SKKN Using teaching aids in teaching pronunciation for grade 10 students at Hau Loc 2 High School

TABLE OF CONTENTS
TABLE OF CONTENTS.....
i
I. INTRODUCTION...
1
Rationale of the study.....
1
Aims and objectives of the study ..
1
Scope of the study..
2
Methods of the study.
2
II. CONTENT ...............
3
Theoretical background....
3
Definition of pronunciation.
3
Main features of pronunciation................................
3
The articulation of phonemes..
5
The articulation of vowels.
6
The articulation of consonants...
8
Definition of teaching aids..
9
Practical background 
10
Applying the study in teaching pronunciation for grade 10 students at Hau Loc 2 High school
11
Preparation...
11
Using teaching aids in teaching pronunciation for grade 10 students at Hau Loc 2 High school.
Results of applying the method ...
12
16
III. CONCLUSION ......
18
Conclusion.....
18
Suggestions....
18
REFERRENCES.
I
LIST OF GRADED STUDIES...
II
APPENDIX 1...
III
APPENDIX 2..
V
APPENDIX 3..
VII
I. INTRODUCTION
1. Rationale of the study 
It is undeniable that English plays an important part in the development of our country firstly because it is an international language; secondly it is also seen as a means to promote mutual understanding and cooperation between Vietnam and other countries. Hence, more and more attention was drawn to teaching and learning English. Important as it is, teaching and learning this foreign language is not an easy task to carry out.
The final target, which both teachers and students are trying to obtain, is to use English to communicate successfully. Thus, there are many things that English teachers need to fit into their limited class time such as grammar, vocabulary, speaking, listening, reading, and writing. Normally, pronunciation often gets pushed to the bottom of the list. Many teachers often say that there is just not enough time to teach pronunciation. Moreover, students often think it is not as important as other parts-grammar, reading, writing... etc., because it is only a small part tested on their college entrance exams. However what students see is just a tip of the iceberg. They are not aware that if they need or want to speak English understandably, pronunciation is very important. Even if students’ grammar and vocabulary are strong, while their pronunciation is not easy to understand, their communication will fail. 
In addition, English Textbook 10 (Published by Education Publishing House) does not contain any pictures or any demonstrations to illustrate the ways to pronounce the sound correctly. Students just look at the text book, listen and repeat the teacher or the tape to produce the sounds. Therefore, not only do they find it difficult to imitate the way to produce the vowels or consonants but also mispronounce them. As a result, wrong pronounce can lead to the mistakes of words’ meaning. In addition, most of the students who have difficulties in learning pronunciation feel bored and are not eager to participate in the lessons. They are also afraid of making mistake when they say the words; hence, they are quite passive in the classroom, which certainly leads to the low achievement of students in learning English.
All of the above reasons have inspired the author to do the study “Using teaching aids in teaching pronunciation for grade 10 students at Hau Loc 2 High School” with the purpose of helping many teachers to deal with teaching pronunciation with these students.
2. Aims and objectives of the study
The general purpose of this research is to show English Foreign Language teachers the need to consider using teaching aids as a technique that directly connects the knowledge of a lesson with real things in order to make a clear picture of phonetics to help students learn English more effectively, pronounce words and sentences more accurately and then be more confident to communicate in English.
The specific aims or objectives of the studies are:
- To improve the pronunciation of the students.
- To motivate students to learn pronunciation.
- To spot the light on the importance of teaching aids in performing teaching-learning processes and make the reception of the information clear and not too complicated for students to understand.
3. Scope of the study
	Learning a second language as a scholar once said “is a long and complex undertaking”. Therefore, teachers of a second language have to apply a lot of techniques to accelerate the results of lessons. In the scope of this study, however, the author only has ambition to propose using teaching aids to improve the effect of teaching pronunciation for students in grade 10 at Hau Loc 2 High School.
4. Methods of the study
The study is designed to use both qualitative and quantitative methods. Besides, many resources such as books, and some sources on the Internet have been read by the researcher.
In order to gain most reliable results, the quantitative data will be collected through pre-test and post-test. The data, then, will be processed and analyzed to give conclusions for the study.
Along with the quantitative method, the qualitative data has been obtained by class observation and consultancy from other teachers to collect further more information about the real situations of teaching and learning pronunciation in grade 10 at Hau Loc 2 high school. 
CONTENT
Theoretical background
 Definition of pronunciation
Generally, pronunciation is the act or manner of pronouncing words; utterance of speech, a way of speaking a word, especially a way that is accepted or generally understood, and a graphic representation of the way a word spoken, using phonetic symbols. However there exist many different definitions of this term 
According to AMEP Research Center (2002) pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest definition, attention to gestures and expressions that are closely related to the way we speak a language. This broad definition of pronunciation includes both suprasegmental and segmental features. Although these different aspects of pronunciation are treated in isolation, it is important to remember that they all work in combination when we speak, and are therefore usually best learned as an integral part of spoken language. 
Another notion from Szynalski (n.d) in  says that there are three levels of English pronunciation; (i) Level 1: people often don’t understand what you want to say. You use the wrong sounds in English words, (ii) Level 2: people can understand what you want to say, but they have to concentrate to understand you, (iii) Level 3: People can understand you easily. Your pronunciation is clear and pleasant. 
Based on some the statements above, it can be concluded that pronunciation is an important component in learning English. Therefore, pronunciation cannot be underestimating in learning English.
1.2. Main features of pronunciation
Figure 1: Features of pronunciation according to Gerald Kelly (2000)
According to Gerald Kelly (2000: p1) Pronunciation has 2 main features: Phonemes and Suprasegmental features. 
Phonemes are the different sounds within a language. Although there are slight differences in how individuals articulate sounds, we can still describe reasonably accurately how each sound is produced. Sounds may be voiced or unvoiced (or voiceless). Voiced sounds occur when the vocal cords in the larynx are vibrated. It is easy to tell whether a sound is voiced or not by placing one or two fingers on the speaker’s Adam’s apple. If voiced sounds are being produced, the speaker will feel vibration; if unvoiced sounds are being produced, he will not. The different between /f/ and /v/, for example, can be heard by putting the top teeth on the bottom lips, breathing out in a continuous stream to produce /f/, then adding voice to make /v/. 
The set of phonemes consists of two categories: vowel sounds and consonant sounds. However, these do not necessarily correspond to the vowels and consonants we are familiar in the alphabet. Vowel sounds are all voiced, and may be single (like /i/ in hit) or a combination involving a movement from one vowel sound to another (like /ei/ as in face); such combinations are known as diphthongs. Single vowel sounds may be short (like /i/ as in miss) or long (like /i:/ in heat). The symbol /:/ denotes a long sound.
Consonant sounds may be voiced or unvoiced. It is possible to identify many pairs of consonants which are essentially the same except for the element of voicing (for example /f/, as in fan, and /v/, as in van) 
The following table lists English phonemes, giving example of a word in which each appears.
Figure 2: English phonemes
While Phonemes are units of sound which we can analyze, Suprasegmental features, as the name implies, are features of speech which generally apply to groups of phonemes. These features consist of intonation, stress and how sound change in connected speech.
With regard to individual words, teachers can identify and teach word stress. Usually one syllable in a word will sound more prominent than the others, as in BEAUty or TEAcher. With regard to utterances, teachers can analyze and teach intonation as well as stress, although these features can at times be quite hard to consciously recognize and to describe. Stress provides rhythm to speech. One or more words within each utterance are selected by the speaker as worthy of stressing and thus made prominent to the listener. Intonation, on the other hand, is the way in which the pitch of the voice goes up and down in the course of an utterance.
Utterance stress and intonation patterns are often linked to the communication of meaning. Take it as an example, in the following utterances:
 E.g: 
I’d like a cup of herbal TEA. (A simple request)
I’d like a cup of HERbal tea. (Not any other sort of tea)
I’d like a CUP of herbal tea. (Not a mug)
The first example is like the default choice, a first time request, while in the other two examples there is an apparent attempt to clear up some misunderstanding between the speaker and the listener.
To sum up, in order to help students to communicate in English successfully, teachers should raise their awareness of these two above features of pronunciation which are presented one after another in the text book for grade 10, grade 11(phonemes) and grade 12 (Suprasegmental features). Moreover, they should assist them and provide them with opportunities to practice pronouncing in order to become more confident to communicate in English.
1.3. The articulation of phonemes
 In learning pronunciation it’s essential for learners to learn how to produce the sounds, in other words they should learn about the articulation of phonemes. According to https://en.wikipedia.org/wiki/Articulation_(phonetics)
Articulation is the movement of the tongue, lips, jaw, and other speech organs (the articulators) in ways that make speech sounds.
As defined above, articulation of phonemes are very important. Once learners know how to use the articulators in saying the words correctly, they can speak English as naturally as native speakers. The articulation of phonemes is composed of the articulation of vowels and consonants 
1.3.1. The articulation of vowels
According to Jones (1956, p15) vowels are some of the continuous voiced sound produced without obstruction in the mouth unaccompanied by any frictional noise. However this definition can’t clarify the role of other articulators in pronouncing vowel sounds. Later, another notion was developed by Gerald Kelly (2000, p13) stated that vowels are produced when the airstream is voiced through the vibration of the vocal cords in the larynx, and then shaped using the tongue and the lips to modify the overall shape of the mouth. The position of the tongue is useful reference point for describing the differences between vowel sounds, and these are summarized in the following diagram.
The diagram is a demonstration of the “vowel space” in the center of the mouth where vowels sounds are articulated.
* “Close”, “Mid” and “Open” refer to the “vowel space” in the center of the mouth where vowel sounds are articulated.
* “Front”, “Center” and “Back” and their corresponding “vertical”lines refer to the part of the tongue.
Figure 3: Vowel diagram
* The position of each phoneme represents the height of the tongue and also the part of the tongue which is raised.
Put all these thing together:
/i:/ as in heat (a close front vowel) is produced when the front of the tongue is the highest part, and is near the roof of the mouth.
/æ/ as in cat (an open front vowel) is produced when the front of the tongue is the highest part, but the tongue itself is low in the mouth.
/ɒ/ as in dog (an open back vowel) is produced when the back of the tongue is the highest part, but the tongue itself is low in the mouth.
/u:/ as in moon ( a close back vowel) is produced when the back of the tongue is the highest part, is near the roof of the mouth.
The diagram also illustrates the position of the lips when pronouncing vowels. Front vowels have an unrounded lip position, while back vowels are pronounced with rounded lips
Figure 4: Lips position in producing single vowel sounds
However, vowels in english is composed of not only single vowels but aslo diphthongs. According to Wikipedia diphthongs are vowels which change in quality, as if they were made from two vowel qualities glued together. The gliding movement of a diphthong is caused by movement of the articulators during their production as described in the following figure:
 Figure 5: Diphthongs
There are eight diphthongs in English, which can be categorized into two main groups: centering and closing diphthongs
 The first group iə/, /eə/, /ʊə/ are called centering diphthongs because they all glide towards the /ə/ (schwa) vowel, as the symbols indicate. The starting point for /iə/ is a little closer than /i/ in bit, bin. /eə/ begins with the similar vowel sound as /e/ of get, men, /ʊə/ has a starting point slightly closer than /ʊ/ in put, pull.
Figure 6: Groups of diphthongs
The second group, closing diphthongs, can be divided into two sub-groups. One of these two subgroups is /ei/, /ai/, /ͻi/, the diphthongs that glide towards /i/- a closer vowel. Because the second part of these sound is weak, they often do not reach a position that could be called close. However,the important thing is that a glide from a relatively more open towards a relatively closer vowel is produced. The other sub-group is /əʊ/, /aʊ/, the two diphthongs that end with a glide towards /ʊ/. In producing these sounds when the tongue moves closer to the roof of the mouth there is at the same time a rounding movements of the lips. This movement is not a large one because the second part of the dipthong is weak.
Vowels, though single vowels or diphthongs, are very important for pronunciation. Without knowing how to produce vowels, English learners will find it difficult to make themselves understood in English. Nevertheless, many words consists of not only vowels but also consonants. Hence, to help leaners communicate sucessfully, English teachers should also provide them some knowledge of consonants.
1.3.2. The articulation of consonants
A consonant according to Wikipedia can be defined as a speech sound that is articulated with complete or partial closure of the vocal tract. Examples are /p/, pronounced with the lips; /t/, pronounced with the front of the tongue; /k/, pronounced with the back of the tongue; /h/, pronounced in the throat; /f/ and /s/, pronounced by forcing air through a narrow channel (fricatives); and /m/ and /n/, which have air flowing through the nose (nasals).
	Consonants, as mentioned ealier, can be voiced or unvoiced. For instance, The articulation of /p/ or /b/ is comparaively the same, the only differnce being that the latter is voice while the former is unvoiced. The reason is that the relative force involved in producing /p/ is greater than that used to produce /b/, thus, the terms fortis (srong) and lenis (weak) are sometimes used. In addition to the presence or absence of voicing, consonants can be described in terms of the manner and place of aticulation.
 	With regard to the manner of articulation, the vocal tract may be completely closed so that the air is temporarily unable to pass through. Alternatively there may be a closing movement of the lips, tongue or throat, so that it is possible to hear the sound made by air passing through. Basing on manner of articualtion consonants can be divided into plossive, affricate, fricative, nassal, lateral and approximant. When it comes to place of articulation, consonants can be divided into these types: 
*Bilabial : using closing movement of both lips., e.g: /b/ and /m/
*Labio-dental: using the lower lip and the upper teeth, e.g: /f/ and /v/
*Dental: the tongue is used either between the teeth or close to the upper teeth, e.g: /θ/ and / /
*Alveolar: the blade of the tongue is used to close the alveolar ridge, e.g. /t/,/s/
*Palato- alveolar: the blade (or tip) of tongue is used just behind the alveolar ridge, e.g. /tʃ/ and /dʒ/
*Palatal: the front of the tongue is raised to close to the palate, e.g. /j/
*Velar: the back of the tongue is used against the soft palate, e.g. /k/, /ŋ/
*Glotta: the gap between the vocal cords is used to make audible friction, e.g. /h/
In conclusion, in order to help students to communicate in English successfully, teachers should raise their awareness of learning pronunciation. Moreover, they should assist them develop both their pronunciation and the confidence to handle communication situations they may encounter beyond the classroom. Only by this way, can the teachers give their leaners the foundation to communicate competently in the new language. 
1.4. Definition of teaching aids
Teaching and learning a foreign language is a process needing a lot of patience, energy, time, creativity and competence. The success of this teaching and learning process is determined by a number of factors both linguistic and non-linguistic such as students, teachers, methods, materials and even teaching aids. According to Collins English Dictionary “teaching aid is any device, object or machine used by a teacher to clarify or enliven a subject”. Using only textbook in teaching and learning can become boring for teacher and student. Hence, introducing tactile aids to explain concepts is a way to break up lessons, reinforce retention and increase engagement.Teaching aids fall into 3 groups: Visual aids, audio aids and audio - visual aids. 
Visual aids are the aids which use sense of vision, for example: actual objects, models, pictures, charts, maps, flash cards, flannel board, bulletin board, chalkboard, overhead projector, powerpoint etc. As an old saying “picture is worth of thousand words”, the visual one can make the massage very clear and objective. In other words, visual aids can have huge impact on how students retain information. While words can be abstract and hard to remember,visuals tend to be more concrete and easier to recall. Moreover, when information is presented visually, more students are likely to be engaged in the lessons.
 Another group is audio aids which can be any instructional device that can be heard not seen. They include recored materials, radios, cassette players, cassette which teachers can use in the second language class to make the teaching methods, techniques and materials considerably effective and interesting, and to help learners have maximum benefits. Unlike most other types of aids and means used in the language class, on the one hand, this type of aid enables the teacher to modify the teaching method and te