INTRODUCTION
Rationale of study
As Vietnam continues to integrate into the global economy, the necessity of English education has become increasingly evident, making it a compulsory subject for most students However, many learners adopt a passive approach to studying English, excelling primarily in grammar while struggling with listening and speaking skills, particularly in pronunciation Effective pronunciation is crucial for English learners, as it significantly impacts how others perceive their language abilities Therefore, mastering correct pronunciation is essential for building a solid foundation for effective communication and further language study.
In today's education system, English is taught at all levels; however, standard pronunciation often receives insufficient attention, leading to students lacking the knowledge needed for correct word pronunciation Additionally, pronunciation is not prioritized in the curriculum, as students typically mimic their teachers without understanding the underlying rules.
Incorrect pronunciation of English sounds can lead to serious consequences for students, impacting their ability to communicate effectively This habitual mispronunciation not only affects their language skills at all levels but also increases the likelihood of misunderstandings when interacting with native speakers.
It is the main reason why student always fells shy or afraid of talking in class or meets difficulties in listening stage
Teachers often focus on helping students pronounce English sounds through reading new words or text passages, leading to a passive learning experience As a result, while students may memorize a significant number of words, their actual pronunciation accuracy tends to decrease.
Teachers often believe that teaching word transcription is impractical since students struggle to remember all the transcriptions they've learned However, by discovering simple and engaging methods to represent English sounds, we can make the learning process more appealing and effective for students.
As an English Department student, I am keenly aware of the challenges in English pronunciation, particularly with fricative consonants, which I often struggle with myself This realization has motivated me to explore this topic in depth, aiming to simplify the concept for secondary pupils in Hai Phong and enhance my own pronunciation skills Consequently, I have chosen to focus my study on "How to Assist Hai Phong Secondary Pupils in Pronouncing English Fricative Sounds."
Purpose of study
This study aims to enhance secondary students' comprehension of English fricative sounds and identify effective learning methods for mastering them.
Studying on the basic theories of English fricatives sounds, compare the fricatives sounds in English and Vietnamese and the characteristics of teaching pronunciation
The real situation of teaching and study English pronunciation in Hai Phong secondary school is surveyed
The most important aim is application of some effective activities in class to help students study English fricative sounds as well as other ones better.
Restriction of study
This study focuses on assisting students at Hai Phong secondary schools in mastering English fricative sounds in isolation, given the constraints of time and knowledge It aims to provide effective techniques for accurate pronunciation Future research will delve into intonation and stress patterns to enhance overall language proficiency.
Methods of study
With the purpose of making English fricative sounds specifically and simply for pupils, my research methods are:
Reference books related to English consonant sounds and teaching pronunciation are review to get background knowledge of fricative sounds and some interesting techniques in teaching pronunciation
A survey was conducted among students in grades 6 to 9 at Nam Hai, Dong Hai, Dang Hai, and Dang Lam secondary schools to gather insights on their perceptions of English fricative sounds The study aimed to identify the challenges they encounter in learning these sounds and their expectations regarding English pronunciation instruction.
The information of the survey will be gathered from survey questionnaires for students and interview questions for teachers
Basing on the currently situation of learning and teaching English fricative sounds in these schools, the writer gives some suggested techniques in order to help students in this case
The study consists of three parts: Introduction, Development and Conclusion
Part 1: The Introduction part points out the rationale of the study, the purpose, the restriction, methods and design of the study
Part 2: Development involves three chapters:
Chapter I: “Theoretical background” gives us the general overview in English fricative sounds and the introduction about teaching English pronunciation
Chapter II: “Study on how English fricative sounds are studied and taught by teachers and students in Hai Phong secondary schools” reflects the students‟ and teachers‟ viewpoints and the situation of teaching and learning English sounds in general and fricative ones in particular in Hai Phong secondary schools
Chapter III: “Application of some techniques to assist Hai Phong secondary students in pronouncing English fricative sounds” supplies the suggested techniques in teaching and learning fricative sounds in an easy and interesting manner to help students get the best effectiveness from them
Part 3: Conclusion summarizes all the part mentioned in the paper and some suggestion for further study
In Part 1, the study's content was introduced, while Part II will delve into the specifics of English fricative sounds and analyze survey questionnaires conducted in Hai Phong secondary schools to assess the current state of teaching and learning these sounds Furthermore, Part II will propose effective techniques to enhance students' English pronunciation skills.
Design of study
1 The basic consonants in English
Consonants are speech sounds produced when the articulators move closer together or come into contact, obstructing the airflow and preventing it from passing freely.
In English alphabet, there are 25 basic consonants:
Three major features used to distinguish consonants are Places of articulation, manners of articulation, and voicing.
1.1.1- According to places of articulation
The place of articulation, also known as the point of articulation, refers to the specific location in the vocal tract where a consonant is produced It is the point of contact between an active articulator, such as the tongue or lips, and a passive articulator, creating an obstruction that shapes the sound.
There are nine groups of consonants classified according to place of articulation:
- Bilabial sounds: are the sounds made with two lips: /b ,m ,p, w/
- Labio-dental sounds: are the sounds made with the lower lip and the upper front teeth: /f, v/
- Dental sounds: are the sounds made with tip of the tongue and the upper front teeth: /ð, θ/
- Alveolar sounds: are the sounds made with tip of the tongue and the alveolar ridge, the tip of the tongue is moved to the alveolar ridge: /t, d, n, l, s, z/
- Alveolar-palatal sounds: are the sounds made with the palate of the tongue and the back of the alveolar ridge: /ʃ, ʒ, tʃ, dʒ/
THEORETICAL BACKGROUND
Fricative sounds: an overview
1 The basic consonants in English
Consonants are produced when the articulators move closer together or come into contact, obstructing the airflow and preventing it from flowing freely.
In English alphabet, there are 25 basic consonants:
Three major features used to distinguish consonants are Places of articulation, manners of articulation, and voicing.
1.1.1- According to places of articulation
The place of articulation, also known as the point of articulation, refers to the specific location in the vocal tract where a consonant is produced This involves the contact between an active articulator, such as the tongue or lips, and a passive articulator, which creates an obstruction in airflow.
There are nine groups of consonants classified according to place of articulation:
- Bilabial sounds: are the sounds made with two lips: /b ,m ,p, w/
- Labio-dental sounds: are the sounds made with the lower lip and the upper front teeth: /f, v/
- Dental sounds: are the sounds made with tip of the tongue and the upper front teeth: /ð, θ/
- Alveolar sounds: are the sounds made with tip of the tongue and the alveolar ridge, the tip of the tongue is moved to the alveolar ridge: /t, d, n, l, s, z/
- Alveolar-palatal sounds: are the sounds made with the palate of the tongue and the back of the alveolar ridge: /ʃ, ʒ, tʃ, dʒ/
- Palatal sounds: are the sounds made with the front of the tongue and the hard palate: / j/
- Velar sounds: are the sounds made with the back of the tongue and the soft palate: /k, g, ŋ/
- Glottal sounds: This sound is made at the epiglottis: /h/
- Retroflex sounds: are the sounds made with the tip of the tongue and the Aback of the alveolar: /r/
1.1.2- According to manners of articulation
Manner of articulation describes how the tongue, lips, and other speech organs involved in making a sound make contact
There are seven groups of consonants classified according to manners of articulation:
- Stop/Plosive: Are the sounds made by the air that passes from the lung into the mouth being completely stopped: /p, b, t, d, k, g/
- Affricatives: Are the sounds made when a stop followed immediately by a fricative sound made the same part in the mouth: / tʃ, dʒ/
- Fricative sounds: Are the sounds produced by forcing the air stream through a narrow opening: /f, v, ð, θ, s, z, ʃ, ʒ, h/
- Nasal sounds: are the sounds made with the airs escaping through the nose: /m, n ,ŋ/
- Lateral sounds: are the sounds made with the air passing through the mouth over the sides of the tongue: /l/
- Retroflex sounds : Are the sounds made with the tip curled back in the mouth:/r/
- Semi-vowels: Are the sounds made with the air stream partially obstructed but not enough to cause friction: /w, j/
Sounds that are made with the vocal cords vibration are voiced and sounds made with no vibration are voiceless
All of the stops, fricatives, and affricatives come in voiced/voiceless pairs The nasals, lateral, retroflex and semi-vowels are all voiced
There are 3 groups of consonants in term of voicing:
- Classification of stops in term of voicing:
- Classification of fricatives in term of voicing:
- Classification of affricatives in term of voicing:
Fig 1 – Cut away view of the vocal tract with places of articulation of fricatives
There are many authors who define the English fricative consonants, some of the most typical definitions are listed as following:
Fricatives are consonants with the characteristic that when they are produced, air escapes through a small passage and makes a hissing sound
[English phonetics and phonology, by Peter Roach]
Fricatives are speech sounds created when two articulators approach each other closely, allowing a small gap that partially obstructs the airflow This configuration generates a distinctive friction noise, making fricatives a unique category of consonants in phonetics.
Fricatives are consonant sounds produced by partially obstructing the airflow, rather than completely stopping it This partial obstruction occurs when the lips or tongue come close to the upper mouth, creating turbulence or friction in the airflow.
[Teaching American English pronunciation, by Peter Avery and Susan Ehrlich]
Fricatives are consonants produced by forcing air through a narrow channel made by placing two articulators close together This turbulent airflow is called frication en.wikipedia.org/wiki/Fricative
Fricatives are consonant sounds produced by obstructing airflow in the vocal tract, creating a characteristic friction sound Often referred to as spirants, these sounds include pairs of fortis (strong) and lenis (weak) variants, with the exception of /h/ Fricatives can be classified as voiced, where the vocal cords vibrate during articulation, or voiceless, where they do not vibrate.
There are 9 fricative consonants consisting of: /f/, /v/, /ð/, /θ/, /s/, /z/, /ʃ/, /ʒ/, /h/
Fricative consonants are characterized by their similar manners of articulation, yet they can be distinguished through three primary classifications: place of articulation, voice of articulation, and sibilant sounds.
2.2.1- According to places of articulation
There are five groups of fricative consonants according to places of articulation:
Articulation occurs when the vocal cords remain still and the velum is elevated, positioning the lower lip near the upper front teeth As air flows through this constricted space, it creates friction.
The sound represented by the letters f, ff, and ph can be found in words like film, coffee, and phone Additionally, the fortis labiodental fricative sound may also be depicted by gh in the middle or at the end of words, such as in cough and laughter.
Examples: fling [fliη] coffee [' kɔ fi] aloof [ə' lu: f]
Articulation:The same as for the fortis labio-dental fricative, but with less muscular tension, and therefore weaker friction The vocal cords sometimes vibrate
Spelling: Represented by v as in vulgar, vv as in navvy, and by f as in of
Examples: vulgar : [' vʌ lgə]; lover: [' lʌ və] shave : [∫eiv]
Articulation occurs when the vocal cords remain still and the velum is elevated The tip of the tongue is positioned near the upper front teeth, while the sides make contact with the upper side teeth As air flows through the narrow space created at the tongue-tip, it produces friction.
Spelling: In English, the /θ/, is regularly represented by th, as in thin
Examples: thigh : [θai]; Cathy : [' kổθ I ]; Bluetooth : [' blu: tu:θ]
Articulation:The same as for the fortis dental fricative, but with less muscular tension and therefore weaker friction Sometimes the vocal cords vibrate
Spelling: Regularly represented by th, as in this
Examples: that : [ðổt]; mother : [' mʌ ðə]; soothe : [su: ð]
Articulation occurs when the vocal cords remain still, and the velum is elevated The tip and blade of the tongue are positioned near the alveolar ridge, while the sides of the tongue make contact with the upper teeth As air flows through the constricted space at the alveolar ridge, it produces a hissing friction sound.
The letter "s" is represented by the single "s" in words like "some" and by "ss" in "toss." It is commonly represented by "c" when followed by the letters "e," "i," or "y," as seen in the word "cider." Additionally, "s" can be pronounced as "z," as in the word "island."
Examples: sip : [' sip] ; loosing : [' lu: s I ] ; ice : [a I s]
The / z / sound is articulated similarly to the / s / sound but with less muscular tension, resulting in weaker friction and occasional vocal cord vibration In English, the / z / sound is typically represented by the letters 'z' and 'zz,' as seen in words like "zip" and "fuzzy." Additionally, the / z / sound can also be spelled with 's' when it appears in the middle or at the end of words, such as in "busy." In certain cases, the / z / sound is represented by 'ss,' as in the word "possess."
Examples: zip : [zip]; losing: [' lu: ziη]; eyes: [a I z]
Articulation involves raising the velum while keeping the vocal cords still, with the tongue's tip and blade positioned close to the back of the alveolar ridge The sides of the tongue make contact with the upper teeth, creating a hissing friction as air flows through the narrow space behind the alveolar ridge, all while the lips remain rounded.
Spelling: Represented by sh, as in shaft Note the spelling of this sound in sure and sugar, -tion is pronounced with /ʃ/ after vowels and consonants except s, e.g action
Examples: shop : [∫ɔ p]; pressure : [' pre∫ə(r)]; leash : [li: ∫]
Articulation: Pronounced in the same way as the fortis palato-alveolar fricative, except that for /ʒ/ there is less muscular tension and therefore weaker friction The vocal cords sometimes vibrate
Spelling: It is represented by z ( i ) and s ( i ) within words, as in glazier, invasion Note, however, that if a consonant letter precedes the s ( i ), it will be pronounced /ʃ/ as in censure, pressure
Examples: pleasure : [' pleʒə]; prestige: [pre' sti:ʒ]; invasion: [in' veiʒn]
Practise saying the following words Concentrate on the distinction between the fortis and the lenis
/ʃ/ /ʒ/ /ʃ/ /ʒ/ fission vision ruche rouge pressure pleasure leash prestige
Articulation occurs when the vocal cords remain still, and the velum is elevated, allowing the airstream to flow freely through the mouth This strong airflow generates friction within the vocal tract The varying positions of the tongue and lips create a narrowing effect, with the glottis serving as the most consistent point of friction production.
In English, the sound /h/ is typically represented by the letter 'h' in words like "hello," while in some cases, it appears as 'wh,' as seen in "who." However, it's important to note that the letter 'h' is silent in certain words, such as "honour" and "hour."
Examples: hope : [həup] ; human : ['hju:mən] ; bohemian : [bou'hi:mjən]
There are 9 fricatives sounds in English, five of these are voiced and four are voiceless In which there are eight sounds coming in voiced/voiceless pairs:
- Labio-dental sounds: Voiceless: /f/ (fish)
- Alveolar palatal sounds: Voiceless: / ʃ / (pressure)
Teaching pronunciation
Listening is often regarded as the most difficult language skill for Vietnamese students, primarily because they struggle to understand native speakers and audio materials This challenge significantly impacts their reading and speaking abilities A key factor contributing to this issue is the lack of emphasis on pronunciation in the education system at all levels.
In English language teaching for secondary students, there is a notable lack of focus on pronunciation, as most pedagogical approaches and textbooks prioritize the four core skills: listening, speaking, reading, and writing This oversight is significant because pronunciation is crucial for mastering these skills effectively Many secondary students struggle with pronunciation because they typically learn new words through repetition from their teachers, often without understanding the variations in sound, such as the different pronunciations of /th/ in "think" and "this," despite their similar spelling.
Teaching pronunciation is crucial in language learning, as it is one of the most challenging aspects to master Proper instruction should begin early in the language acquisition process Pronunciation encompasses more than just individual sounds; it includes word stress, sentence stress, intonation, and word linking, all of which shape the sound of spoken English Additionally, casual speech often involves slurring words and phrases together While complete elimination of an accent may be unrealistic, enhancing pronunciation skills can significantly boost self-esteem, improve communication, and potentially lead to better job opportunities and greater respect in the workplace.
So that in designing or selecting materials for pronunciation it is important to take into account the purpose of the learners‟ language study, whether it is to acquire
A native-like accent is important for clarity in international communication, as it enhances intelligibility The chosen accent should be easily understood by the widest audience possible, especially those who do not speak the same language.
Teaching English pronunciation to secondary students should be approached in a way that is easy and engaging It is essential to adopt methods that are learner-friendly, consistent, and practical Regular practice, interesting materials, and personalized instruction can significantly enhance the learning experience Additionally, these strategies should promote learners' autonomy in mastering pronunciation skills.
According to Marianne Celce-Murcia, Donna M Brinton, and Janet M Goodwin in their 1996 work on teaching pronunciation, teachers need to possess a substantial amount of linguistic knowledge that exceeds what learners can absorb Therefore, it is crucial for teachers to carefully plan how much information to share with students and to sequence and present it effectively The planning stage for teaching pronunciation includes several important details that must be considered.
The teacher needs to know all the information about the features (articulation rules, voicing, mouth position, intonation, specific sounds, and occurrences in discourse…etc)
Identifying potential challenges faced by students, particularly those arising from common errors linked to specific language backgrounds, is crucial Highlighting these features is essential to address the communicative needs of students effectively.
Teachers should illustrate the sounds of English by providing clear examples of their occurrence to enhance students' awareness Utilizing images of the vocal cords can help students grasp the various parts of articulation effectively When students understand the features of English sounds and learn the correct tongue positions, they will be able to pronounce words accurately on their own.
There are the pictures of how your mouth looks when you pronounce some fricative sounds:
Place of articulation /f/ and /v/ sounds: /ð/ and /θ/ sounds
This technique allows students to listen to native speakers using a cassette player, enhancing their pronunciation skills Teachers play recordings that focus on specific sounds or short conversations to aid students in identification and practice Many students find listening to be the most challenging aspect of language learning due to limited exposure to native speakers Therefore, it is essential for teachers to create engaging listening lessons, such as having students listen to a song and then repeat it or fill in the blanks of the lyrics.
Incorporating images into English lessons significantly enhances the learning experience, as students tend to engage more with colorful visuals than with rote memorization or traditional reading This approach is effective across all language skills, making it a valuable teaching strategy.
Teachers can enhance lessons by using diverse images that illustrate sounds, placing typical sounds at the beginning, middle, or end of words This approach helps students not only to memorize vocabulary but also to learn correct pronunciation.
Stories captivate audiences of all ages, particularly children and students, who often enjoy hearing the same tales repeatedly The universal appeal of storytelling is evident in the global success of movies, showcasing our collective love for narratives.
Teachers can effectively engage students by incorporating games and activities to teach key vocabulary from stories Utilizing vibrant illustrations can inspire pupils and enhance their understanding, while role-plays and interactive games allow them to act out parts or the entirety of the narrative By centering the lesson around the story, educators provide meaningful context for learning new words and phrases that might otherwise seem isolated.
Students can subconsciously grasp the structure of language while recognizing familiar words, making repeated exposure to the same stories beneficial for both revision and comprehension Following this, we can assess their memory by asking them to retell the stories or share their feelings about them, which effectively enhances their pronunciation and speaking skills.
Songs serve as an effective tool for "Edutainment" by engaging all language skills: listening, reading, writing, and speaking They enhance learning by allowing students to listen to melodies, read lyrics, fill in blanks, and sing along, thereby improving pronunciation through repetition This multifaceted approach not only makes language acquisition enjoyable but also helps students master challenging sounds.
Especially, the sounds teacher focus in the lesson will be underlined in order to help students note when listening to them.
A STUDY ON HOW ENGLISH FRICATIVE SOUNDS ARE
Reality
A survey conducted at four secondary schools in Hai Phong—Nam Hai, Dong Hai, Dang Hai, and Dang Lam—focused on the realities of teaching and learning English, specifically fricative sounds Due to time constraints, only one grade from each school was selected for the survey The questionnaires were designed based on the teaching and learning situations related to English sounds, as well as the structure of the textbooks used for grades 6 through 9.
Nam Hai, Dong Hai, Dang Hai, and Dang Lam secondary schools are renowned for their high-quality teaching staff, with all teachers holding degrees from universities and colleges, many boasting years of teaching experience These schools employ a total of 25 dynamic and innovative English teachers who actively implement new teaching methods They have received certificates of merit for leading their school's English teams to success in city-level student competitions Committed to excellence, these educators consistently strive to communicate knowledge effectively, ensuring that students understand and acquire information in the most efficient manner.
Many students in these schools are familiar with English from primary education, where it is a core subject Each school comprises four grades with over 600 students distributed across 16 classes While most students show a keen interest in mastering English skills, recognizing its significance and benefiting from innovative teaching methods, they tend to focus on writing and other skills while largely overlooking pronunciation This neglect is partly due to the absence of pronunciation instruction in their textbooks.
Four secondary schools—Nam Hai, Dong Hai, Dang Hai, and Dang Lam—provide excellent facilities and resources for both students and teachers Each school features spacious classrooms equipped with proper lighting and ventilation, ensuring a bright learning environment The furniture meets national standards, promoting students' health by preventing eye strain and spinal issues Class sizes range from 35 to 40 students, allowing teachers to give individual attention English lessons are enhanced with various teaching aids, including cassette players, microphones, headphones, and visual materials Additionally, the schools boast large halls for activities, fostering communication and participation in English contests during school anniversaries.
Beside, schools always create good condition for teacher having opportunities to study more and access the innovation in teaching
To sum up, the mentioned schools are good environment for teaching and studying English as well as other subjects
3 The design of English textbooks
In secondary schools, students across all grades are engaging with innovative pilot materials developed by the Ministry of Education and Training, featuring appealing designs and vibrant illustrations.
In English 6 and 7, there are 16 units Each unit consists of 2 sections A and Band has following parts:
Introduced a new material aspect, including items such as: Listen-Repeat/
Listen-Read/ Read to introduce the topics, the language, structure or language function used in life through daily communication situations
Exploring the new material involves engaging in activities like Ask-Answer, partner practice, matching, and True-False exercises These interactive methods are designed to enhance comprehension of vocabulary, sentence structure, and language functions, ensuring students grasp the lesson content effectively before moving on to practical application.
Practicing involves a variety of exercises focused on listening, speaking, reading, and writing related to lesson topics The exercises marked with an asterisk are designed to help students expand their knowledge or reinforce their learning, and these can be completed at home.
Summarization lessons focus is reflected in the remember, help students get more notices to be the basis and have strengthened review
Language focus is through exercises to help students strengthen and systematize the structure of the grammar and vocabulary focus every 3 units
In English 8 and 9, there are 16 and 10 units respectively Each unit has 7 clear parts:
Getting started: to exploit the vocabulary, structure and knowledge offered by students related to the topics lessons; this step prepares for new lessons
The "Listen and Read" section serves as an engaging introduction to essential topics, grammar, vocabulary, and everyday communication skills It includes questions and exercises designed to assess comprehension and enhance students' focus on key lesson materials.
Speaking is a training part, help students to use the structure and vocabulary in different communication purpose relating to the subject units
Listening comprehension training is essential for reinforcing vocabulary and structure while enhancing students' ability to understand spoken information This practice not only aids in developing listening skills but also serves practical purposes in everyday life.
Reading consists of a comprehension text to expand the content topics, expanded structure, vocabulary, and develop reading skills for students
Writing exercises are essential for students to reinforce their knowledge and enhance their ability to communicate effectively through written language These activities introduce various writing formats, including letter writing, postcard writing, and crafting invitation letters, helping students develop their skills in expressing ideas clearly and coherently.
Language focus is grammar exercises to help students practice, and strengthen and systematize the structure focus of lessons.
Survey questionnaires
25 teachers and 160 students in 6th, 7th, 8th, and 9th grades in Nam Hai,
Dong Hai, Dang Hai, Dang Lam secondary schools, respectively in Hai Phong, conducted the survey questionnaires.
1 Purpose of the survey questionnaires
The primary objective of these survey questionnaires is to gain insight into the current state of teaching and learning English pronunciation, particularly focusing on English fricative sounds in Hai Phong secondary schools This research aims to identify the most effective methods to enhance students' proficiency in English pronunciation.
The survey has following purpose:
To find out teachers‟ and students‟ opinion on English pronunciation in general and English fricative sounds in particular
To learn about the current situation of teaching and learning English pronunciation in Hai Phong secondary schools
To get information about the effectiveness of techniques used in teaching
To discover the students‟ problems when pronounce English fricative sounds and their expectation toward learning English pronunciation
The survey comprises 15 questions in which 8 questions for students and 7 questions are for teachers
For students: The questions are conducted to find out:
- Their attitude toward English fricative sounds (importance, difficulty, necessity…) as well as their situation of learning English fricative sounds
- Their point of view on applied currently techniques in teaching English sounds
- Their expectation toward learning English pronunciation
For teachers: are conducted to find out:
- Their recognition about English pronunciation stage and English fricative sounds (importance, difficulty )
- Their frequency and effectiveness in applying techniques in teaching English pronunciation
3.1- Students’ and teachers’ opinion on English pronunciation in general and English fricative sounds in particular.
3.1.1- The importance of teaching English pronunciation
Graph 1: Students’ opinion toward English pronunciation
The significance of teaching English pronunciation is highlighted by a bar chart indicating that 55% of teachers consider it important, while only 10% view it as normal and 5% deem it not very important Proper English pronunciation greatly impacts essential skills such as listening, reading, and speaking Without accurate pronunciation, students struggle to understand native speakers and may hesitate when communicating Unfortunately, secondary English textbooks often overlook pronunciation, leading students to focus more on other skills and neglect the importance of mastering English sounds This underscores the critical role of teaching English pronunciation in secondary education.
3.1.2- Students’ outlook on English fricative sounds
Important Normal Not very important percentage
Chart 1: Students’ outlook on English fricative sounds
The question is to get know the students‟ attitude towards English fricative sounds
The pie chart indicates that a significant majority of students find fricative sounds challenging, with 58% labeling them as very difficult and 35% as difficult Only a small percentage, 4% and 3%, reported the opposite Students struggle with fricative sounds due to the similarities between them, such as /s/ and /ʃ/, as well as /z/ and /ʒ/, and they also face difficulties distinguishing /ð/ and /θ/ Additionally, these sounds are not adequately addressed in class, leading to a vague understanding among students Therefore, it is essential for teachers to provide more comprehensive instruction on fricative sounds to enhance student comprehension.
3.1.3- The necessity of English fricative sounds
Both teachers and students were asked the same questions to explore the opinion of them on the necessity of English fricative sounds
A significant majority of teachers (82%) and students (76%) recognize the importance of teaching and learning fricative sounds, with only 5% and 10% respectively deeming it unnecessary Despite the acknowledged difficulty of fricative sounds for students, as shown in Chart 1, many secondary students lack knowledge in this area Furthermore, teachers often have limited experience in teaching pronunciation, as they tend to prioritize other skills outlined in English textbooks.
To sum up, the result has shown that we can‟t deny the necessity of English fricative sounds in all lessons.
3.1.4- Students’ and teachers’ point of view about the difficult level of fricative sounds
Graph 2: The difficult level of English fricative sounds
A recent study aimed to identify the most challenging fricative sounds in English, as perceived by both teachers and students According to the bar chart, 57% of students and 53% of teachers agree that the /ð/ and /θ/ sounds are the most difficult for learners Following these, the /ʃ/ sound also presents significant challenges.
/ʒ/ It is certainly, because many students at universities have learned very specifically about these sounds also make mistake when pronounce them It is
Students and teachers often find it challenging to grasp the pronunciation differences between the English sounds /ð/ and /θ/, as both are represented by the same letters "th." For example, the sound /ð/ appears in the word "those," while /θ/ can be heard in words like "think." Understanding these distinctions is essential for improving English pronunciation skills.
Students often confuse the English sounds /ð/ with /g/ and /θ/ with /t/ due to their Vietnamese language background In contrast, the sounds /f/, /v/, and /h/ pose less difficulty, as they are similar to Vietnamese sounds Therefore, teachers should prioritize instruction on the sounds /ð/, /θ/, /ʃ/, and /ʒ/ to enhance students' pronunciation skills.
3.2 Current situation of teaching and learning English fricative sounds
3.2.1- Teachers’ frequency of teaching English fricative sounds
Graph 3: Frequency of teaching English fricative sounds
A recent survey reveals that a significant number of teachers do not consistently focus on teaching English fricative sounds, with 36% stating they sometimes address this in lessons and 27% admitting they rarely do Correspondingly, student feedback indicates a similar trend Notably, only 13% of teachers reported that they always incorporate the teaching of fricative sounds or other pronunciation elements in preparation for city examination tests.
The main reason explored is pronouncing not to be mentioned in English textbooks, the teachers always have to focus on other skills( Listening, Speaking,
Many educators prioritize reading and writing over teaching English pronunciation, particularly fricative sounds, despite recognizing the importance of pronunciation in language learning This highlights the need for regular inclusion of English sounds, especially fricatives, in classroom instruction to enhance students' pronunciation skills.
3.2.2- When teachers teach students to pronounce English fricative sounds
When do you teach your students English fricative sounds?
I often teach it in other skills in textbooks 56%
When my students pronounce wrongly 25%
When the lesson time is left 42%
I always do it because it is very necessary 12%
Table 2: When teachers teach fricative sounds for students
This question is to survey more why teachers sometimes teach students English fricative sounds or other sounds in class
A recent analysis reveals that 56% of teachers integrate the teaching of fricative sounds with other skills found in English textbooks, while 42% address these sounds only when time permits Additionally, 25% of educators provide explanations about fricative sounds primarily when students mispronounce them.
In Hai Phong secondary schools, the teaching of English pronunciation is often neglected, as many teachers only address English sounds temporarily and primarily when students mispronounce words With 25% of teachers acknowledging this approach, it highlights a significant gap in the curriculum, as secondary English textbooks lack dedicated sections on pronunciation Consequently, lesson plans rarely include the presentation of English sounds, leading teachers to discuss them only when time permits or to integrate them into other skills Although 12% of educators prioritize pronunciation, this focus is typically limited to private lessons or select groups, underscoring the inadequacy of pronunciation instruction in the overall English language education.
3.2.3- The ways students pronounce English fricative sounds
Graph 4: Students’ activities to pronounce English fricative sounds
B: Finding the transcription in dictionary
C: Writing Vietnamese transcription adapted from teachers‟ pronunciation D: Others
The study examines how students pronounce English fricative sounds, revealing that 57% rely on Vietnamese transcriptions based on their teachers' pronunciation, while 34% mimic their teachers directly Only 5% consult dictionaries for transcription, and a mere 4% adopt personal methods such as listening to music, watching films, or reading books to improve their pronunciation These statistics indicate a preference for traditional learning methods, where students transcribe words in Vietnamese rather than using English phonetics This approach may lead to the mispronunciation of English sounds, resulting in the loss of ending sounds and aspirated or spirant sounds, ultimately causing difficulties in listening and writing accurately.
To sum up, students are still passive in learning English fricative sounds because they are not taught specifically about these sounds as well as using phonetic transcription to study.
3.3- Students’ and teachers’ view points on currently used techniques and their effectiveness in teaching English fricative sounds
3.3.1- Frequency of currently used techniques
Frequently Sometimes Never Frequently Sometimes Never
Table 3: Frequency of adopted techniques in teaching fricative sounds
This article explores the methods employed by teachers to instruct students on pronouncing English fricative sounds, as well as the frequency with which these techniques are utilized.
A recent survey of students revealed that the most common method teachers employ to teach English pronunciation is through Listening, utilized by 76% of instructors Communication techniques follow closely at 68%, while Reading strategies are implemented by 59% of teachers.
The data reveals that teachers have similar views on the importance of language skills, with Listening at 73%, Communication at 71%, and Reading at 61% Listening is emphasized as a crucial skill in English textbooks, enabling teachers to enhance students' pronunciation through recordings of native speakers, which serve as a standard for students to emulate Additionally, Communication and Reading are effective methods for encouraging student participation in class, allowing teachers to identify and correct pronunciation errors.
Finding and the discussion of finding
A survey was conducted among 175 students from grades 6 to 9 at four secondary schools in Hai Phong, focusing on English fricative sounds and pronunciation Due to the end-of-year exams, only one grade from each school was selected for this survey While the findings may not fully represent the overall teaching and learning situation, they provide insights into the expectations and opinions of the students regarding English pronunciation.
A survey of students and teachers reveals a strong consensus on the importance of teaching and learning English pronunciation, particularly fricative sounds Accurate pronunciation is crucial as it directly impacts the development of other language skills When students master English sounds, they enhance their overall proficiency in the language.
A recent survey revealed that 58% of students find English fricative sounds challenging, particularly struggling with the pronunciation of /ð/ and /θ/ Teachers agree with this assessment, highlighting a general lack of familiarity among students regarding these specific sounds.
English sounds share some similarities with Vietnamese phonetics, which often leads students to pronounce them as they would in their native language, frequently omitting the voicing of certain sounds.
Teachers recognize the significance of English pronunciation; however, they often address these sounds only when time permits, with 42% of lessons dedicated to this aspect and 125 teachers opting to focus on pronunciation in extra or selected team classes Consequently, the teaching of English pronunciation in Hai Phong secondary schools has not received adequate attention.
Many students struggle with learning English sounds, particularly fricatives, often relying on Vietnamese transcriptions provided by teachers (57%) This approach can lead to "Vietnamizing" English sounds, causing them to overlook important features like voicing, aspiration, and vibration Consequently, this habit can become ingrained, making it challenging to correct these errors as students progress to higher grades.
Teachers often use various techniques to enhance English pronunciation, but these methods may not always align with students' needs While listening activities are the most commonly employed technique (73%), they may not yield the best results In contrast, less frequently used methods, such as pictures, stories, songs, and games, prove to be more effective, with games being the preferred choice among students (75%) Therefore, educators should incorporate engaging and dynamic activities to improve student learning and alleviate stress during lessons.
Students have proposed the inclusion of English pronunciation instruction alongside other skills like listening and reading This initiative stems from their desire to deepen their understanding of English sounds and to address their concerns regarding pronunciation exercises in classroom assessments.
These findings aim to provide teachers with valuable insights into their students' expectations, enabling them to identify effective techniques for teaching English fricative sounds and other phonetic elements, ultimately enhancing students' pronunciation skills.
Chapter II offers an overview of the current state of teaching and learning English fricative sounds in Hai Phong secondary schools It highlights the perspectives of both students and teachers regarding the frequency and effectiveness of various techniques, as well as students' eagerness to improve their English pronunciation This survey serves as a foundation for Chapter III, which will propose effective techniques to enhance students' learning of fricative sounds, making the process more accessible and less challenging.
APPLICATION OF SOME TECHNIQUES TO ASSIST HAI
Listening
To effectively teach fricative consonant sounds, it is essential for students to practice distinguishing these sounds through listening exercises that utilize minimal pairs To enhance engagement and effectiveness, teachers should incorporate visual aids, such as pictures paired with words, into these exercises This approach not only aids in pronunciation but also helps students understand the meanings of the words.
Teacher provides a tape that play fricative consonants (the pair of sounds must have the similar pronunciation) mentioned in the photo of pictures
Students will engage in an activity where they listen to the radio and mark the words they recognize in sound pairs The teacher will replay the tape to ensure comprehension, followed by additional listening and repetition sessions to reinforce learning.
Example: The following pictures focus on /s/ and /ʃ/; /s/ and /θ/ sounds
WORST worse worth sing thing sick thick a thick book
Music serves as an engaging tool for students to enhance their English learning, particularly in improving pronunciation skills By listening to native singers, students can immerse themselves in the rhythm and melody of the lyrics, making it easier to remember the correct pronunciation of words.
The teacher distributes the song sheet to the students and reads each word, emphasizing the fricative sounds listed at the bottom of the page, which the students then repeat twice Following this, a tape is played two times consecutively, allowing the students to attempt filling in the blanks.
After that, the students are invited to discuss it with their classmates for one minute.The song is played again and students complete the missing words
The teacher announces the correct answers while students independently mark their papers with a red pen and tally their scores To conclude the activity, the song is played once more, inviting everyone to sing along together.
(Teacher also print in bold other fricative sounds in the songs to note students)
Key words: Splutter, honk, froggie, stretch, butterfly, slide, rooster
Using story
These techniques aim to motivate and entertain students while enhancing their listening skills and fluency Additionally, they focus on improving pronunciation and fostering group work skills and interaction among peers.
Teachers begin by preparing story-related pictures that focus on English fricative sounds Next, they divide the class into small groups of 4-5 students to facilitate collaborative learning.
Teacher links all those pictures to make a story and student have to listen to her carefully and memorize the theme
After that, each group must use these pictures to retell the story‟s detail with more funny as well as attraction
In addition, teachers should motivate students preparing more story pictures related to fricative sounds to tell in class
The teacher utilizes images from Aesop's Fable "The Fox and the Grapes" to encourage students to retell the story, focusing on the accurate identification and pronunciation of all fricative sounds.
One afternoon a fox was walking through the forest and spotted a bunch of grapes hanging from over a lofty branch
"Just the thing to quench my thirst," quoth he
Taking a few steps back, the fox jumped and just missed the hanging grapes Again the fox took a few paces back and tried to reach them but still failed
Finally, giving up, the fox turned up his nose and said, "They're probably sour anyway," and proceeded to walk away
Teachers distribute handouts containing a story with missing words and play a cassette for students to listen to the narrative Students are tasked with filling in the blanks while listening and must also retell the story in their own unique ways during class discussions.
Examples: In the unit 2: Clothing (English 9), teacher chooses the story
“THE EMPEROR‟S NEW CLOTHES” for students to listen and fill these words in blanks: cloth, clothes and clothing in order to help them distinguish between /ð/ and /θ/ sounds
An emperor obsessed with fashion changed his attire every hour, finding joy only in new clothes One day, two con artists arrived in the city, claiming to be weavers of the finest fabric in the world They proclaimed that only the honest could perceive their exquisite creations.
I have to order a suit made of this (6) The king ordered himself a fine new suit of (7) “I will check to see if they are finished with the (8).”
He sent minister to check out the (9) Come closer See what beautiful (7)!
“What do you think of the (10)?” asked the weavers
The minister hesitated to acknowledge his inability to see the new creation He exclaimed, “This is the most beautiful sight I have ever witnessed,” highlighting the stunning colors of the masterpiece As a result, the entire city buzzed with excitement about the emperor's latest marvel.
On the day of the grand procession, the weavers proudly declared that the emperor's new clothes were ready, displaying them for all to admire The emperor's attendants praised his new attire, but a small child in the crowd exclaimed, "The emperor has no clothes!" Despite knowing he was wearing nothing, the emperor continued to walk proudly, embodying the essence of a true ruler.
Studying through games
In this engaging classroom activity, the teacher organizes students into groups of four to five, providing them with a list of fricative sound pairs Each group selects eight words from the list and crafts a creative story, allowing for flexibility in the order of the chosen words This exercise not only enhances students' understanding of phonetics but also fosters collaboration and creativity in storytelling.
Example: teacher focuses on /ð/ and /θ/ sounds with a list below
/θ/ /ð/ thief father truth brother theory mother author this think that through these thorough those
Student 1: Last Thursday, my sister Cynthia went on a trip to Boston
Student 2: She wanted to visit my brother Matthew, who lives there
Student 3: She traveled through many small towns She did not know that it was so far
Student 4: After she arrived, a thief stole her money and she had to return home
A tongue twister is a challenging phrase, sentence, or rhyme that poses difficulties in pronunciation due to similar sounds The objective of this engaging activity is to help students correct common mistakes and improve their ability to distinguish between sounds Additionally, tongue twisters are inherently difficult, encouraging students to practice speaking them aloud for better articulation.
In this activity, the teacher presents sentences featuring fricative sounds for students to read aloud Following this, students are encouraged to create their own sentences that begin with fricative sounds, which they will then share with the class This exercise not only enhances their phonetic skills but also fosters creativity and confidence in speaking.
The collection of some funny tongue twisters of English fricative sounds presented here to help students practice them better
So if she sells shells,
On the seashore, I'm sure she sells,
Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
Teachers distribute handouts featuring words and pictures that start or end with fricative sounds Students are tasked with matching the words to the corresponding images and then pronouncing them aloud in class.
This article features a thumbnail for the "Match the Words to the Pictures: S" sound, showcasing various words that begin with the letter "S." The vocabulary includes items like sailboat, seal, sock, sandals, sunflower, saw, and more, such as sheep, shorts, shirt, shelf, and shoes This engaging activity encourages learners to connect words with corresponding images, enhancing their understanding of the "S" sound.
This is a thumbnail of the "Words Starting With SH - Match the Words to the Pictures"
Objectives: Students can listen to teacher‟s pronunciation of words then find out in list and write it in the board
Teacher divides class in groups consisting of 3-4 students
Teacher give each team a list of words (teacher must make a word list contain fricative sounds)
Teacher say one word from the list several times
Teams search for words then selected leader go to board and write word
Leaders should celebrate teachers' achievements by giving a high-five after they correctly write a word The first leader to give a high-five earns 5 points, the second leader receives 4 points, the third gets 3 points, and so on This encourages friendly competition and recognition among leaders while promoting engagement in the learning process.
Teachers utilize the Family Tree activity to engage students in practicing fricative sounds by prompting them to discuss the relationships of individuals depicted in the tree This approach emphasizes specific names that highlight the targeted sounds, enhancing students' phonetic learning through interactive participation.
Example: “The Family Tree” for guided practice /ð/ and /θ/ sounds
Matthew ♂ + Catherine ♀ ♂ Timothy + Agatha ♀ Anthony ♂ Thad ♂ Garth ♂ Ethel ♀ Keith ♂ Meredith ♀ Ruth ♀ Beth ♀
Objectives: This is one type of game that helps students can remember the words related to fricative sounds
Procedures: Teachers provides a word search puzzle and pictures of words to ask students find that words in the box, then using extra letters to find out the secret words
Example: Find the words in the Z words wordsearch puzzle
Key: secret words is “Zip” z z i g z a g s e z i t h e r z b z z i n n i a r o i z e r o p a o z i p p e r z u c c h i n i
Objectives: to help students practice English words which begin with fricative sounds
Teacher divides class into groups of 2-4 students Each group has to assign the writer
The teacher says a fricative sound; each group has 1-3 minutes to write a word in each category that starts with the sound
Here are eight words that start with "h": 1 Harmony: The choir sang in perfect harmony, captivating the audience.2 Horizon: As the sun set, the horizon was painted in vibrant shades of orange and pink.3 Harvest: The farmers celebrated a bountiful harvest after a season of hard work.4 Hike: We decided to take a hike in the mountains to enjoy the fresh air and stunning views.5 Hero: The community honored the local hero who saved lives during the disaster.6 Honey: She drizzled honey over her warm biscuit for a touch of sweetness.7 Hospital: The hospital staff worked tirelessly to care for patients in need.8 Happiness: True happiness comes from within and is often found in simple moments.
Objectives: This game allows students to try pronouncing the words exactly for others can spell them
Teacher divides lass into teams of 4-10 students
One student from each team does rocks, paper, scissors
Each team looks for difficult word such as feather, hearth, garage, scythe…then says it and opponent tries to write the word correctly
If they get it right, their team gets a point If they get it wrong, the student who said the word can write it out for a point for their team
Another student from each team continue playing “Word Challenge”
Objectives: This game can help student listen and pronounce English fricative sounds better
Students create fricative sound cards based on their teacher's instructions As the teacher calls out words, students cover the corresponding cards with a scrap of paper When a student successfully marks five in a row—horizontally, vertically, or diagonally—they shout “Bingo!”
Thug Then Fair Thread Fly
Thick Free Thought Feed There
Thee Feather Think Thing Through
Thorough Those The Flaw Fear
Objectives: this game can help students recognize the words that contain
English fricative sounds as well as learn English words
Teachers create a list of pictures for students to identify and circle words associated with specific fricative sounds Following this activity, students are encouraged to read the selected words aloud.
Circle 5 words that start with /θ/
Key: The words are thermometer, thread, thirteen, thirty, thumb
Teachers can engage students by having them circle the correctly spelled words for each picture For example, in an exercise titled "Circle the Words that Start with S," students would identify and circle words like "sun," "sock," "star," "sack," "six," "sled," "snail," and "seven" from a list that includes common misspellings This activity not only reinforces spelling skills but also enhances vocabulary recognition.
Pronunciation Pyramids is an engaging syllable game designed for students to enhance their pronunciation skills In this competitive activity, the teacher selects a topic such as clothing, classroom objects, animals, or food, and students race to construct syllable pyramids Each pyramid starts with a one-syllable word at the top, followed by two-syllable, three-syllable words, and so on This fun and interactive game not only reinforces vocabulary but also promotes teamwork and quick thinking among students.
In this engaging classroom activity, the teacher introduces topics related to fricative sounds, prompting students to brainstorm a variety of words connected to these themes Students then categorize their findings by writing words with one, two, three, or more syllables in a pyramid format, enhancing their understanding of phonetics while fostering creativity and collaboration.
Example topic: Write down all the words of clothing that begin with /ʃ/ sound
The primary objective of this engaging activity is to provide a relaxed and enjoyable way to conclude the class while enabling students to produce English fricative sounds By focusing on the relationship between phonetic symbols and sounds rather than letters, students gain a clearer understanding of phonetic transcription This approach not only reinforces their learning but also offers immediate conversion of sounds into symbols, enhancing their overall grasp of phonetics.
Teacher gives a word and the phonetic script for it, for example measure
Like normal Hangman, teacher write up on the board a series of spaces, but
5 syllables each one representing a sound, i.e for measure_ _ _ _ _ _ _
Encourage students to vocalize the sounds they associate with a specific word As they articulate each sound, write the corresponding phonetic symbols on the board for visual reinforcement This interactive approach enhances their understanding of phonetics and improves their spelling skills.
When they give teachers a sound that is already on the board, point to the corresponding symbol as you correct them
If the students give incorrect sounds, they will get a dash in the Hangman and vice verse Groups guess the correct word with the less dash in hangman will win
Procedures: Students have to fill the missed letters in words in pictures (all words that begin or ends with fricative sounds) then color the pictures