VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE FACULTY —====-=pfMU- TRIEU NGQC TUAN ASTUDY ON USING MULTIMEDIA FOR TEACHING PRONUNCIATION TO PRE-INTERMEDIATE STUDENTS IN CRAZY ONES ENGLISIT CENTER NGIUEN CUU VLEC SU DUNG DA PHUONG TIEN TRONG VLEC GLANG DAY PHAT AM CHO HOC VIEN TRINH DO PRE-INTERMEDIATE TAT 'TRUNG TÂM ANH NGU CRAZY ONES M.A MINOR PROGRAMME THESIS : English Teaching Methodology : 60140111 HANOI —2015 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE FACULTY —====-=pfMU- TRIEU NGQC TUAN ASTUDY ON USING MULTIMEDIA FOR TEACHING PRONUNCIATION TO PRE-INTERMEDIATE STUDENTS IN CRAZY ONES ENGLISIT CENTER NGIUEN CUU VLEC SU DUNG DA PHUONG TIEN TRONG VLEC GLANG DAY PHAT AM CHO HQC VIEN TRINH DO PRE-INTERMEDIATE TAT 'TRUNG TÂM ANH NGU CRAZY ONES M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : TRAN THI THU HIEN, PhD. HANOI - 2015 ACKNOWLEDGEMENTS Firstly, T would like Lo express my gralefulness to my supervisor, Dr. Tran Thị Thu Hiển, leewrer of Faculty of English, VNU University of Language & International Studies for her enthusiastic instruction, and invaluable supervision throughoul my assigrmner, Secondly, | would like to send my thanks to my lecturers and the staff at Post-Graduate Faculty, VNU University of Language & Intemational Studies for all their kind guide and help. ‘Thirdly, my thanks aiso go to all the teachers and the manager of Crazy Ones Center for their willing help and enthusiasm cooperation.
Finally yet importantly, I would like to give our special thanks to my family who have been interminably encouraging and facilitating me to fulfill this assignment Hà Nội, 2015 Triệu Ngọc Tuân ABSTRACT This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC). The author finds ont all students believed in the importance of pronunciation in communicating. Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing opporiunilies. Moreover, despite using multimedia in teaching pronunciation, teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities.
Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC in particular and at other Linglish training centers in general 2.2 Why action research was chosen for this study? occu seseeo.2 Context oŸ fhc swdy.1 Crazy Ones Fnghsh Center. - - 15 222 PAVECIPARS occ cà.3 Multimedia used in Crazy Ones English Center. - - - 16 CHAPTER 3: THE SUDY.cằằ neo TBE 3.1 The research stages - - - 18 3.1 Identifying the problem. - - 25 POST-HINTERVENTTON STAGE.
Implications - - - 33 PART C: CONCLUSIONS, - - 36 1. Limitations and suggestions for further study 37 REFERENCES. al Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE- 1NTERYERTION STAGE. mì Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST — INTERVENTION STAGE - - TIL Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS.
VI Appendix 5: PRE-TEST. - Ix Appendix 6: POST-TEST x LIST OF ABBREVIATIONS CORC Cmuy Ones English Center 12 Second Language iv PART A: INTRODUCTION 1. Rationale Jnglish has been taught in Vietnam for ages; however, teaching speaking skill is still one of the biggest problems to both English teachers and educators Despite the important requirement of English in schooling and working, a huge number of Vietnamese students cannot pronounce English properly. This also happens to Pre-intermediate learners at Crazy Ones English Center (CORC) who are confident in their knowledge of granunar and have learnt some basic prommeiation rules.
Because of their poor pronunciation, they usually feel unconfident when communicating, as well as gel difficulty in listening and speaking. When learning English speaking, continuous practicing pronunciation without success loads to a result that both students and teachers become disheartened and they even tend to reduce training prommeialion al class. Studonls, therefore, think thal it is no worth leaming and borme, of leaming pronunciation. However, Judy (2008:1) reports in her book that “a teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction nol us helping students to sound like native speakers but as helping them ta learn the core elements of spoken English so that they can be easily understood by athers.” Therefore, that it is a duty for teachers to find out a more effective way of teaching pronunciation.
Moreover, in the very recent time, more and more modem technologies, like projectors, computers animation, videos, Powerpoint, Webpages, software are used in teaching. Using multimedia which is an alternative method to teach pronunciation could be more effective to help students engage the lesson and dispel the [ear of learning sounds in the very tradilional way instead. The researcher together with his colleagues teaching at Crazy Ones Center have also made a lat of allempis using these updated techniques to help students Lo leam pronunciation effortless and cffectively. They have equipped one projector in cach class and one laptop for each teacher.
LIST OF TABLES Table 1 Reasons why students do not like pronunciation activities 19 Table 2 Students! errors in producing sounds 20 Table 3 Students! stress on corrective stressed syllables Table 4 Students’ rhythm 21 ‘Table 5 Studlents' intonation 22 Table 6 Students! linking sounds performance 22 Table 7 Aspecis of pronunciation te be taught al Crazy Ones English 24 Center Table 3 Students! interes! in pronunciation lessons 28 Table 9 Students’ opinions on effective factors in studying 29 pronunciation Table 10 Students! opinions on the benefits and degree of changes they 30 have made after using multimedia in learning pronunciation Table 11 Comparison of students' pronunciation of English sounds in the pre- 30 test and the post-test Table 12 Students’ stress on corrective stressed syllables 31 Table 13 Comparison of students’ pronunciation of English rhytlon m the pre- 31 test and the post-test Table 14 Comparison of students' pronunciation of linglish intonation inthe 32 pre-test and the post-test Table 15 Comparison of students! pronunciation of English linking sounds at 33 the pre-test and the post-test Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson. Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia 2. Aims of the study This research aims at using multimedia to motivate pre-intermediate students in learning pronunciation at Crazy Ones English Center. According to the aim, the researcher points out some main objectives as bellow: - To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation - To apply multimedia in pronunciation learning and assess the impacts of snultimedia in helping the students learning pronunciation 3.
Research question This study is supposed to answer these questions (1) What do teachers and students at Crasy Qnex English Center think about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation? 4. Methods of the study This study emplays both qualitative and quantitative methods. To reach the aim of the study, the researcher intends (o carry out. an action research al Cravy Oncs English Center.
Scope of the Study This study focuses on using multimedia for teaching pronunciation to Pre- iy 2.2 Why action research was chosen for this study? occu seseeo.2 Context oŸ fhc swdy.1 Crazy Ones Fnghsh Center. - - 15 222 PAVECIPARS occ cà.3 Multimedia used in Crazy Ones English Center. - - - 16 CHAPTER 3: THE SUDY.cằằ neo TBE 3.1 The research stages - - - 18 3.1 Identifying the problem. - - 25 POST-HINTERVENTTON STAGE.
Implications - - - 33 PART C: CONCLUSIONS, - - 36 1. Limitations and suggestions for further study 37 REFERENCES. al Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE- 1NTERYERTION STAGE. mì Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST — INTERVENTION STAGE - - TIL Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS.
VI Appendix 5: PRE-TEST. - Ix Appendix 6: POST-TEST x LIST OF ABBREVIATIONS CORC Cmuy Ones English Center 12 Second Language iv 2.2 Why action research was chosen for this study? occu seseeo.2 Context oŸ fhc swdy.1 Crazy Ones Fnghsh Center. - - 15 222 PAVECIPARS occ cà.3 Multimedia used in Crazy Ones English Center. - - - 16 CHAPTER 3: THE SUDY.cằằ neo TBE 3.1 The research stages - - - 18 3.1 Identifying the problem.
- - 25 POST-HINTERVENTTON STAGE. Implications - - - 33 PART C: CONCLUSIONS, - - 36 1. Limitations and suggestions for further study 37 REFERENCES. al Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE- 1NTERYERTION STAGE.
mì Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST — INTERVENTION STAGE - - TIL Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS. VI Appendix 5: PRE-TEST. - Ix Appendix 6: POST-TEST x LIST OF ABBREVIATIONS CORC Cmuy Ones English Center 12 Second Language iv LIST OF ABBREVIATIONS CORC Cmuy Ones English Center 12 Second Language iv Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson. Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia 2.
Aims of the study This research aims at using multimedia to motivate pre-intermediate students in learning pronunciation at Crazy Ones English Center. According to the aim, the researcher points out some main objectives as bellow: - To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation - To apply multimedia in pronunciation learning and assess the impacts of snultimedia in helping the students learning pronunciation 3. Research question This study is supposed to answer these questions (1) What do teachers and students at Crasy Qnex English Center think about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation? 4. Methods of the study This study emplays both qualitative and quantitative methods.
To reach the aim of the study, the researcher intends (o carry out. an action research al Cravy Oncs English Center. Scope of the Study This study focuses on using multimedia for teaching pronunciation to Pre- iy PART A: INTRODUCTION 1. Rationale Jnglish has been taught in Vietnam for ages; however, teaching speaking skill is still one of the biggest problems to both English teachers and educators Despite the important requirement of English in schooling and working, a huge number of Vietnamese students cannot pronounce English properly.
This also happens to Pre-intermediate learners at Crazy Ones English Center (CORC) who are confident in their knowledge of granunar and have learnt some basic prommeiation rules. Because of their poor pronunciation, they usually feel unconfident when communicating, as well as gel difficulty in listening and speaking. When learning English speaking, continuous practicing pronunciation without success loads to a result that both students and teachers become disheartened and they even tend to reduce training prommeialion al class. Studonls, therefore, think thal it is no worth leaming and borme, of leaming pronunciation.
However, Judy (2008:1) reports in her book that “a teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction nol us helping students to sound like native speakers but as helping them ta learn the core elements of spoken English so that they can be easily understood by athers.” Therefore, that it is a duty for teachers to find out a more effective way of teaching pronunciation. Moreover, in the very recent time, more and more modem technologies, like projectors, computers animation, videos, Powerpoint, Webpages, software are used in teaching.
