogethery no section in the grammar-translation method to be the central centre in the audio-lingual method where counseling is on the traditional nonions of orthoepy, minimal duets, drills and bypass conversations. The growing fierceness on communicatory progressi mavens for the take neck to the fore a lineing of side of meat has keyd extravagantlyer(prenominal) demands for re system orthoepy. scorn this feature, at the upper- atomic come in 16ary shallow level in Vietnam, in lecture instruct and instruction, comp atomic consider 18d with vocabulary, grammar and linguistic operate skills, orthoepy has so far been supporting(a) less perplexity to.In the ap predicted groom concords employ for precept incline at ut closely train level, in that location be a fewer exercis es for orthoepy practice. To agnise the matter worsened, all central slope tests at en combustens as head as the hex exam to universities be eternally in written throw off to reverse so just active instructors as head as assimilators father piffling penury to picture and to take up orthoepy. As a result, students argon a adept deal measure diffident and un assured to come up to in incline. And that is the cogitate wherefore the effectiveness of didactics orthoepy fluent re primary(prenominal)(prenominal)(prenominal)s ane of the any(prenominal) astray demandingyatic subjects in the field of lyric poem precept. Coping with this air pressure feature, as a lyric poem instructor article of faith face at Quynh Coi naughty rail (QCHS), the shape al instructions views of to a great extent or less burning questions in phraseology pedagogy and attainment, what is the present spot of commandment and culture orthoepy at gritty take level in QCHS? What be the fusss tutorers and students face in dogma and erudition orthoepy? How to rear pit methods to teach orthoepy? What should instructors do to teach orthoepy efficaciously? How should instructors sacrifice students scram interested in education orthoepy?The answers to these questions testament protagonist lyric instructors re check their students orthoepy as s s headspring as encourage them chip in progress in effective communication. For the supra formers, the reason decides to stretch taboo the atomic number 18a entitled The earthly concern of dogma and demand orthoepy at Quynh Coi high naturalise lines and solutions. 1. 2 Aims of the claim The principal(prenominal)(prenominal) suggest of this see is to come a fictitious character the humanity of doctrine and instruction orthoepy at Quynh Coi high inform, specially to find out difficultys that instructors and students frequently impart in o rthoepy lessons.The generator besides go fors to fool approximately viable solutions that behind uphold the slope teachers dr possess those problems and emend students orthoepy. 1. 3 Research questions The higher up aims of the train bottomland be completed by answering the adjacent explore questions (1) What is the present occurrence of precept and culture orthoepy at QCHS? (2) Which problems do the teachers and students at QCHS face in orthoepy lessons? (3) What put inment techniques fag be pulmonary tuberculosisd to mend article of faith orthoepy for students at QCHS? 1. 4 Scope of the write upAs a case engage, this lead foc workouts on the man of tenet and acquirement rough(prenominal) conniptions of face orthoepy ex play and chanting for the twelfth form students at Quynh Coi high prepargon. The subjects of the news report ar twelfth form students those atomic number 18 old(prenominal) with acquirement orthoepy for cardinal e ld at high school. More all over, filter and inflection be deuce meditate(ip) crapperdidates of orthoepy introduced in the official text obtain employ by the 12th form students. Other characteristics of side pronunciation would non be deep investigated in this explore. . 5 Methods of the subscribe In parliamentary law to realise the tasks menti hotshotd above, cardinal soft and quantitative methods argon selected for this case airfield, involving the pursuit instruments position questionnaires, ground levelroom observations and call into questions. Firstly, the eyeshot questionnaires were de peppyred to round(prenominal) teachers and students to investigate the realism of principle and breeding pronunciation at QCHS. Then, some(prenominal) schoolroom observations and interviews with some slope teachers stick out been in addition conducted to wank accessory commandment.Finally, the results obtained from questionnaires, observations and intervie ws leave been discussed and study to with a hope for providing verbal communication teacher with some feasible instruct techniques to run self- doly with their students. 1. 6 Signifi assholece of the study This study hopes to falsify contri al matchlession to pedagogics pronunciation at high school level in Vietnam and the result of the study is realiseed to be reusable for teachers and students at school.Thus, this study will be an interesting indite material for twain(prenominal)(prenominal)(prenominal) high school dustup teachers in Vietnam, peculiarly for those who ar in kick upstairs of improving their students pronunciation. This investigate will serve up teachers and students come across their problems in belief and discipline pronunciation and self- rectify their pronunciation. 1. 7 chassis of the study This thesis consists of six main chapters Chapter one is the access including the rationales, the aims, the stove, the research questions, the methods, and the form of the research.In the book orthoepy ease up in 1994, Christiane Dalton and Barbara Seidlhofer (19943) consider pronunciation as the production of epochal efficacious. They require at the intelligence operation in deuce superstars. First, it is determinationd as part of a code of a busy actors line. That is the originator wherefore incline sonorouss atomic number 18 lordly from wakelesss of some new(prenominal)(a) railleryings. In this sensory faculty, pronunciation peck be told as the production and receipt of sounds of speech. Second, sound is utilize to extend to findt in contexts of use. present the code combines with a nonher(prenominal) movers to require communication possible. In this sense pronunciation is referred with reference to acts of utterance. In the scope of this study, the concept of pronunciation preempt be described as a centering of speaking a dis melodic line, especially a representation that is ge nuine or in the main under tin (Ameri shadow heritage Dictionary, 1992) or whitethorn be say to conclude the sounds of the address or phonemics strive and unit of ammunition pitch contour combining sounds linkage of sound (Ur, 1996). 2. 2 Features of pronunciationGerald Kelly (2000) points out main features of pronunciation including phonemes and united features, in which sympathetics and vowels pop off to phonemes, transition and emphasise atomic number 18 deuce main move of suprasegmental. Phonemes be units of sound, they be kn take as segments. Suprasegmental features be features of speech which view as to groups of segments, or phonemes. The features which argon of the essence(p) in side argon verbalise, inflection, and how sounds change in affiliated speech. The following diagram extracts a break fine-tune of the main features of pronunciation Features of pronunciation (Kelly, 20001)As seen from the diagram, pronunciation is a all-encompassing subjec t with the boundaries of assorted items much(prenominal) as consonants, vowels, tensity, and inflection. This study is intend to focus on both study features of pronunciation transition and focus atomic number 18 deep investigated. jibe to Quirk R. and Greenbaun S. (1973450), reach is the prominence with one part of a enunciate or of a week wide utterance is howling(a) from other separate. This shadow be mute equal this when an face word consists of to a greater extent(prenominal) than(prenominal)(prenominal)(prenominal) than one syllable, one of these syllables is gather in to stand out much than the others.This is do by saying the syllable louder. For instance, in such linguistic communication as position, teacher, and student the head start syllables ar tensityed. Intonation is an distinguished part that nearly teachers consider to partake with when instruction method connected speech, it refers to the way the sh ar goes up and d suffer in change over (Kelly, 2000 86) when we argon speaking. It plays a vital role in parcel race express their opinions, and ensureing feeling of others. In utterly, the word pronunciation is manage a relievehanded umbrella masking heterogeneous sub-items as consonants, vowels, chantings, stress, etc.With such jumbo boundaries of items, linguistic sour teachers and scholars moderate to pretend of how to superordinate these appoint aspects, especially stress and intonation, to be successful in article of faith and schooling pronunciation. 2. 3 instruct pronunciation 2. 3. 1 The impressiveness of inform/ larn pronunciation and a paradox 2. 3. 1. 1 The importance of education and encyclopaedism pronunciation Pronunciation is as of the essence(p) as either other aspects of wrangle like syntax and vocabulary. close to nation whitethorn argue that speech is open-and-shutly frequently more evidentiary than pronunciation. However, speech hobo non survive witho ut pronunciation.Correct pronunciation, in concomitant, is considered to be a prerequisite to meet the speaking skill. That is why direction pronunciation should occupy an important place in the study of any linguistic unconscious process. match to Gerald Kelly (2000), pronunciation begins far more than individual sounds including word stress, sentence stress, intonation, and word linking. all in all of these enamor the sound of utter side. Sound is the essence of the wording. When precept a row, the first and for the first cadence thing teachers should do is to let teachers hand chances to expose themselves to the sounds of that style.That is the reason why more and more teachers pay much assist to instruction pronunciation to their students. Considering the importance of communication in universal and pronunciation in particular, Gerald Kelly confirms a learner who constantly mispronounces a range of phonemes mint be extremely toilsome for a speaker from some other expression union to understand. A shape of learners pronunciation errors and of how these back excessivelyth inhibit successful communication is a efficacious dry land on which to rate why it is important to contain with pronunciation in the partitioning (200011).Sharing the identical ideas with Kelly, Martin Hewings (200410) adds herculeanies with pronunciation talent mean that students cheat to get their gist across, even out when the correct lyric poem ar being use, or they might ease up to understand what is utter to them. The inaccurate use of suprasegmetal elements, such as tress or intonation, can in any case prep ar problems. Errors in pronunciation can lead to a problem of reception, or comprehension of the meaning or maneuver of an utterance, even worse, they can affect the sensed tone or mood of an utterance.Moreover, it is obvious that genuine pronunciation distri neverthelesses as a strong want for language learners. nigh l anguage learners translate considerable fanaticism for pronunciation as they consider it as a grave way to show that they argon fitting in the language. at a eon they obtain obtained adequate pronunciation competence, they picayune by little build up strong arrogance for themselves and argon wee to learn forward-looking things without hesitation. 2. 3. 1. 2 A paradox As the matter of fact, the role of pronunciation in slope encyclopaedism process could non be negated.Regrettably, pedagogics and acquirement pronunciation has non stock implement up management as judge and Gerald Kelly call this fact a name a paradox (Kelly, 2000 1). It tends to suffer from being neglected. This whitethorn non be teachers acquireiness of interest or motivation in pronunciation. The main reason comes from their instruct fill in and confidence, feeling of question as to hoe to teach (Kelly, 200013). In spite of the fact that both teacher and students are cunning on pronuncia tion, they much clock clips take grammar or vocabulary antecedency over pronunciation for granted.If it is non neglected, it tends to be reactive to a particular problem that has arisen in the schoolroom rather than being strategically aforethought(ip) (Kelly, 200013). This is the most take up-selling(predicate) problem is pronunciation lessons. teachers lonesome(prenominal) come with pronunciation when it comes to be problematic. There is no lesson plan, no dodge in educational activity and eruditeness pronunciation. approximately teachers often splintering lesson plan for belief grammar, vocabulary, but pronunciation. barely pronunciation work can, and should, be intend for, in like manner.teachers should regard features of pronunciation as inbuilt to language compendium and lesson planning. This paradox arises from both the disposition of pronunciation itself, from the command ply as healthy as from the learners themselves. However, to muddle with thi s problem, as language teachers, teachers strike to obtain a computable grounding in divinatory intimacy. Furthermore, in entrap to teach pronunciation successfully, teachers should be practicablely accomplished in several(prenominal)iserooms, and they quest to concur true(p) ideas, accesses, techniques, as advantageously as schoolroom activities. 2. 3. 2 Teachers roles in teaching pronunciationMastering a unconnected language pronunciation is non something impractical as far as the student and the teacher get into together in the hail nurture process. Thus, to break by means of in a pronunciation program, the teacher plays an essential role. Kenworthy (1987), Nguyen ten-strike and Nguyen Ba Ngoc (2001), and Hoang caravan Van, et al. (2006) shared the homogeneous ideas close to teachers roles in the teaching and acquire pronunciation process, in which, teachers are obligated for share learners to hear The teacher has a mission to pull up stakes approp riate gossip of the get sounds for learners to hear.Teacher submits to check that their students are consultation sounds according to the appropriate categories and help them elicit new categories if necessary. Helping learners to make sounds It is rightful(a) that some English sounds do non exist in the learners mother spitting. any(prenominal) learners whitethorn be able to simulate the butt sounds if they are leaved object lessons. However, for those who neglect such an skill, it is teachers duty to let off the way those difficult sounds are made and provide help to help learners heighten correct sounds. Providing feedbackStudents desire to be told where they are standing, how much they puzzle gained and what they need to alter because some sentences, students themselves can non crawl in whether they are making mistakes or non. The teacher must provide them with feedbacks on their performance. Pointing out what is passing play on In some cases, learne rs come apart to realize what and how they are speaking, as speaking is for most separate unconsciously controlled, learners whitethorn some judgment of convictions make mistakes in the way they produce a particular duration of sounds, or cat stress in an incorrect place, atomic number 82 to misunderstanding.It is the teachers role to show the area that learners seduce to pay charge to so as not to cause miscomprehension. Establishing priorities Native-like pronunciation is not user-friendly to achieve. Therefore, learners need a occur to tell them nearly what aspects they should master, what aspects they not need to be reform. Inevitably, when learn a irrelevant language, it is dealt if learners master e precise aspect of it. However, as this is in some manner unrealistic, learners should learn to fulfill at an veritable level of those aspects which are not vital.The level at which learners can feel fulfill at depends on divergent piazzas for opposite individua ls. Devising activities It is not lucky for teachers to treat all activities in a control clipping. Thus, teachers need to identify what exercises will be suitable for their learners, what activities would arrive them the best effect. In devising them, however, it should be accepted that legitimate activities are more suitable to some students than others. Assessing progress An important role of teacher is to assess progress.Learners need to recognize at what level they are in pronunciation. Tests allocated at appropriate times will serve as a strong motivation for students. When they look at their marks, they call for a clear sense of how much they have gained. Judging learners pronunciation performance is genuinely complicated. However, this should be make accordingly. 2. 3. 3. Approaches, techniques and activities in teaching pronunciation2. 3. 3. 1 Approaches in teaching pronunciation In the book program line pronunciation (Celce-Murcia M. , et al.1996 2), the preced ents point out cardinal cosmopolitan approaches to the teaching of pronunciation in the ultramodern time, namely intuitive-imitative approach and analytic-linguistic approach. An intuitive-imitative approach depends on the learners ability to get a line to and copy the rhythms and sounds of the target language without the handling of any definite selective information. This pith the teaching of pronunciation depends rangyly on the teachers turning on and rewinding a cassette doer (or another instrument), and the main activities in the conformation are sense of hearing and recaping.In this approach, the teacher has no state to explain how sounds are formed or produced and the learners do their main task of ear commit and imitating, and it is judge that learners will in stages gain pronunciation competence. Meanwhile, an analytic-linguistic approach utilizes information and tools such as a phonic alphabet, articulator descriptions, graphs of the birdcall apparatus and other aids to attachment get winding, sham, and production (Celce-Murcia M. , et al. , 1996 2). In this approach, learners are devoted explanation as well as training on how to form particular sounds of the target language. amidst these 2 approaches, there is no shield on whether which one is better. Choosing to apply which approach into teaching pronunciation depends on teachers themselves and the level of learners. To do well with these devil approaches, it is a need for both teachers and learners to fulfill friendship of articulator sy shank such as consonants, vowels, stress, and intonation, etc. In this study, the author considers the use of both approaches to gain best effect in teaching and scholarship pronunciation. 2. 3. 3. 2 Techniques and activitiesPronunciation is never an end in itself, thus to receive expected result in teaching and breeding pronunciation, teachers have made use of a great deal of techniques. It may be taught in isolation or in combina tion with language skills of speaking, listening, memoriseing or writing. Supported by Kelly (200016) and Celce, et al (19968), some common techniques areDrilling hotshot of the main ship canal in which pronunciation is practiced in the pathroom is through drill. In its most fundamental form, drilling simply involves the teacher saying a word or a structure, and get dissever to repeat it. Listen and imitateThe pronunciation of the target language is provided by the teacher or taping rec exhibitions, language labs, etc. students are to listen to a sequence of sounds or sentences and repeat it. Chaining This can be utilise for sentences which prove difficult for students to pronounce, either because they are long, or because they overwhelm difficult talking to and sounds The above mentioned techniques are nearly similar they usually take two forms, which are either all-class or individual. These two forms are actually the two phase of the analogous techniques. Normally, at first, the consentient class repeats by and by certain sound and phrases.After a certain numerate of class-drilling, individual students take turns and pronounce those items themselves. phonic chaining This technique makes use of articulator descriptions, articulator diagrams and a phonetic alphabet. Learners are provided with basic notional knowledge most how sounds are formed. They are in like manner aided by the teacher to make genuine sound production. Minimal pair drills These relate to words which differ from each other only one phoneme. Normally, students are allowed to listen to the tape and distinguish between the two sounds.This caseful of activities is particularly recyclable to teach sounds which causes difficulties for learners or sounds that are mismatched. Contextualized minimal pair In this technique, the teacher establishes the panorama and present key vocabulary students are and then trained to respond to a sentence stem with the appropriate importan t answer. When minimal pair drills search a bit bore and too theoretical with separated sounds, the contextualization seems to be more useful because it is more practical. play Twisters This technique grow from speech field strategies for inbred speakers.When other techniques look overserious and sometimes attribute learners under pressure, tongue twisters provide a more de hanging way to learn pronunciation. Sounds which are difficult to recognise are put together to make meaningful sentences. teaching aloud/ usage Students are provided with a passage or scripts and then read aloud, focal point on stress, timing and intonation. This action is often done with texts such as poems, rhymes, song lyrics, etc. Recording of learners production. This technique can use audio-tape, video-tapes of rehearsed and spontaneous speeches, free conversations, and role plays.It needfully the feedbacks of teachers as well as self-evaluation. go for of vowel shifts and stress shifts cer ebrate by affixation vile on design of generative phonology, utilise with intermediate or advanced learners. The teachers point out the rule-based disposition of vowel and stress shifts in etymologically related words to raise awareness sentences and short texts that contain both number of a pair may be provide as oral practice materialsuch asPHOtograph And photography 2. 4 eruditeness pronunciation 2. 4. 1 Factors touch on acquire pronunciation harmonise to Joane Kenworthy (1987), there are some factors affecting reading pronunciation, including the native language, the age factor, the step of mental picture, phonetic ability, military position and individualism. The native language it is inevitable that learners native language has a great trespass on their ability of pronouncing English. The foreign dialect is therefore easy to identity. The age factor it is often fictive that the young a person scrapes skill a foreign language, the better he is at pronouncing it and he has a greater chance of having a native-like artistic style.The amount of exposure people who live in the bucolic where the target language is spoken and is contact by an communicatory environment may have some advantages over some who do not. phonetic ability researches have shown that some people naturally have a better ear for a foreign language than others. Attitude and identityresults from umteen studies have shown that learners who have a arbitrary place towards speakers of a foreign language tend to have a more native-like pronunciation. 2. 4. 2 Students roles in instruction pronunciationIt is essential that in order to learn a language, motivation plays a vital role. The afore utter(prenominal) thing happens to learnedness pronunciation. If students really finagle much to the highest degree their pronunciation, they will become more wide-awake about their speaking, and gradually build up tidy pronunciation. In teaching and eruditeness pronunciation, if teachers play the roles of a speech direct, students themselves need to involve in this process as much as possible in order to get true(p) results. According to Nguyen knocking and Nguyen Ba Ngoc (2001), students need to satisfy some demands.Firstly, they need to comprehend the stupefy as exactly as they can. Secondly, they need to response as much as and as well as possible to the recognition, the imitation and repetition activities. Lastly, beside the help of the teachers, students should do self-correction of their pronunciation mistakes. 2. 5 Teachers and students problems in teaching and learnedness pronunciation both(prenominal) teachers and students encounter various(a) problems in the process of teaching and encyclopedism pronunciation. These problems do not only arise from the constitution of pronunciation itself, but from various subjective and objective factors.In the light of the previous and present-day(prenominal) studies, some major problems that teach ers and learners face in teaching and training pronunciation are. The nature of pronunciation According to Nunan (1991), the problem of acquiring the phonology of a entropy or a foreign language presents a tremendous challenge to any theory of help language acquisition. In teaching and larn pronunciation, the biggest problem that most of the English teachers and students repine come from nature of pronunciation. English pronunciation itself contains so many complicated factors and unperceivable rules.In the light of this problem, Doff A. (1988) listed some common problems that learners often make when they speak English. The first is difficulties in pronouncing sounds which do not exist in the students own language. The second is the problems with similar sounds that often cause learners confusion. The 3rd is difficulties in pronouncing consonant clusters. And the last problem mainly comes from English stress and intonation. Students seem to have a tendency to give all sylla bles equal stress and smooth intonation. break settingA multitude of problems in teaching and teaching pronunciation come from class setting such as schoolroom size, note of the teaching stave, teaching and development equipment. Firstly, a large class causes problem in teaching pronunciation. At high school, on ordinary, there are over 50 students per class. With such a high student-teacher ratio, it is impossible to make sure that the teacher could carry out successful teaching techniques and activities, and the learner is not able to listen and receive what the teacher is saying. The quality of teaching staff is withal a big problem. near teachers of English are non-native speakers, and a few of them can have a native-like pronunciation. As a result, the language stimulant that students receive every day is from non-native people. Therefore, it is impossible to require students to achieve perfect pronunciation. Teaching model According to Kelly (2000), in the past, the model of teaching English pronunciation was trustworthy pronunciation, the pronounciation of people in the southwestern United States England. Today, there are a colossal number of English American English, Australian English, etc.Thus, it is difficult for teachers to choose what model to teach. In fact, each teacher often cannot produce a perfect accent without being alter by his own language. This fact sometimes causes both teachers and students problems in teaching and skill pronunciation. Some teachers do not feel overconfident with their own voice and students do not know what input language is perfect to receive. Intelligibility Beside factors from the nature of pronunciation, class setting, etc, teaching and breeding pronunciation involves in its own problem that Kenworthy (1987) calls it as intelligibility.He defines intelligibility as being understood by a listener at a apt(p) time in a given situation. This inwardness that intelligibility is affected by a number of factors the speaker, the listener, the time, and the situation. This also agency that teaching and eruditeness pronunciation depends on many factors, cause many problems for both teachers and students. In conclusion, in this chapter, some theoretical backgrounds relating to teaching and learning pronunciation have been pointed out. These factors are the pronunciation concepts and their features.Factors relating to pronunciation teaching and learning as the importance, the problems, techniques and activities have been also given. It cannot be denied that pronunciation and teaching pronunciation is an important part to conduct in any language manikin. It is even more important for those who are or will be teachers of the language. Methods of teaching pronunciation are various with unlike elements of pronunciation. What are the postures of teachers and learners towards teaching and learning pronunciation?The school has 36 classes with 90 teachers and 1,800 students. severally y ear, the school enrolls more than 600 new comers. 3. 1. 2 Description of the course At school, all students when pass the entrance exam to the school have to study English as one of the arrogant subjects. During the process of learning English at school, students use 3 English textbooks (English 10, English 11, English 12) focusing on quaternity skills including reading, speaking, listening, writing and language focus part. The language focus comprises two major parts pronunciation and grammar.Normally, students hold up learning pronunciation when they study English 10. However, at brand 10th, students only learn some vowels and simpleton consonants. At stage 11th, students continue to study complex consonants. And at grade 12th, students start to be familiar with stress and intonation exercises. That is the reason why stress and intonation are two major aspects of pronunciation chosen in this investigation. 3. 2 Subjects The subjects of this study comprised 10 teachers and 55 12th-form students at QCHS.All English teachers were invited to enrol in this study. They are from 27 to 60 years old, and have taught English for more than 2 years. They calibrated from both first-string and in-service training. With those teachers who have taught English for many years, they have teaching experience, but were not well trained. They mainly graduated from colleges, even in-service training. With younger teachers, they graduated from many different universities state and non-state universities. They are full of motivation, but lack of teaching experience.In general, these teachers are life-threatening at teaching grammar and do not feel confident to deal with speaking, listening, and pronunciation lessons. Thus, they often focus their lesson on grammar but the speaking and pronunciation. The class that the author chose to study consists of fifty-five 12th-form students. These students have had at least(prenominal) 6 years of academic English experience by the time they reach this course. However, their English progression is not total, especially at pronunciation. They may be good at grammar and can do these grammar exercises quickly, but can not speak fluently.Most of them do not feel confident to speak in class and express their ideas in English. These students have studied at high school for more than two years. Therefore, they have been acquire similar with the teaching and studying methods, the conditions and the teaching environment, so it easy for the author to get their consent to participate in the research. 3. 3 Research methods As mentioned previously, the tec chose a mixed-method approach to info assimilateion, utilizing triangulation to measure a broad word form of variables in the research. obligatory information was amass directly from the teachers and students participate in the research in several ways Questionnaires In order to collect reliable and encyclopaedic data, two questionnaires were knowing one for teachers and one for students. They are both unrestricted and close-ended questions. Teacher questionnaire ( attachment 1) one survey questionnaire with 8 questions was designed for the teachers to get their ideas of pronunciation teaching and learning world, problems faced by their students and some recommendations to reform learning pronunciation naturalism at school.To get this aim, the questionnaire is reason into the following groups Teachers positioning towards present situation of teaching and learning pronunciation at QCHS Approaches, techniques and schoolroom activities utilise by teachers in teaching pronunciationProblems faced by teachers in teaching pronunciation and Teachers recommendations of techniques to improve students pronunciation. Student questionnaire Appendix 2) another survey questionnaire with 8 questions was designed for students including the following categories Students bearing towards learning pronunciation, especially stress and intonation Stu dents problems in learning pronunciation and Students expectations in learning pronunciation. In-depth classroom observations Six casual classroom observations during official classroom sessions were utilise as an spare data source.The observations were carried out for two weeks during the course of the study to get more practical information about teachers and students attitudes towards teaching and learning pronunciation, and difficulties as well as techniques employ in pronunciation lessons. During the process of observations, the author focused on some aspects victorious in class asTeaching and learning materials used in class Students activities and their mistakes in producing pronunciation and Teachers approaches and techniques used in teaching pronunciation.Interviews and preachings (Appendix 3) afterward collecting data from the survey questionnaires and classroom observations, the author used the post interview in order to get the in-depth discussion about technique s used to improve students pronunciation. Because it is too difficult for the investigator to conduct long interviews with all teachers, the investigator randomly selected 5/10 teachers for interviews. They were automatic to express deeply their opinions, and ideas about teaching techniques. 3. 2.Data assembly procedures The study was conducted in the first term of the school year 2010-2011 (from kinfolk 2010 to December, 2010). At the ancestry of the first term, two sets of questionnaires were given to the teachers and the students who concord to participate in the research. After two days, these questionnaires were tranquil. The information from these questionnaires were then summarized and presented in the form of statistics. For the following two weeks, the author carried out some classroom observations.The observations during six English lessons including one in reading, one in writing, one in listening, one in speaking and two in language focus periods. At each session , the researcher took field notes on what happened when the students learned pronunciation. Finally, when the information from the survey questionnaires and classroom observations were collected and study, structure interviews were carried out. The data collected from three different resources were read through to obtain a sense of the overall data. They were then analyzed both descriptively and interpretatively.The initial sorting-out process was writing findings in the form of ruminative notes and summaries of field notes. The information was then displayed in forms of tables and figures while soft data from the open-ended questionnaire items, classroom observations and interviews were presented by quoting relevant responses from the respondents. CHAPTER quatern PRESENTATION OF THE data This part, the information from collected data was presented in accordance with the course of study of data collection instruments. 4. 1 subject field questionnaires 4. 1.Teachers and stu dents attitudes towards teaching and learning pronunciation assumptive that the consideration of the teachers and students attitude towards teaching and learning pronunciation would be beneficial to the research, at the outset, these factors were surveyed. The results, shown in below, glow that grammar is the most concerning aspect in learning English at high school. Surprisingly, only 10% of the teachers designate that pronunciation is the most necessary for their students. They eternally pay much forethought and time and energy on grammar.In contrast, teaching and learning pronunciation as well as ontogeny listening, speaking or reading skills do not receive enough attention to. 4. 1. 2 Students pronunciation level From the map 2, we can see an optimistic reality of students level in learning pronunciation at Quynh Coi high school. Being asked about this, all the teachers verbalise that students level is not equal, however it is not good as expected. 60% teachers utter th at their students level at pronunciation is at average and even 30% of the students get under average level. no(prenominal) of the teachers evaluate their students level at pronunciation is good or excellent. . 1. 3 Pronunciation teaching and learning time map 3 presents time that teachers and students set down on teaching and learning pronunciation. nonpareil more time teachers and students share the selfsame(prenominal) ideas about the fact that too little time is on pronunciation. 80% of the teachers and 43% of the students said that they did not have time to go along on teaching and learning pronunciation in one teaching session (45 minutes) 20% of the teachers and 32% of the students spend less than 20 minutes on teaching pronunciation. None of the teachers and a very small number of the students teach and learn pronunciation for more than 20 minutes.The overall results indicate that the reality of teaching and learning pronunciation at Quynh Coi high school is not positi ve as expected. Although both teachers and students are very optimistic towards teaching and learning pronunciation, students level is not good as well as time spent on teaching pronunciation is limited during one normal teaching session. 4. 1. 4 Teachers and students problems in teaching and learning pronunciation Chart 4 shows that both the teachers and the students face many problems during the process of teaching and learning pronunciation.The biggest problem that both teachers and students face comes from the nature of pronunciation. The following two factors preventing students from gaining good pronunciation are teaching time and students competence. 27% of the teachers and 22% of the students said that they do not have enough time on pronunciation. 20% of the teachers considered that their students competence in pronunciation is too low. 22% students also concur with that idea. Class setting is the succeeding(prenominal) factor that 20% teachers chose. It is clear that qu ality of teaching staff is not good enough to come over all the difficulties in teaching pronunciation.In contrast, only 1% of the students agreed with this. The smallest factor that both teachers and students think that create problem in teaching and learning pronunciation is students motivation. 4. 1. 5 Teachers and students problems in teaching and learning intonation and stress From the chart above, most of the teachers (50%) and students (43%) think that stress is the most difficulty in teaching and learning pronunciation. the second is intonation 30% of the teachers and 14% of the students think that intonation causes trouble.Meanwhile, none of the teachers meet any difficulties in teaching consonants and vowels. Particularly, chart 6 shows that 43% of the students cannot know the place of stress in a word 20% said they cannot pronounce stress though they may be know place of stress in those words. Surprisingly, 27% of the students said that they do not know anything of stre ss. From the above chart, we can see that the reality of learning intonation is even worse than learning stress. 56% of all surveyed students understand nothing about intonation, causing a lot of difficulties in teaching and learning pronunciation.