Reasons for choosing the topic
The growth of the Vietnamese economy necessitates proficiency in English for effective collaboration with foreign partners As societal demands increase, many individuals are acquiring strong English skills to communicate and access essential business materials Consequently, English language education has become essential in various academic programs, particularly at the university level, to adequately prepare the younger generation for future opportunities.
At An Giang University, all students are required to study English for a minimum of five semesters to gain essential language skills for their future However, the current English curriculum primarily emphasizes grammar, vocabulary, reading, and writing, often neglecting speaking and pronunciation This focus on grammar and vocabulary has led to a lack of attention to speaking skills in both teaching and examinations, which may hinder students' overall language proficiency.
Understanding English goes beyond merely knowing vocabulary and grammar; it requires the ability to express ideas fluently and accurately School administrators have discovered that effective communication in English necessitates proper training in speaking skills Despite this recognition, pronunciation often remains overlooked and inadequately taught in classrooms.
There are three main reasons why teachers do not focus much on pronunciation when teaching non-English majors there
Pronunciation is an integral part of effective speaking skills, but it is not a standalone subject Alongside accuracy and fluency, it plays a role in overall communication Interestingly, students can successfully pass their oral exams even without perfect pronunciation.
Many teachers lack proficiency in pronunciation, as few receive specialized training in this area Consequently, they may mispronounce common sounds, leading them to avoid teaching pronunciation altogether This avoidance stems from concerns about the time required for preparation and practice, as well as the fear of being judged by their students.
Teachers and students often harbor biases that hinder effective pronunciation teaching and learning Many educators believe that correct pronunciation is not crucial for non-English majors, assuming that basic communication suffices Students, on the other hand, may find pronunciation tedious and challenging, largely due to limited exposure in high school Consequently, studying pronunciation can feel monotonous and stressful, leading to insufficient time allocated for its instruction and practice.
Whatever the reason, the failure to teach and learn pronunciation may prevent speakers from expressing their thoughts clearly and exactly That can lead to misunderstanding among interlocutors
As a teacher at An Giang University, I believe that transforming our approach is essential for fostering effective communication skills in students Through years of teaching and observing my colleagues, I've seen that students are highly engaged when learning and practicing English through games I firmly believe that games are not only enjoyable but also facilitate language acquisition without requiring extensive conscious effort or analysis of the learning process.
In an effort to enhance the pronunciation skills of An Giang University students and contribute to the development of this young institution, I have dedicated considerable time to researching and compiling various pronunciation games I believe that these engaging activities can effectively improve learners' pronunciation in an enjoyable manner Through my research, I aim to validate this concept and provide valuable insights for teaching English to university students.
Aims of the study
Vietnamese learners of English often encounter significant challenges in pronunciation due to the distinct sound systems of the two languages These difficulties arise from unfamiliar consonants, vowels, and consonant clusters that either differ from or are absent in Vietnamese, making the learning process more complex.
Freshmen at An Giang University use Know How materials for their elementary English studies, which lack sufficient explanations and exercises for pronunciation Consequently, like many other learners, these students frequently struggle with mispronunciations while learning the language.
Since becoming a teacher at An Giang University, I have been dedicated to enhancing my students' pronunciation Throughout my teaching journey, I have focused on discovering effective solutions to this challenge and ultimately found that incorporating games is the most effective approach.
This thesis aims to explore the effectiveness of games in enhancing learners' pronunciation skills By examining the impact of these games on pronunciation improvement, the study will also provide valuable recommendations for teaching and learning English at An Giang University.
Scope of the study
The population of my study will be the first year non-English majors at An Giang University The sample is six classes comprising about two hundred and fifty students
For my study, I selected six classes at An Giang University, which comprises four departments: education, economics, agriculture, and information technology, with a total of 1,240 students across 32 classes Due to time and resource constraints, an extensive study involving all classes was not feasible Additionally, I am permitted to teach a maximum of six classes per year, limiting my research to only those classes I instruct.
The study focuses on first-year non-English majors as a sample group, as they belong to the same generation and likely share similar feelings and reactions to challenges Additionally, providing them with strong pronunciation skills early on will significantly enhance their future listening and speaking abilities.
Pronunciation is an integral component of speaking skills, rather than a standalone subject My research emphasizes the importance of pronunciation in the effective teaching of speaking, ensuring a comprehensive and successful approach to language instruction.
The findings of the study will be based on the data collected from interviews, observations, questionnaires and mainly from analyzing the tape recording and the final oral test
In my thesis, I selected "Know How" as the primary research tool due to its exclusive use among students However, this material lacks sufficient pronunciation activities and does not include any games, resulting in a limited engagement for learners.
I use are collected from different books For different lessons with different problems, there may be similar games applied.
Research questions
In this study, the following questions are going to be answered
1 Which problems may students at An Giang University face in pronouncing English?
2 To what extent can games improve learner’s pronunciation?
Significance of the study
The study aligns with the global and Vietnamese educational shift towards practical language acquisition, emphasizing the importance of learning English for real-life communication rather than solely focusing on reading and writing skills.
This study explores how games enhance the pronunciation skills of first-year non-English majors at An Giang University, providing educators with valuable insights into the effectiveness of game-based learning in foreign language instruction By understanding the impact of games, teachers can strategically incorporate them into their lessons to improve the overall quality of English teaching and learning.
The study also serves as a useful resource for further research in related fields.
Overview of thesis chapters
There are six chapters in this study
Chapter one highlights the significance of pronunciation in English language learning at An Giang University and outlines the key motivations for enhancing this skill among students Additionally, it discusses the rationale behind conducting research within this specific academic community.
Chapter two tells about the theoretical background of games in teaching foreign languages especially English It also reviews the literature of some topics related in the study
Chapter three provides a comprehensive overview of the current teaching and learning practices at An Giang University, specifically within the English faculty It emphasizes the use of the "Know How" material, which is implemented through a communicative and student-centered approach to enhance language acquisition.
Chapter four presents methodologies used during the study It also includes obstacles happening during the process of carrying the thesis out
Chapter five presents an analysis of data gathered from student questionnaires across six classes, along with recordings from pre-tests and post-tests to evaluate speaking abilities Additionally, it includes insights from class observations The findings from these activities will be thoroughly examined to assess the impact of games on enhancing learners' pronunciation through speaking exercises.
Chapter six concludes the study by highlighting the effectiveness of games in enhancing learners' pronunciation skills It presents important pedagogical implications for teaching pronunciation while also acknowledging certain limitations of the research conducted.
LITERATURE REVIEW
Teaching Pronunciation
Pronunciation encompasses more than just the sound system represented by the International Phonetic Alphabet (IPA); it also involves stress, patterns, and intonation Each of these components plays a crucial role in achieving accurate pronunciation, highlighting that effective communication relies on a comprehensive understanding of these elements.
The sound system is the most crucial aspect for learners beginning to study a foreign language, as mastering correct pronunciation is essential for developing effective speech patterns and intonations.
Within the limitation of this writing pronunciation is used as that of the sound system only
Pronunciation is a crucial component of effective speaking skills, yet it is often overlooked in English language instruction, especially for non-English majors at universities Many people mistakenly prioritize skills over components, but poor pronunciation can significantly hinder communication and learning Research by Hinofotis and Baily (1980) highlights that, up to a certain proficiency level, pronunciation issues are the most detrimental to communication for EFL/ESL learners, surpassing vocabulary and grammar challenges This underscores the importance of incorporating pronunciation instruction to enhance the communicative competence of language learners.
1 EFL/ ESL: English as a foreign language/ English as a second language
Celce-Murcia, Brinton, and Goodwin (1990) emphasize the critical role of pronunciation in language learning, highlighting that teachers must address the potential stigma associated with non-native speakers' pronunciation They warn that native speakers might mistakenly perceive a non-native speaker's pronunciation as a lack of understanding of English grammar, leading to incorrect assumptions about their overall proficiency in the language.
Frequent pronunciation and grammar mistakes by speakers can lead to listener fatigue, causing them to perceive the speakers as poor grammar learners.
1 I wait for you here yesterday
For “I waited for you here yesterday.”
2 “There are three pen on the table.”
For “There are three pens on the table.”
While these grammar points are straightforward for students to write, they often struggle with pronunciation, which can lead to misunderstandings As a result, despite their grammatical knowledge, students may still be perceived as lacking proficiency due to their incorrect spoken language.
When learning a language, it is essential for learners to go beyond understanding vocabulary and grammar; they must also grasp the context and appropriateness of their sentences in various situations to effectively communicate Additionally, clear and correct pronunciation is crucial to avoid misunderstandings and ensure their intended message is conveyed accurately.
Seeing the importance of pronunciation, as a language teacher, the researcher believes that more time and energy should be devoted to teaching and learning English pronunciation
Many adult learners prioritize mastering pronunciation in English and other languages, yet teachers often struggle to effectively teach this critical skill This gap raises concerns, as it results in numerous language students lacking the essential speaking abilities they desire.
(http://exchanges.states.gov/forum/vols/vol37/no1/p16.htm)
English pronunciation, clearly, is not easy for Vietnamese learners to obtain because of the following problems
Finegan (1994:25) highlights a common issue in English: the discrepancy between the number of sounds in words and the number of letters used to represent them This lack of direct correspondence can be seen in examples such as "change" /ʧeɪndʒ/, "street" /stri:t/, and "box" /bɒks/.
Languages often exhibit complexities where certain sounds can be represented by multiple letters, and conversely, some letters can denote various sounds Additionally, a single letter may represent different sounds across different languages For instance, the words "son" and "sun" are phonetically identical as /sʌn/.
Or hat / h ổ t / gave / geiv / care /ker / cargo / ‘ka:gәυ/ ( 2 )
The differences between English and Vietnamese languages are highlighted in Nguyen Vu Phuong’s 2006 M.A Thesis, which examines the similarities and differences in their vowel systems Vietnamese is a straightforward language where each letter corresponds to a distinct sound, allowing speakers to pronounce words based on their spelling In contrast, English pronunciation often varies depending on context, leading to challenges for Vietnamese learners when speaking English.
Avery and Ehrlich (1995) highlight that English lacks consistent sound-spelling correspondence, resulting in no regular patterns between sounds and their written forms They point out that many consonant letters have an inconsistent relationship with the sounds they are meant to represent.
The second problem may derive from the language system To Avery and Ehrlich (1995: 7), there are 24 consonants and 20 vowels and diphthongs in English
By contrast, there are only 22 consonants and 14 vowels and diphthongs in Vietnamese (Đinh Lê Thư and Nguyễn Văn Huệ, 1989)
The Vietnamese sound system is missing certain sounds found in English, and there are also discrepancies in corresponding sounds between the two languages These differences can hinder Vietnamese learners from accurately pronouncing English sounds.
2 The Oxford Modern English Dictionary Õ For example:
Letter Vietnamese pronunciation English pronunciation ch / ỗ / / t∫ / a / α / / ổ, a, ə, , etc/ e / e / / i:, ə, etc./ i / i / / ai, i, etc./ th / t h / / θ, δ / g / γ / / g / sh / none / / ∫ / s / ş / / s, z /
According to Lado (1957), learners of a foreign language often encounter a mix of challenges; features similar to their native language tend to be easy, while those that differ can be quite difficult For instance, words like "tree," "three," "treat," "street," "ring," and "spring" illustrate this contrast, as some are easy to pronounce while others pose significant challenges.
Burns and Joyce (1997) highlight that challenges in spoken language arise from the complexities of transitioning from a first language to the unique sounds, rhythms, and stress patterns of English, which can differ significantly from one's native language.
What is a game and why do teachers use games in the classroom?
In contemporary language education, learning a foreign language transcends mere memorization; it emphasizes genuine acquisition Consequently, many educators and methodologists advocate for the use of games as an effective strategy to facilitate language acquisition The concept of "games" has been extensively defined and discussed within this context.
To Greenall (1990:6), “The term “game” is used whenever there is an element of competition between individual students or teams in a language activity.”
Lee (1991:3) argues, “Games in the strict sense, which have a definite beginning and end, are governed by rules…”
Haldfield (1999) defines a game as an activity characterized by rules, a goal, and an element of fun He emphasizes that games should be considered a vital component of the language syllabus rather than merely a light-hearted activity reserved for Fridays or the end of the term.
Games play a crucial role in language learning, functioning at various stages from controlled practice to free expression They serve as effective memory aids and repetition drills while also providing opportunities for students to use language freely, emphasizing practical application over mere completion Additionally, games act as diagnostic tools for teachers, allowing them to identify areas where students struggle and implement targeted remedial strategies Consequently, incorporating games into lessons can enhance practice of language structures and facilitate collaborative learning among students.
Games serve as an effective way to entertain students after extended periods of focused learning According to Greenall (1990), most students struggle to maintain concentration for long durations without breaks, and few will gain long-term benefits from intense learning sessions.
Games, in fact, give players amusing feelings, which not only encourage them to take part in but also give them chances to acquire the new language Carrier (1980:
5) says “Games provide quite extensive language practice opportunities for both general and specific language skills.” In fact, we can use different kinds of games to improve students’ skills
Engaging in games allows students to immerse themselves in language practice without the fear of correction, creating a supportive environment where they can freely express themselves This relaxed atmosphere encourages them to apply theoretical knowledge, helping them identify their understanding and areas needing improvement Ultimately, games foster confidence and enhance learning by allowing students to learn from their mistakes among peers.
With such above advantages, games should be used regularly in classes to help students obtain the new language in the process of learning
Incorporating games into language syllabi offers significant benefits, including opportunities for intensive practice and meaningful language use According to Haldfield (1990), games serve as effective diagnostic tools for teachers, revealing areas where students may struggle Most importantly, games enhance the learning experience by providing enjoyment for both educators and learners alike.
To effectively meet the evolving demands of society, teachers must offer students meaningful opportunities to practice the language in relevant contexts as early as possible.
According to Greenall (1990:6), language teachers should facilitate students' progression to the production or free stage by creating real-life scenarios that extend beyond the classroom Utilizing language activities and games is an effective strategy for teachers to accomplish this goal.
With the above advantages and necessities of using games, I do think that teachers should use games often in the class.
Theories about games
Haldfield (1990:8) classifies games into two types “linguistic games” and
Communicative games focus on achieving specific goals beyond linguistic accuracy, such as completing tasks like drawing routes or matching pictures Unlike linguistic games, which prioritize correct language structure, communicative games emphasize fluency and effective communication Pronunciation games, in particular, are primarily communicative, as they allow teachers to assess students' pronunciation through spoken interaction.
To Haldfield, the two above types of games can be categorized into two kinds:
Competitive games, where players or teams strive to reach a goal first, and cooperative games, which focus on teamwork towards a common objective, are both effective tools for engaging students in the classroom Regularly incorporating these games can help alleviate boredom However, competitive games are often favored as they foster a stimulating environment that encourages students to perform faster and improve their skills.
Games should not be viewed as tools for teaching but rather as a method for practicing previously learned language skills As Haldfield (1990:8) points out, while games are effective for language practice, they are not intended for introducing new language concepts.
According to Greenall (1990:5), drama, role-play, simulations, and games are effective tools in the classroom that enable students to practice their language skills These methods cater to teachers who aim to deliver engaging and dynamic lessons, fostering opportunities for spontaneous and authentic language use Such activities are essential for reinforcing language that students have already learned or acquired.
While the game may not initially seem engaging or thrilling, incorporating diverse techniques can transform it into an enjoyable and effective educational tool.
According to Haldfield (1990), incorporating a diverse range of techniques in language teaching is essential, as variety keeps students engaged While games can initially be exciting and novel, relying on the same principles repeatedly can lead to boredom Therefore, it's crucial to maintain a mix of activities to sustain interest and enhance learning outcomes.
Carrier (1980: 3) emphasizes the importance of incorporating games into regular activities, but warns against the risk of turning them into monotonous routines, like playing "Hangman" every Friday To keep engagement high, it is essential to maintain an element of surprise and variety in game selection.
Games, in short, are not always interesting The role of the teacher is, therefore, to make use of techniques to carry them out excitedly
Haldfield (1990, 8) said that games can take one of the following forms
1 Information gap: Students ask their partners to get missing information to complete the task or card they have or together solve a problem
2 Guessing games: The player with the information deliberately withholds it, while others guess what it may be
3 Search games: Players must obtain all or a large amount of the information available to fill in a questionnaire or to solve a problem
4 Matching games: These games involve matching corresponding pairs of cards or pictures Everyone must find a partner with a corresponding card or picture
5 Matching-up games: Each player in a group has a list of opinions, preferences, wants or possibilities Through discussion and compromise, the group must reach an agreement
6 Exchanging games: Players have certain articles, cards, or ideas which they wish to exchange for others The aim of the game is to make an exchange that is satisfactory to both sides
7 Collecting games: Players need to collect cards in order to complete a set
8 Combining activities: Players must act on certain information in order to arrange themselves in groups
9 Arranging games (also called sequencing or ordering games): Players must acquire information and act on it in order to arrange items in a specific order
The games mentioned can be enjoyed in pairs, groups, or with the entire class, and they include card games, board games, puzzles, and role-playing activities The choice of games can be tailored to the class size and the level of excitement desired for the learning experience.
Greenall (1990: 11) classifies games in a different way
1 Do-it-yourself simulation: is an activity in which the students play herself/ himself in a situation which s/he has either experienced or can at least relate to in some way
2 Role-play: students are required to react in accordance with the identity or the role marked on the card, developing the character with improvised dialogue in either an everyday situation or a clearly defined setting
3 Describing: this is a simple situation in which one person has a certain item of information which s/he can only reveal by drawing, mime, roundabout description or Yes/ No answer to questions put by the others
4 Matching pairs: This is where words, pictures, lines of dialogue etc are divided into more than two parts and then shuffled One part is given to each of the students who must then find his/her partner
5 Jigsaw: It is similar to Matching pairs, but the word, picture, etc It is divided into more than two parts and the students have to work to match them together
6 Logical sequences: This technique is similar to Jigsaw, but it is used for materials such as strip cartoons, song lyrics or proverbs of which the components can be reconstructed in the correct and logical order
The use of games in teaching pronunciation
Pronunciation can be a challenging aspect for many learners of English as a foreign language To enhance student engagement and interest in mastering pronunciation, teachers often need to foster a stimulating learning environment Incorporating games into the teaching process serves as an effective strategy to achieve this goal.
Games, so far, have been designed to serve improving all English skills and components of English for learners at all levels
This thesis focuses on selecting suitable games designed to enhance the English pronunciation skills of elementary students at An Giang University through engaging speaking activities.
Games come in various forms and cater to the four skills and two components of English To effectively practice pronunciation, certain types of games are more suitable than others.
After years of teaching and observation, I have identified key strategies to enhance the pronunciation skills of first-year non-English majors at An Giang University.
1 Information gap: students can work in pairs or alone in this game and try to fill in the blanks with word(s) having appropriate sound(s)
2 Searching game: for this type of games, students must move around the class to find out people who have the word having sounds they need to fill in the blank
3 Matching games: students work in groups or pairs to find out corresponding sounds (from many words given) and put them together
4 Arranging games: The teacher gives each group a number of words and they have to work together to put words which have the same vowels or consonants together to find out the key or the answer for the game
5 Describing games: a The teacher or a good student will describe a picture using confused sounds The class will listen and draw a picture of what they heard b The teacher shows students a picture with a person doing many activities After some minutes, the teacher takes it away Students discuss in groups to find out how many activities they can memorize Then, they will make sentences and speak them out with the correct final sounds
6 Jigsaw: This type of game can be used to practice pronouncing confusing sounds The teacher, for example, will cut the words into two parts and the student’s duty is to put them together to make meaningful words
7 Logical sequences: In this game, students can work in teams or groups to find out corresponding words
Various games can effectively enhance pronunciation skills, and it is essential for teachers to utilize and develop a range of engaging games for students The more diverse the games, the more enjoyable the learning experience will be This article highlights effective and suitable games for first-year students at An Giang University to improve their pronunciation While many other valuable games exist, time and resource constraints limit the ability to provide an exhaustive list.
In her thesis, Ms Nguyen Thi Hong Nhung (2005: 82) has found out the effectiveness of games in improving Vietnamese young learner’s speaking ability
Games significantly enhance speaking skills in young learners, prompting further exploration into their effectiveness in improving pronunciation among adult learners.
Before using games, a lot of questions must be discussed
1 Can all kinds of games be used in any kinds of classes?
2 Can we use the same game for different classes?
3 Do we have to prepare anything before carrying out games?
According to Lee (1991:69), the listening and speaking habits developed while learning a mother tongue can hinder learners from distinguishing sounds that are not present in their native language Consequently, it is crucial for teachers to focus on unfamiliar sounds during pronunciation instruction, enabling students to gain a clear understanding of these new phonetic elements.
Different classes face unique challenges, and each student may have individual issues To effectively address these problems, a good teacher must recognize and understand the specific difficulties present Since most educational games are designed for a general audience, it is essential to adapt these games to suit the needs of a particular class for optimal learning outcomes.
To Carrier (1980: 8), “Some classes may enjoy the games the others may not.”
To effectively implement a game in the classroom, teachers must carefully plan their activities, considering the differing needs of students Older students often seek reassurance that games serve a linguistic purpose, while younger learners prioritize enjoyment It is essential to adapt games and activities to address local pronunciation challenges, as the examples provided may not apply universally Therefore, the responses to the initial inquiries should be “no.”
When preparing for a card game in the classroom, teachers should ensure they have enough cards for all students in advance Depending on students' skill levels, games can be organized in pairs for stronger students and in groups for those who may need more support Additionally, teachers should reflect on key questions to enhance the effectiveness of the activity.
1 Do they like playing games?
2 Can they play the game?
3 Is it too easy/ difficult for them?
It is wise for the teacher to get away from the two extremes because they both can make students bored
According to Haldfield (1990: V), teachers can adapt games to suit different skill levels, making them versatile tools in the classroom A challenging game can push lower-level students to maximize their language skills while completing tasks, while simpler games can serve as effective revision or error correction for advanced learners Ultimately, it is the teacher's responsibility to choose games that align with their syllabus or textbook.
OVERVIEW OF PRESENT TEACHING AND LEARNING AT
Introduction
In 2000, the Ministry of Education upgraded An Giang College to An Giang University to enhance educational opportunities in the Cuu Long Delta region and alleviate the pressure on Can Tho University The university was established with four key departments: Economics, Education, Agriculture, and Technology, and has since implemented various programs and projects to address regional needs and support the development of the Mekong Delta community Despite its efforts, the university faces significant challenges due to its youth and a shortage of qualified labor, with two major issues standing out as particularly pressing.
The school faces a significant shortage of teaching staff, prompting the recruitment of new teachers from across the country each year Consequently, this influx often leads to the hiring of young and inexperienced educators, which poses challenges for the quality of education.
The school's infrastructure poses a significant challenge, as it only has eighty outdated and uncomfortable rooms to accommodate thousands of students This shortage of classrooms leads to difficulties in scheduling regular and extra classes, impacting the overall learning experience.
Many schools struggle to equip classrooms with modern teaching tools like VCRs, computers, and projectors, which are essential for effective language learning As a result, students often rely primarily on their teachers and textbooks for instruction.
The library's limited size and small collection of books, generously donated by kind-hearted individuals, pose significant challenges for students seeking to conduct research in their majors or deepen their understanding of their subjects Consequently, finding sufficient information for their studies becomes a daunting task.
Recently, the school has made significant innovations, including the construction of computer rooms equipped with around two hundred computers for student practice To accommodate the growing student population, additional rooms are also being built Furthermore, the school has established an electronic library, providing students with free internet access to address material shortages and stay updated with new information However, these improvements are still insufficient to meet all needs.
Teaching and learning foreign languages at An Giang University encounter significant challenges, primarily due to limited opportunities for students to enhance their skills independently Students predominantly rely on their teachers for instruction, resulting in a lack of personal initiative in their language development.
Description of the teaching staff and teaching methodologies
Like the others, An Giang University has both old and young teachers who have:
- at least good or excellent bachelor degrees
- Master degrees or internationally recognized TESOL qualifications
This newly established university, just seven years old, boasts a dynamic and youthful faculty The teachers are not only ambitious but also dedicate their free time to crafting engaging and meaningful lessons Equipped with modern teaching methodologies, they enhance the learning experience, making classes more attractive and easier to comprehend.
The English faculty in the Education department exemplifies a dynamic teaching environment, featuring both native and non-native instructors from countries like America, Australia, and Britain These enthusiastic and young volunteer educators engage students through interactive activities such as role-playing and task-based learning, fostering confidence and fluency in English communication The primary teaching method employed is the communicative approach, which encourages students to express their ideas effectively in English.
Many young teachers lack the necessary experience to effectively teach specialized subjects, leading schools and the Education Department to incur significant costs each year by hiring external educators from renowned universities This issue needs to be addressed promptly.
Approximately 20% of the teaching staff consists of recent graduates, while 40% have only two to three years of experience, leading to a lack of confidence in their teaching abilities Consequently, the Dean of the Education Department annually sends around five out of thirty-eight English teachers for further education, placing additional pressure on the remaining faculty With only about thirty teachers responsible for over seven thousand students across four departments, each educator, both native and non-native, is required to teach at least eighteen periods per week This heavy workload limits their time for lesson planning and class preparation, resulting in a focus on skills over comprehensive language components As a result, teachers primarily equip students with the ability to read, listen, and write in English, while neglecting the improvement of their speaking and pronunciation skills.
Non-English major’s program
To ensure effective preparation for non-English majors, English is a mandatory subject across all disciplines Students are required to study non-major English for one and a half years, followed by an additional year and a half focused on their major-specific English courses.
The Non-Majored English program is specifically designed to enhance students' four essential English skills, enabling them to use the language easily and confidently after their first three semesters This program also serves as an excellent foundation for those planning to pursue a major in English later on.
University students in non-major programs are required to study English for six periods each week, totaling ninety periods per semester Each forty-five-minute session focuses on enhancing speaking, listening, reading, and writing skills, following the communicative approach and utilizing the Know How series During this stage, students review fundamental grammar concepts, including tenses, possessions, and plural nouns, progressing from simple to complex topics Additionally, they have ample opportunities to practice their listening and speaking skills in various situational contexts.
Each semester, students are evaluated through two main tests: the mid-term and the final examination The mid-term consists of at least three writing assessments, while the final exam assesses grammar, vocabulary, reading, and writing skills, along with a section on listening comprehension Additionally, students must participate in an oral examination, where they engage in conversations and answer questions related to the semester's lessons Final results are determined by the average of all tests, with a minimum passing mark of five required to avoid failure.
Each semester, students will complete nine units, progressing from unit one to nine (or ten for education majors) In the intermediate book, they will study units ten to one (or eleven to three), culminating in the completion of the second book by the end of the third semester.
Description of the students in researched class
The University comprises four departments: Economic, Agriculture, Education, and Technology, serving 7,200 regular students and over 2,000 in-service and upgraded students across 42 majors This year, the student body has increased by 1,240, organized into 32 classes of 30 to 50 students each All students must take an English placement test, ensuring a more homogeneous academic environment, which benefits teachers Students scoring above five are exempt from non-majored English courses, while others will use the Know How series for their English studies, acknowledging that some students may have varying levels of proficiency.
The majority of students in this program are recent high school graduates, characterized by their youthful energy and eagerness to learn While some students are slightly older, they still fall within their twenties, contributing to a dynamic and enthusiastic learning environment.
Many students from disadvantaged backgrounds struggle to keep up with the demanding school syllabus, often feeling overwhelmed by their English studies Some have only completed a three-year English program, while others have focused on French in high school, leading to gaps in their language skills Additionally, a few students stopped studying English years before returning to school, resulting in feelings of boredom and stress during classes This anxiety often causes them to attend school irregularly, fearing judgment from their peers To address these challenges, it is essential to implement specialized programs and engaging activities that support and motivate these students in their language learning journey.
The environment significantly impacts freshmen's studies, as they are required to attend school from 1:00 to 5:15 p.m The geographic setting exposes them to extreme heat during sunny days, forcing them to learn in cramped, poorly furnished rooms Additionally, they face distractions from vehicle noise, construction, and rain, further hindering their ability to focus on their education.
Many students lack a strong commitment to self-study, primarily relying on classroom notes for their knowledge Outside of class, they often spend hours idly at home or aimlessly wandering, with few choosing to visit the library or seek online resources, despite free access This reluctance may stem from frustrations like long waits for computer access Additionally, students often view English as a minor subject, deeming it less important than their major courses, which leads to minimal investment of time and effort As a result, they experience stress and fatigue when faced with lengthy, challenging, and unengaging lessons.
To engage students effectively, teachers should deliver concise and stimulating lectures that foster a strong desire to learn, enabling learners to grasp new concepts effortlessly Incorporating games into the classroom serves as an excellent strategy to enhance enjoyment and facilitate task completion, making lessons more interactive and enjoyable.
The description of Know How series
An Giang University, a relatively new institution, emphasizes research and education to address societal needs Initially, Lifelines materials were utilized for teaching non-majors, but as the program developed, a comprehensive curriculum became essential to enhance students' proficiency in the four language skills and two core components Despite four years of implementation, there has been limited progress in improving learners' English language abilities.
After much consideration, the faculty leader decided to change it to Know How series because she thinks that it is the most suitable one for students there
This series consists of three books that cater to students from elementary to advanced levels Specifically designed for university students, these books target individuals with a foundational understanding of English grammar and vocabulary, typically acquired over three to seven years in high school, and aim to enhance their language skills.
The book features various units designed to enhance vocabulary, grammar, functions, and skills in listening, speaking, reading, and writing Notably, the sections dedicated to listening and speaking provide more informative content Additionally, a section titled "Know How" offers valuable study tips to help students improve their English learning experience.
The elementary book features sixteen diverse units covering topics like traveling, shopping, and entertainment, allowing students to gain a broader knowledge base that will benefit them in the future Each section includes vibrant illustrations that depict the context of conversations and stories, enabling learners to infer meanings even if they do not understand every word.
The Know How series comprises three levels, starting with the elementary stage, where students can review fundamental grammar structures like the simple present and simple past Each lesson is thoughtfully crafted to include engaging listening and speaking activities that serve specific functions These activities are designed to be entertaining and relevant to real-life situations, capturing learners' attention and facilitating easier retention and application of the material.
Know How excels by incorporating speaking activities that prioritize group and pair work, ensuring that all students—regardless of their proficiency level—have the chance to practice and utilize English effectively.
Vocabulary is introduced through vibrant images of everyday activities that resonate with learners, making it easier to remember This vocabulary is then reinforced through writing and speaking exercises related to the topics As a result, students can grasp the lessons in school without needing to dedicate excessive time to memorization at home.
Pronunciation is rarely addressed in the educational material, with only minimal coverage in the Know How section While students are encouraged to enhance their four English skills, particularly communicative ones, pronunciation often takes a backseat After a year of using this material, students only engage with pronunciation on about four occasions, primarily focusing on ending sounds Furthermore, there are no exercises or activities provided for learners to practice the pronunciation concepts they have just studied, leading to difficulties in recalling how to articulate these sounds upon encountering them again.
Improving students' English proficiency is not entirely successful, as mastering the language involves more than just expressing ideas; it requires understanding how to communicate correctly and appropriately in various contexts.
After conducting an oral placement test at the semester's start, the researcher discovered that students face challenges not only with ending sounds but also with a variety of other phonetic issues.
To enhance pronunciation skills while using this book, it's essential to incorporate additional activities beyond the provided content Engaging games and interactive activities are more effective and enjoyable for students compared to traditional tasks and exercises, making the learning experience both fun and beneficial.
Teaching pronunciation in Know How material through speaking through
Recent trends in teaching English emphasize the importance of creating engaging activities that allow students to immediately apply what they learn in class This approach not only enhances retention but also helps new concepts become ingrained in the learner's mind more effectively.
Implementing Communicative Language Teaching (CLT) in classrooms offers students valuable opportunities to practice English regularly, fostering a positive habit of using the language for effective communication.
Incorporating speaking games in language classes fosters active and creative use of English, enabling students to effectively communicate and collaborate with peers These games can be tailored to enhance specific skills or components of language learning This study focuses on exploring the impact of games on improving learners' pronunciation through engaging speaking activities.
Before this question is answered, one more related term should be referred to, named learner-centeredness approach
Historically, teachers were the focal point of education, assuming roles as leaders and instructors while dominating classroom dynamics In this traditional model, students were passive participants, merely listening and taking notes, which often resulted in a quiet and monotonous learning environment.
In Communicative Language Teaching (CLT), learners take center stage in every activity, engaging in tasks such as answering questions, completing quizzes, solving problems, or playing games This active participation allows them to form initial ideas about the subject matter during the pre-teaching stage, regardless of whether their thoughts are correct or not, laying a solid foundation for future learning This approach aligns with Harmer's ESA theory (1998), which emphasizes the importance of motivating students, exposing them to language, and providing opportunities for practical use.
The Boomerang sequence is regarded as the most effective among the three types of sequences due to its straightforward application, allowing students to reflect on new concepts from their own experiences At this stage, students can compare their existing knowledge with new information, facilitating easier memorization By integrating this sequence into the Communicative Approach, students are provided with ample opportunities to speak in class, enabling teachers to identify and correct mispronunciations effectively.
The Know How series is designed for beginners, starting each section with simple discussion questions to engage students This approach sparks curiosity about the upcoming lessons and encourages learners to verify their initial thoughts Grammar structures are introduced through carefully crafted conversations, allowing students to analyze and understand their usage Following this analysis, students can identify when and how to apply new concepts, which are then reinforced through charts and small exercises, making it easier to grasp the material.
The material emphasizes skills over components, with only four sections dedicated to pronunciation These sections focus on correctly pronouncing the ending sounds “_s,” “_ing,” “_ed,” and the sound /∫/.
Learning pronunciation can be challenging and monotonous, especially for An Giang students who have limited opportunities to practice with their English materials The lack of engaging exercises and activities makes it difficult for learners to retain and accurately pronounce new words To address this issue, teachers should implement interesting activities that encourage active participation and provide ample practice opportunities, helping students improve their pronunciation skills and retain knowledge more effectively.
After extensive research, it has been discovered that games are highly effective for addressing pronunciation challenges When students engage in specially designed pronunciation games, they focus on mastering unfamiliar sounds, which encourages them to practice and improve their pronunciation skills in order to succeed.
Many teachers aspire to create a pleasant atmosphere in the classroom through games, but they often face challenges due to time constraints and the demands of managing multiple classes simultaneously.
