INTRODUCTION
Rationale of the study
In today's globalized world, English is essential for effective communication and serves as a vital key to various fields, including commerce, communication, science, and technology As a result, English is taught in schools across many countries, highlighting its significance in education and professional opportunities.
Effective communication is a primary goal of learning a foreign language, as it relies heavily on accurate pronunciation Mispronunciation can lead to misunderstandings and communication breakdowns, making pronunciation instruction crucial in language education Traditional methods of teaching English phonetics often prioritize segmental features, such as vowels and consonants, while neglecting suprasegmental elements like stress, rhythm, and intonation While students may learn to produce and differentiate sounds, they often retain a strong foreign accent that can hinder comprehension Consequently, educators face significant challenges in teaching pronunciation effectively and engaging students in the learning process.
Creating engaging classrooms where students feel motivated to learn is crucial When content is age-appropriate, learning goals are clear yet challenging, and the environment is supportive, students are more likely to be interested However, interest can be unpredictable and influenced by various factors A good teacher not only employs effective teaching methods but also understands how to foster student engagement and self-directed learning Incorporating audio-visual aids, such as games, storytelling, and especially songs, can significantly enhance student interest Consequently, the researcher has chosen to use songs as a tool for teaching pronunciation to students at Duy Tien C High School.
Aims of the study
(1): finding out whether the use of English traditional songs to teach pronunciation for high school students is effective or not
(2): working out the most effective ways of using English songs to teach pronunciation for high school students.
Research questions
With above aims, the researcher hopes to conduct this study to answer the following questions:
(1) To what extent can English songs help students to improve their pronunciation?
(2) How to use songs in teaching pronunciation in classroom?
Scope of the study
The study mainly focuses on exploiting English songs as supplementary material to improve the pronunciation of the 10 th -form-students
The theory of teaching English pronunciation is multifaceted, involving various components This study focuses specifically on the use of traditional English songs, emphasizing fundamental elements such as sound, stress, and linking.
This study highlights the significance of well-known traditional songs characterized by their soft melodies, simple lyrics, and catchy tunes, making them easy to listen to Various music genres, including pop, rock, rap, hip-hop, jazz, classical, traditional, and country, contribute to the rich diversity of songs available today.
Method of the study
In order to achieve the aims of the study, the following data collection instruments were used:
(1): pre-test and post-test for both experimental and control groups
(2): a survey quetionnaire for experimental group
(3): a survey questionnaire for English teachers at Duy Tien C high school
The collected data come from 6 teachers of English and 90 students at Duy Tien C high school The data collection time lasted 13 weeks during the second term of the school year 2009-2010.
Design of the study
The study includes three parts:
Part 1: Introduction presents rationale, aims, reseach questions, scope, method, and design of the study
Part 2: Development consists of 4 chapters:
Chapter 1: Literature review sets up some theoretical background that are relevant to the purpose the study: pronunciation and communicative teaching, review of traditional methods and approaches for teaching pronunciation, songs as motivator for students to improve pronunciation, aspects of pronunciation that can be improved through songs and choosing songs
Chapter 2: Method of the study focuses on the present conditions of teaching and learning at Duy Tien C high school, data collection instruments, data collection procedures and the use of songs in the lessons
Chapter 3: This chapter include data analysis and findings
Chapter 4: Implication of the study
Part 3: Conclusion summaries the major findings discussed in part 2, gives out the limitation of the study and suggestions for further study.
DEVELOPMENT
Pronunciation refers to "the way in which a language is spoken" (Oxford Advanced Learner's Encyclopedic, 1992:718), encompassing various interpretations by different authors.
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is articulated, reflecting how an individual expresses a particular term.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation
1.2 The teacher’s and students’ role in teaching and learning pronunciation
The effectiveness of teaching pronunciation remains a contentious issue in language education Research by Purcell and Suter (1980) and Morley (1991) suggests that teachers may have minimal impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language often extends beyond the control of educators However, according to Pennington (1989: 203-227), teachers can significantly influence pronunciation outcomes if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in assisting learners to identify individual English sounds Many learners tend to interpret English sounds through the lens of their native language Therefore, it is essential for teachers to explain the tongue's position and demonstrate the physical articulation of these foreign language sounds.
LITERATURE REVIEW
Definition of pronunciation?
Pronunciation is commonly understood as "the way in which a language is spoken," as defined by various authors, including the Oxford Advanced Learner’s Encyclopedic Dictionary This definition highlights the essential role of pronunciation in effective communication and language comprehension.
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is spoken, encompassing how an individual articulates a word It plays a crucial role in effective communication and understanding in any language.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation.
The teacher’s and students’ role in teaching and learning pronunciation
The effectiveness of pronunciation teaching remains a contentious issue in language education Research by Purcell and Suter (1980) and Morley (1991) suggests that teachers may have minimal impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language largely depends on factors beyond educators' control Nonetheless, Pennington (1989: 203-227) suggests that teachers can significantly influence pronunciation outcomes if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in assisting learners to accurately perceive individual sounds in English, which are often influenced by their native language It is essential for teachers to explain the tongue's position and demonstrate the physical articulation of these foreign sounds Additionally, teachers must ensure that learners can identify sounds within the correct categories and support them in developing new sound categories when needed.
Teachers play a crucial role in teaching pronunciation by demonstrating sounds, particularly those in English that are not present in students' native languages They assist learners in imitating these new sounds and provide helpful tips to facilitate the production of unfamiliar phonetic elements.
Teachers play a crucial role in not only guiding students in sound production but also in providing essential feedback on their performance This feedback is vital, as learners often lack the awareness to assess their own progress and determine if they are achieving the desired outcomes.
Pointing out what is going on
Learners must identify key aspects to focus on in their speaking skills, as much of this process is often unconsciously managed, leading to the risk of overlooking important elements Therefore, it is essential for teachers to highlight the significance of sounds and the various resources available to enhance their spoken communication.
Students need the help of teachers in establishing a plan for action, in deciding what to concentrate on and when to leave well enough alone
Learning pronunciation is a complex task, so teachers should create or choose effective activities that facilitate student practice It's important for educators to identify which activities offer the greatest opportunities for practice while also considering that different students have varying learning styles and preferences.
Another important role of a foreign language teacher is to assess students‟ progress and provide information about it because students find it hard to do by themselves
According to Kenworthy (1996), a teacher's genuine concern for students' pronunciation and speaking skills can inspire similar attitudes in learners Additionally, researchers Moore (1992) and Pintrich and Strunk (2002) emphasize that achievement motivation is influenced by a student's perception of a task's value; without this recognition, motivation to excel diminishes.
A formal teacher plays a crucial role in students' learning, particularly in making pronunciation lessons both enjoyable and effective It is essential for educators to remain mindful of their responsibilities to enhance the learning experience.
According to Nguyen Bang and Nguyen Ba Ngoc (2001: 7-15), students play several crucial roles in the learning process They must accurately perceive the pronunciation model to ensure correct articulation Additionally, engaging in recognition, imitation, and repetition activities is essential for effective learning Lastly, students should actively self-correct their pronunciation errors to improve their skills.
Ultimate success in pronunciation largely hinges on the effort learners invest in their practice (Morley, 1991) Even if a teacher possesses exceptional skills, minimal improvement occurs if learners do not actively engage and monitor their own progress Thus, it is crucial for learners to participate actively during lessons to achieve meaningful change.
To effectively teach a foreign language, it is essential for learners to actively engage in their studies; otherwise, their progress may be difficult to measure Consequently, teachers must explore and implement effective strategies to motivate students and enhance their learning experience.
Pronunciation and communicative teaching
The grammar-translation method neglects pronunciation, prioritizing grammar and vocabulary instead However, pronunciation is essential for effective communication, as mispronunciation can hinder understanding between speakers (Tench, 1981) A key objective of English teaching should be to enable learners to communicate accurately and effectively (Davies, 2000) While memorizing language forms and rules may serve as a short-term goal, it should not overshadow the importance of pronunciation The traditional aim of achieving native-like pronunciation is now seen as unrealistic for many learners (Kenworthy).
(2000:3) suggested that “for a majority of learners, a far more reasonable goal is to be comfortably intelligible”
According to Castillo (1990), effective English pronunciation instruction must be integrated with communicative practices to enhance student performance Nooteboom (1983) emphasizes that speech production is influenced by speech perception, highlighting the role of the listener in communication Consequently, it is essential to incorporate pronunciation training with communicative activities, providing students with opportunities to improve their pronunciation through listening and speaking exercises.
The communicative approach to pronunciation teaching emphasizes the importance of engaging the whole person in the learning process, as highlighted by Morley (1991) Effective pronunciation programs should focus on three key dimensions: intellectual, affective, and physical involvement of learners In this approach, the teacher plays a crucial role by providing information, establishing high standards, offering diverse practice opportunities, and supporting and encouraging students throughout their learning journey.
Students can excel in foreign language pronunciation by establishing clear learning goals Pronunciation should be regarded equally with grammar, syntax, and discourse, as it is essential for effective communication Integrating pronunciation into the communication curriculum is vital By meeting these criteria, learners are likely to succeed in mastering foreign language pronunciation.
Review of traditional methods and approaches for teaching pronunciation
1.4.1 Traditional methods of teaching pronunciation
Pronunciation plays a varied role in foreign language teaching across different methodologies In the grammar-translation method, pronunciation instruction is largely absent, while the audio-lingual method prioritizes it through traditional techniques such as minimal pairs, drills, and short dialogues During the late 1960s and 1970s, the effectiveness of pronunciation teaching in EFL curricula was questioned, leading to a shift from teacher-centered to learner-centered approaches in language education.
The integration of pronunciation with oral communication is essential, shifting the focus from segmental to suprasegmental aspects This approach emphasizes the unique needs of individual learners and promotes meaningful, task-based practices Additionally, it calls for the development of innovative teaching strategies to enhance pronunciation instruction.
The landscape of language teaching has evolved from teacher-centered to learner-centered classrooms, prioritizing meaningful communication in every course As a result, achieving intelligible pronunciation has become a fundamental goal for all language courses.
Tench (1981), Pennington (1989), Jones and Evans (1995), Dalton and Seidlhofer (1994) mentioned two approaches to teaching pronunciation: bottom- up and top-down
The bottom-up approach to teaching pronunciation starts with the articulation of individual vowels and consonants, progressing to intonation This model of speech perception suggests that we interpret speech by building understanding from the smallest units to larger ones (Anderson and Lynch, 1988) By teaching these segments first, learners can naturally acquire suprasegmental features Although this traditional method emphasizes segmental elements, it allows students to accurately produce individual sounds However, it may leave them lacking in understanding contextualized sounds in connected speech Thus, this approach should be integrated from the outset of a pronunciation course.
The top-down approach to language learning emphasizes the importance of contextualized sounds in connected speech, suggesting that once prosodic features like stress, rhythm, and intonation are mastered, segmental discriminations will naturally follow According to Wrong (1993), these prosodic elements play a more significant role in effective English communication than individual sounds Therefore, in a Communicative Language Teaching (CLT) setting, it is essential to teach pronunciation with a focus on suprasegmentals Yule, Hoffman, and Damico (1987) further argue that learning pronunciation should extend beyond merely identifying primary stress and comparing vowel and consonant sounds, as this focus on individual sounds is just the initial step in acquiring English speech.
Songs as motivator for students to improve pronunciation
The shift from the grammar-translation method to a communicative approach in language teaching has made pronunciation a crucial aspect of the language classroom It is essential for teachers to integrate pronunciation practice into oral communication classes rather than treating it in isolation, as highlighted by Morley (1991: 496) The focus of pronunciation instruction should transition from achieving perfect pronunciation to fostering functional intelligibility and communicability, ultimately catering to the individual spoken English needs of learners.
Research indicates that positive attitudes and motivation significantly contribute to success in second language learning (Gardner, 1985) Motivated students tend to engage actively in class, show interest in the material, and invest time in their studies According to Davies (2000), most educators view motivation as crucial for effective language acquisition However, defining and measuring motivation is challenging due to its complex nature, and learners may respond differently to teaching methods, making it particularly difficult to motivate students during pronunciation lessons.
To engage students effectively, teachers must be imaginative and creative in their teaching techniques, making English lessons exciting and relevant It is essential for students to recognize the importance and interest of learning English According to Davies (2000), successful language teaching hinges on providing ample opportunities for student participation and fostering a motivating classroom atmosphere One effective method to boost student enthusiasm is through the incorporation of songs into lessons.
English songs serve as an effective tool in language teaching due to their unique ability to engage students and enhance the learning experience They make learning enjoyable, appealing to students' psychological and emotional needs, allowing them to sing along even without fully understanding the lyrics This relaxed approach helps alleviate study pressure Additionally, songs cater to various language proficiency levels, ensuring that suitable materials are available for any class Furthermore, authentic resources like English songs enrich learners with cultural context, which is vital in second language acquisition As Zhu Weifang (2008) notes, the combination of music and language in songs offers numerous benefits, making them an invaluable asset in language education.
Aspects of pronunciation that can be improved through songs
Various authors worldwide present differing perspectives on the elements of teaching pronunciation Gerall (2000) identifies key components such as vowels, consonants, word and sentence stress, intonation, aspects of connected speech, and spelling In contrast, Colin (1985) emphasizes weak forms, clusters, linking, contractions, and stress timing Additionally, Grant (1995) offers a more comprehensive approach, organizing the teaching elements from sounds to syllables and words, progressing to sentences and ultimately discoursal segments.
This thesis will focus on fundamental elements of pronunciation instruction, as the author discovered that students often imitate singers, which influences their sound production Additionally, the varying pitches in songs provide an excellent opportunity for practicing stress and intonation in English The key pronunciation elements to be taught in this study include these aspects.
According to Gimson (1962), English sounds are categorized into vowels and consonants, each serving distinct roles within a syllable The language's extensive borrowing from languages like Eskimo, Farsi, ancient Latin, Greek, and French has made sounds and phonetic transcription particularly confusing in English pronunciation Homographs and homophones exemplify the discrepancies between sound and phonetic representation Consequently, key teaching elements in English pronunciation include vowels, consonants, syllables, phonetic transcription, and ending sounds.
Stress plays a crucial role in English pronunciation, posing challenges for learners In multi-syllable words, one syllable is emphasized, becoming stronger, louder, and longer than the others This stressed syllable is vital for speakers, as they depend on stress patterns to recognize words and phrases (Grant, L 1993: 241) Consequently, focusing on word stress is essential at the start of any pronunciation course to enhance learners' clarity in speech.
Rhythm, as defined by Kenworthy (2000:30), involves the alternation between strong and weak syllables It emerges from word stress and highlights significant elements by placing them on strong beats.
Understanding intonation in English is crucial, as the speaker's stress and pitch can alter the meaning of a sentence Intonation involves the rise and fall of pitch, which conveys various meanings and emotions Therefore, students should learn about intonation from the beginning of their courses Incorporating songs into lessons can significantly enhance students' grasp of English intonation and stress.
Choosing songs
Selecting appropriate songs is crucial for enhancing pronunciation skills in EFL classes, as the choice of song materials significantly impacts teaching success Both teachers and students can participate in this selection process, with students often gravitating towards popular and easily accessible songs.
In this study, the researcher aims to identify the most effective songs for teaching pronunciation to students at Duy Tien C High School Key criteria for song selection include clear lyrics that are easily discernible, positive and wholesome content without negative influences, and the absence of unfamiliar vocabulary or outdated slang (Eken, D.K 1996: 46-47) Various genres of Western music, such as pop, jazz, classical, rock, and traditional songs, were considered However, traditional songs are deemed most suitable for 10th-grade students due to their appealing melodies and appropriate lengths for pronunciation practice in secondary education.
Summary
This chapter emphasizes the crucial roles of both teachers and students in the pronunciation learning process, highlighting that student engagement is essential for effective improvement It also critiques traditional pronunciation teaching methods, advocating for the use of songs as a more effective approach The significance of pronunciation in today's communicative curriculum is underscored, with the thesis addressing how songs can enhance teaching effectiveness Songs are chosen for their motivational impact on students, with a focus on short and simple selections to effectively improve aspects like word stress, intonation, and rhythm within the constraints of each lesson.
METHODOLOGY
The context of the study
2.1.1 Physical conditions which affect students’ participation in a pronunciation lesson
The learning environment significantly affects students' performance and well-being, encompassing physical aspects such as class size, furniture, lighting, and classroom layout According to Harmer (1992), these physical conditions greatly influence students' learning experiences and their attitudes towards the subject matter A well-designed learning environment not only enhances academic performance but also inspires and motivates students.
Textbooks and authentic materials are crucial resources in language teaching Textbooks outline the goals and objectives of a language program, making them essential for effective learning According to Krashen (1981), students advance by engaging with language that slightly exceeds their current understanding, indicating that well-aligned textbook content can significantly enhance language competence Additionally, authentic materials—such as tapes, language laboratories, and multimedia resources—play a vital role in enriching the learning experience These materials not only motivate students, especially when they become fatigued from traditional exercises, but also make learning more engaging and enjoyable Bowen emphasizes the importance of incorporating authentic materials to maintain student interest and facilitate continued learning.
Authentic materials play a crucial role in language learning by encouraging students to engage with the real world, as noted by M (1982:1), who states that they help learners shift their focus from textbooks to real-life interactions By incorporating various authentic resources, educators can transform the classroom atmosphere, prompting students to think and act as they would in everyday situations.
2.1.2 Teaching and learning conditions at Duy Tien C high school
Duy Tien C High School, established 20 years ago and located on the outskirts of Phu Ly town, recently integrated English into its curriculum approximately 10 years ago, making it a relatively new subject at the institution.
Despite its recent establishment, the school boasts sufficient classrooms; however, it lacks a dedicated language lab for English instruction Additionally, there is a significant deficiency in modern teaching facilities, with only two overhead projectors available for 23 classes and nearly 50 teachers across 12 subjects.
Since 2006, the school has implemented updated syllabuses from the Ministry of Education and Training, which are considered challenging The primary difficulties in teaching and learning stem from the diverse language proficiency levels among students While most have been studying English since grade 6, a few students from the town center began as early as grades 3 to 5 Additionally, all students reside in a remote rural area, facing challenging living and learning conditions.
Many students begin learning English at a young age, yet struggle with low proficiency due to negative attitudes towards the language and insufficient time dedicated to practice Additionally, the introduction of challenging and overloaded syllabuses in other subjects has significantly impacted their ability to learn English effectively.
Despite facing challenges, the English teachers at Duy Tien C High School are young, well-trained, and energetic, creating an ideal environment for Communicative Language Teaching (CLT) The team consists of six teachers, five of whom are female and one male, ranging in age from 22 to 35 Among them, four hold B.A degrees from CFL-VNUH, while one graduated from Hanoi University and another from Thai Nguyen University The youngest teacher completed her degree last year and has nearly one year of teaching experience, whereas the oldest teacher boasts over ten years in the profession.
At Duy Tien C High School, teachers predominantly utilize traditional language teaching methods that prioritize grammar and vocabulary, often neglecting pronunciation They face challenges in implementing the new syllabus, particularly in initiating activities and managing classes However, these young, recently graduated teachers are eager and motivated to enhance their knowledge of communicative competence to improve their English teaching practices.
2.1.3 Background information of the phonetics lessons at upper secondary school
Phonetics is typically taught alongside grammatical items in a 45-minute lesson, but the author often dedicates only 7 to 10 minutes to phonetics, prioritizing grammar Over five years of teaching English at Duy Tien C High School, the researcher observed that students displayed little interest in phonetics; some were unmotivated and disengaged Conversations with students revealed that they found the class dull and felt they were not learning effectively In response to this feedback, the author implemented changes to enhance the phonetic lessons.
Data collection instruments
Both questionnaires and tests were employed in this research so as to get the accurate data These two interuments help the researcher get more in-depth data for analysis
In this research, the questionnaire is utilized as a key data collection tool due to its popularity and effectiveness Its ease of preparation allows researchers to distribute it to large groups simultaneously, facilitating the gathering of extensive information in a short timeframe.
The student questionnaire is designed to gather insights on their perceptions and attitudes toward English songs, featuring six targeted questions The first question assesses students' overall attitudes toward English songs, while the second explores the extent to which these songs aid in improving pronunciation The third question investigates the activities students engage in while listening to music, and the fourth identifies preferred tasks during pronunciation lessons that incorporate songs Additionally, the fifth question evaluates students' awareness of the role of songs in teaching and learning pronunciation, and the sixth addresses potential drawbacks associated with using songs in this context.
During the questionnaire distribution, students were encouraged to ask questions and seek clarification to ensure their complete understanding Additionally, they were permitted to express their thoughts in Vietnamese regarding the limitations of using songs, allowing them to fully articulate their feelings.
The teacher questionnaire comprises five key questions designed to explore the use of songs in teaching pronunciation The first question assesses how frequently teachers incorporate songs into their lessons The second question identifies the types of songs utilized for pronunciation instruction The third question investigates the specific tasks teachers create that involve songs The fourth question examines the resources available to teachers for integrating songs into their teaching Finally, the fifth question addresses the challenges teachers face when designing lessons that incorporate songs.
The objective of the tests was to determine how songs can enhance students' pronunciation skills Each test was allocated a duration of fifteen minutes and comprised two parts, tailored for class 10 A2 and A3 The first test, a pre-test, was administered after the first week of the second term, while the second test, a post-test, was completed by students at the end of the term.
Data collection procedures
In the second term of the 2009-2010 school year, the author conducted a study involving two 10th-grade classes, each consisting of 45 students with varying levels of English proficiency Phonetics, a minor component of language focus lessons, was integrated into class 10 A2 using traditional English songs, while class 10 A3 received instruction without the incorporation of songs Data collection followed a systematic approach to evaluate the impact of this method.
Step 1: 2 classes (10A2 and 10A3) were given a pronunciation test as a pre-test
Step 2: a post-test was used in both classes to find out the results of the teaching and learning pronunciation
Step 3: the survey questionnaire for students was delivered to the experimental class to find out what they thought, how much they enjoyed the effectiveness of using songs in pronunciation lessons In addition, a survey questionnaire was also delivered to the English teachers at Duy Tien C high school to find out how they used songs in the class.
The use of songs in the lessons
In this study, English songs were integrated as tasks for students at the start of each language focus lesson, typically taught within a timeframe of ten to fifteen minutes.
The teacher initiated the lesson by providing a brief background on the songs, including details about the composer, singers, and the context of their creation, while also introducing new vocabulary related to the tasks Next, students were organized into groups to skim the handouts and make predictions about the tasks The teacher then played the songs, allowing students to listen from start to finish to grasp the overall themes and tones The songs were replayed, with pauses at key words to give students time to complete their tasks After the third listening, the teacher facilitated a discussion where students shared their answers, followed by corrections.
Summary
This chapter outlines the study's context, focusing on the teaching and learning conditions at Duy Tien C High School, specifically regarding factors that influence student participation in English pronunciation lessons It highlights the physical conditions that impact learning outcomes and aims to identify the most effective environments for improving pronunciation skills Additionally, the researcher provides background information on phonetics lessons at the upper secondary school level Data for the study is collected through tests and questionnaires, and the chapter concludes with a discussion on the incorporation of songs in pronunciation instruction.
DATA ANALYSIS AND FINDINGS
Questionnaires
The questionnaire was used to explore students‟ attitude towards the use of English songs in teaching pronunciation and to what extent they got engaged in the pronunciation lesson
The participants of this survey questionnaire is 45 ten-grade-students in class 10 A2 who were taught with the use of songs
In this section, the following results will be analysed:
3.1.1.3.1 Students’ attitude towards English songs
Chart 1: Students’ attitude towards English song
The pie chart clearly depicts students' attitudes towards English songs, revealing that a substantial 89% of students are interested in this medium Among them, 56% expressed a strong preference for using English songs as a teaching tool Conversely, 11% of students indicated a dislike for this approach, citing unfamiliarity with song lyrics due to the presence of linking and connected words.
Many students find it challenging to learn through English songs, expressing a preference for traditional teaching methods They reported difficulties in keeping pace with their classmates and often felt overwhelmed, leaving them with little retention of the material when they returned home.
3.1.1.3.2 The improvement of students’ pronunciation after they had been taught with the use of songs
Chart 2: Students’ improvement after they had been taught with the use of songs
Not at all Very little Much Very much
A recent study revealed that 84% of students experienced improvements in their pronunciation after a term of learning with songs, with 62% reporting significant enhancements Many students noted better sound discrimination and improved ability to read word stress accurately However, 16% of students reported no progress, citing a lack of motivation or difficulty keeping pace with their peers as contributing factors.
3.1.1.3.3 Activities students do during the pronunciation lesson
Chart3: Activities students do during the pronunciation lesson
Relax and listen for fun Pay attention to the pronunciation of the key words Listen attentively and remmember the content Take note all the words
Listen and pay attention to the test requirement
According to Chart 3, only 7% of students listened to songs for fun, often reporting a lack of understanding of the lyrics Many focused more on the rhythm than the words However, over half of the students (55%) employed effective pronunciation learning methods, with 22% concentrating on key word pronunciation and 33% actively engaging with the song tasks The simplicity and brevity of the songs encouraged some proficient students to sing along, expressing enthusiasm for improving their pronunciation by listening to native singers.
In class 10 A2, a significant portion of students (38%) struggled with effective study methods Specifically, 18% attempted to memorize the lyrics of the songs, while 20% focused on writing down every word they heard This intense focus on note-taking often led them to miss important segments of the songs.
3.1.1.3.4 Students’ favourite tasks while learning pronunciation lesson with the use of songs
Table 1: Students’ favorite tasks while listening to songs
Not at all Not much Much Very much
Matching the words with their pronunciation 13% 29% 36% 22%
The findings reveal that matching words with their pronunciation is the most engaging task for students, with 58% expressing interest due to its simplicity and low attention requirement This activity also aids in distinguishing challenging sounds Similarly, multiple-choice tasks attract 53% of students, who appreciate the support of handouts while listening to songs, which facilitates correct answer selection and helps differentiate homophones and homographs In contrast, mistake correction is perceived as the most difficult task, with 63% of students disliking it, as it demands good pronunciation and focused attention, leading some to rush through it Additionally, gap-filling exercises prove challenging, with 56% of students expressing dissatisfaction, primarily because they struggle to recognize previously learned words.
3.1.1.3.5 The effectiveness of using songs in teaching pronunciation
In a recent teaching term focused on pronunciation, the researcher observed a significant increase in student engagement, as many learners not only listened attentively to the instructor but also actively participated in the lessons This heightened interest in pronunciation learning is evidenced by the data presented in the table below.
Table 2: The effectiveness of using songs in teaching pronunciation
Learning pronunciation with the use of songs…
Strongly agree Agree Disagree Strongly disagree
1 helps students to achieve the native-like pronunciation 6.7% 24.4% 33.3% 35.6%
2 makes students more confident in the pronunciation lessons 21.1% 36.7% 22.2% 20%
3 helps students pay greater attention to word stress 24.4% 33.3% 17.8% 24.4%
4 makes the pronunciation lessons easier and interesting 37.8% 33.3% 15.6% 13.3%
5 helps students to improve their pronunciation 51.1% 36.7% 8.8% 3.3%
6 helps students to discriminate English sounds better 21.1% 33.3% 17.8% 26.7%
The effectiveness of using traditional English songs in pronunciation lessons is evident, with 71.1% of students expressing a preference for this teaching method They found that incorporating music made lessons more enjoyable and relaxing, fostering a positive learning environment that motivated them to eagerly participate in each class.
“Teacher! I really look forward to the English lesson because it has so much fun.”(Hoang
The Van Hai-class 10 A2 students experienced a significant increase in motivation after the course, with only 28.9% expressing reluctance towards learning through songs An impressive 87.8% reported that song-based learning improved their pronunciation, with nearly 90% demonstrating better pronunciation skills Following this teaching method, 57.8% of students gained confidence in pronunciation tasks, although 42.2% still felt apprehensive about pronunciation lessons, indicating room for further improvement Additionally, 31.1% of students noted that learning with songs helped them achieve a more native-like pronunciation The data also revealed that 57.7% of students improved their attention to word stress, which is crucial for English speaking and listening, and nearly 55% could now differentiate between English sounds that were previously challenging, such as the vowel sounds /e/ and /ɛ/, as well as the distinction between "she" and "see."
3.1.1.3.6 Some disadvantages of using songs in teaching pronunciation
Question 6 of the survey is crucial as it reveals the drawbacks of using traditional English songs for teaching pronunciation This open-ended question allowed students to express their thoughts on the negative impacts of songs The responses varied significantly, but the researcher identified three primary factors that hinder students' pronunciation improvement.
The captivating melodies and appealing visuals of songs often distract students from focusing on the lyrics More than thirty percent of students admitted that the enchanting music and stunning scenes led them to become immersed in the songs, making it difficult for them to concentrate on the words and the singer's performance As a result, these students struggled to complete their tasks effectively.
The frequent occurrence of sound assimilation, linking, and abbreviation poses significant challenges for students, particularly affecting 42% of them, especially those with poor pronunciation Many students reported difficulty in recognizing words, with one stating, “It seems to me that most of them are new words and I cannot recognize them although the words are already learned” (Dang Hong Khanh – Class 10A2) Even proficient students expressed confusion over common abbreviations, such as "gonna" for "going to" and "wanna" for "want to."
Students often prefer pop music or hip-hop over traditional songs, with some noting that traditional songs are short and simplistic Many believe that the songs used in research are outdated and do not resonate with their age group They express a desire to hear music from famous pop stars and enjoy hip-hop melodies accompanied by captivating dancers.
“I like Britney Spear She is so beautiful and she dances beautifully” (Nguyen Thi Mai Huong – Class 10A2)
While songs can significantly enhance high school students' pronunciation skills, it is essential to acknowledge certain drawbacks to maximize their effectiveness in learning.
The overall aim of questionnaire for teachers is to find out how the teachers at Duy Tien C high school use English songs to teach pronunciation
The participants of this survey questionnaire is 6 teachers of English at Duy Tien C high school
3.1.2.3.1 Teachers‟ frequency of using songs to teach pronunciation for students
Table 3: Teachers’ frequency of using songs to teach pronunciation for students
Question No of response Percentage
1.How often do you use English songs to teach pronunciation for students? a Never b Rarely c Sometimes d Often e Always
In a recent survey, it was found that a significant majority of teachers, 66.7%, do not utilize songs as a tool for teaching pronunciation Only 16.7% of teachers occasionally incorporate songs into their lessons, while one teacher reported rarely using this method The predominant approach among these educators, with five teachers, is to teach pronunciation primarily through textbook materials.
3.1.2.3.2 Kinds of songs teachers used to teach pronunciation
Table 4: Kinds of songs teachers used to teach pronunciation
Question No of response Percentage
2.What kind of songs do you choose to teach pronunciation for your students? a Traditional songs b Pop songs c Jazz d Rock n‟ roll e Other kind(s)
Tests
The aim of the two tests (pre-test and post-test) was to make it clear whether the using of English traditional songs helps students to improve their pronunciation
90 students of class 10 A2 and 10 A3 involved in these two tests Class 10 A2 was taught with the use of English songs and class 10A3 was taught without songs
The pre-test and post-test, each lasting fifteen minutes, were administered to students at the beginning and end of the term to assess their progress Designed with a focus on validity and reliability, these tests were collected and graded, after which the researcher analyzed the test scores based on specific criteria.
Frequency distribution: to find out the range of mark each class reach before and after the research
The measures of central tendency: to clarify the progress tendency in each class
The standard deviation: to help the author explore the degree to which the group of test scores deviated from the mean
Basing on those results, the author will find out the effectiveness of using songs in teaching pronunciation for high school students
3.2.4.1 Pre-test (At the beginning of the term)
Table 6: Frequency distribution (pre-test)
The mode: 4 and 5 The mode: 5
The data indicates that the marks for both classes range from two to nine, with marks four, five, and six being the most prevalent Notably, students in class 10A3 tend to achieve higher scores compared to those in class 10A2, where 62.2% of students received marks of four and five In contrast, only 35.5% of students in class 10A3 achieved a mark of five Overall, both classes demonstrate a low level of proficiency, with very few students attaining marks of seven, eight, or nine, and none reaching the highest mark.
Table 7: Mean and Std Deviation (pre-test)
The data reveals that the mean score of class 10 A2 (5.22) surpasses that of class 10 A3 (4.73), suggesting that students in class 10 A2 perform slightly better Both classes have medians of six and five, respectively, aligning well with their means Additionally, the standard deviations of 1.39 for class 10 A2 and 1.37 for class 10 A3 indicate a minimal spread of scores, reflecting a narrow range of abilities among students in both classes.
Chart 5: Raw marks in pronunciation test ( Pre-test)
3.2.4.2 At the end of the term (Post-test)
Table 8: Frequency distribution (post-test)
The data reveals that over half of the students in both classes achieved marks of five and six, with 57.7% in class 10A2 and 53.3% in class 10A3, indicating significant improvement in pronunciation, particularly for class 10A2, which rose from 46.6% in the pre-test While class 10A2 has fewer below-average marks compared to class 10A3, it surpasses the latter in above-average scores Both classes have a mode of five, reinforcing the notion of student progress Despite the absence of perfect scores (mark 10), which highlights the test's difficulty, the presence of a mark one in class 10A2 suggests a decline in some students' performance Overall, these findings suggest a mixed but generally positive trend in student achievement.
Total 45 100% good students in class 10 A2 seem to get better results than the pre-test but some poor students seem to get worse This point raises a big question for the researcher and needs to be taken into consideration
Table 9: Mean and Std Deviation (post-test)
A comparison of the pre-test means reveals that both classes showed improvement, with class 10A3 increasing from 4.73 to 5.08, while class 10A2 demonstrated a more significant enhancement from 5.22 to 5.52 This indicates that after a term of utilizing English traditional songs, students in class 10A2 made notable progress in their pronunciation skills Additionally, the standard deviation increased from 1.39 at the start to 1.61 after the intervention in class 10A2, suggesting a broader range of abilities among students in class 10A3.
Chart 6: Raw marks in pronunciation test (Post-test)
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
implication
The effectiveness of using songs to teach pronunciation for high school students
The survey and test results confirmed the author's hypothesis that using songs in pronunciation teaching significantly improved students' pronunciation and increased their motivation for the subject Most students expressed a strong preference for incorporating English songs into their lessons and desired to continue this approach in future classes The data indicated that students taught with songs achieved better results compared to those who were not However, some students preferred pop songs over traditional ones, suggesting that while traditional songs were perceived as simple and easy, more complex songs would enhance their learning experience Additionally, a few struggling students reported worse outcomes, attributing this to their distraction with catchy tunes and a lack of engagement with the assigned tasks, ultimately causing them to fall behind their peers.
How to use songs to teach pronunciation for students
Traditional English songs often possess quality content and are appropriately timed for classroom schedules To enhance learning, teachers should select songs that present a suitable challenge for advanced students, as the difficulty of the chosen songs can influence pronunciation exercises Additionally, incorporating diverse tasks and activities can significantly increase engagement and excitement in the classroom Here are some suggestions for designing these tasks.
Difficult to hear the text Matching words with their pronunciation
Easy and short text Mistake correction
Difficult or long text Multiple choices
In this engaging activity, the teacher provides students with handouts containing song lyrics that include intentional mistakes Students listen to the songs and identify the incorrect words, which often consist of minimal pairs or similarly pronounced sounds The teacher typically plays the audio twice before offering feedback This exercise effectively helps students practice and understand homophones and homonyms in English, enhancing their listening and language skills.
In this activity, students receive handouts featuring sentences with blanks to fill in Each blank offers three distinct word choices, all of which are pronounced with subtle differences This requires students to listen carefully to the song in order to select the correct word for each blank.
Matching the words with their pronunciation: The words here are taken from the songs
Teachers tailor tasks based on the difficulty of the songs, ensuring that students can engage effectively When songs are challenging to understand, providing handouts can help students follow along and grasp the lyrics more easily.
Students received handouts containing gaps, and their task is to listen to songs and fill in these blanks with appropriate words or phrases.
4.2.2 Suggestions for choosing the topic of the songs
Incorporating relevant songs into lessons can significantly enhance student engagement, particularly during festive occasions such as Christmas and New Year For instance, using songs like "Jingle Bells" and "Happy New Year" can effectively motivate students and illustrate how classroom learning connects to real-life experiences This approach not only excites students but also reinforces the practical application of their knowledge.
4.2.3 How to select the songs
Songs are valuable tools for teaching English, particularly in enhancing pronunciation, due to their engaging features that facilitate language learning However, not every song is appropriate for classroom use, making it essential for teachers to carefully select and design suitable songs to maximize learning outcomes The effectiveness of this process largely relies on the teachers' skills and experience Additionally, educators should adhere to specific guidelines to ensure effective song integration in their lessons (Lynch, 1993).
Songs should have an appropriate theme There have been many negative contents, slang and violence in all kinds of songs Such types of songs should be avoided
Songs must have clear and understandable lyrics It is unacceptable to teach with the songs that nobody can hear and understand
Selecting appropriate songs for lessons can be a time-consuming task for many teachers, with some expressing frustration over a limited selection that meets their educational needs However, numerous resources are available, such as books, newspapers, magazines, radio, CDs, tapes, and especially the internet, which serves as an excellent source for a wide variety of songs.
Teachers can easily download engaging videos, extract lyrics, and create tailored tasks, all while benefiting from numerous valuable suggestions for incorporating songs into their lessons By utilizing this resource, educators can effectively save both time and money.
A sample lesson plan
2 Aims: To help students master the sounds: /ai/,/ ei/, /ou/
4 Aids: cassette players, CD., pictures
Activity 1: Teacher gives out some words and ask students to arrange them to make a meaningful sentence
Hats are three there together on the madam wall
Key: There are three hats together on the wall, madam
Activity 1: Teacher shows a picture about christmas and aks students to tell what do they see in the picture
Possible answers: Santa Clause, snow, red hat, white snow and so on
Activity 2: Teacher asks students to work in groups of three, listen to the song and fill in the blanks with only one word
Where the treetops glisten, and children listen
To hear sleigh bells in the……… (1)
I'm dreaming of a white Christmas With every Christmas card I write May your days be merry and……(2) And may all your Christmases be……(3) I'm dreaming of a white Christmas
With every Christmas card I write May your days be merry and….(2) And may all your Christmases be ……… (3) Your answer:
Activity 3: Teacher plays the tape the second time, pause at the answers Activity 4: Teacher asks students to report the answers, then gives feedbacks
1: snow 2: bright 3: white 5.3.Post- teaching
Teacher asks students to sing the song correctly
Teacher asks students to make sentences with words they have just filled in the task.
Summary
In Chapter 4, the researcher recommends various tasks tailored to different texts and emphasizes the importance of connecting lessons to real life through appropriate songs for various occasions and festivals Additionally, the internet serves as a valuable resource for sourcing songs, allowing teachers to download engaging videos, extract lyrics, and create relevant tasks.
Summary of the results
This study explores the impact of songs on improving pronunciation among 10 A2 students over thirteen weeks To evaluate the effectiveness of this approach, pre-tests and post-tests were administered to both classes (10A2 and 10A3) Additionally, a survey was conducted to gather student opinions on the use of English songs in the classroom Furthermore, feedback from six English teachers was collected to identify the most effective methods for integrating songs into pronunciation lessons.
Research indicates that incorporating songs into language lessons can significantly enhance students' pronunciation skills This method not only entertains and relaxes learners, reducing their negative attitudes towards pronunciation, but also fosters a positive classroom atmosphere Test results reveal that students exposed to songs show notable improvement in their pronunciation assessments Furthermore, songs promote a student-centered learning environment, allowing learners to express and enjoy themselves Consequently, integrating songs into language teaching is essential for facilitating second language acquisition, as it effectively combines structural, pragmatic, prosodic, and communicative elements of language.
Limitations of the study
While the study effectively highlights the benefits of using traditional English songs for teaching pronunciation, it also reveals several shortcomings One major drawback is that students may become so enamored with the melodies that they struggle to engage with the tasks, particularly those who are already at a disadvantage This reliance on the songs for relaxation can lead to disengagement, resulting in poorer performance compared to their initial levels at the beginning of the term This poses a significant challenge for educators aiming to utilize songs as a valuable teaching resource.
One significant drawback of using songs for teaching pronunciation is the considerable time required to select appropriate tracks and design related tasks for students Many educators lack a diverse collection of songs, making it challenging to find suitable options that align with educational objectives Consequently, identifying songs with relevant content becomes a major concern for teachers.
In addition, the frequent occurrence of assimilation, linking of sounds and abbreviation that may cause a doubt about standard pronunciation among students
The mixed proficiency levels within the class pose challenges for teachers in task design and song selection, as they must find materials that are engaging and appropriately challenging for advanced students while remaining accessible for those with lower skills.
Teaching English pronunciation can be quite lively, as incorporating English songs often excites students, leading to increased noise levels This enthusiasm, while beneficial for learning, may inadvertently disrupt neighboring classrooms.
Suggestions for further study
The study indicates that the hypothesis regarding the improvement of students' pronunciation through song usage holds true primarily for proficient English learners This suggests that students with lower English proficiency may benefit from extended training sessions Additionally, it is recommended that song selections and tasks be tailored to accommodate varying student proficiency levels.
The post-test results indicate improvements in certain cases, suggesting that a top-down approach to pronunciation learning may be beneficial To enhance these outcomes, further research is needed, focusing on tailored training sessions that cater to individual proficiency levels.
This study identifies areas for improvement, particularly in the selection of English songs for educational purposes Many students showed a preference for pop and hip-hop genres that resonate more with their age group Therefore, a more thoughtful curation of song choices could enhance student motivation and engagement in their language learning journey.
Conclusion
This research explores the effectiveness of using traditional English songs to teach pronunciation to high school students The findings, based on student survey questionnaires and two pronunciation tests, demonstrate a significant improvement in students' pronunciation skills Additionally, teacher surveys provided valuable insights into various tasks and song sources that can enhance pronunciation instruction for students.
The findings of this study are valuable for educators in the field of English teaching, providing essential insights into pedagogical implications that necessitate increased effort from teachers It is anticipated that this research will significantly aid English teachers by highlighting key aspects of English pronunciation that should be prioritized when instructing Vietnamese students.
The study acknowledges its limitations due to the author's time constraints, experience, and the scope of the research To enhance pronunciation teaching methods for high school students, suggestions for further research are proposed Additionally, constructive feedback from English teachers and other stakeholders would be greatly valued.
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