1. Presenter: Dung Thi Nguyen Date: September 15, 2011

2. 1. Introduction Problems in pronunciation have been found in teachers of English. Their problems result in their miscommunication and teaching qualification. The high percentage of the unqualified teachers is the motivation for the workshop for training teachers

3. 2. Research questions What are the common pronunciation problems of these subjects? Which problems are hard to improve? If they perceive their mistakes, can they improve their weaknesses?

4. 3. Method A. Data collection Class observation to identify the problems Workshop: 3 stages - Input - Information process, Output: first recordings - Teacher’s feedback Diagnose test after four months: second recordings Comparison between the two recordings

5. 3. Method (cont’d) B. Sites and participants selection - 58 primary school teachers from seven districts in Binh Duong Province 20%: BA degree in English 80%: 3-year diploma in English - Range of age: 40 – 53: 10% 22 – 39: 90%

6. 3. Method (cont’d) C. Data analysis - The subjects’ difficulties in pronunciation is based on the percentage of their mistakes - Input – Interaction – Output (IIO) model developed by Gass, Schumann’s acculturation model, and Critical Period Hypothesis are applied to the analysis of the mistakes in pronunciation

7. 4. Findings Mistakes found in: Final consonants: monosyllabic language and multisyllabic language Challenging consonants: /s/ in the middle position, /ð/ and / Ɵ / pronounced palatal affricative sounds, /s/ and / ʃ / pronounced /s/, / ʤ / and / ʧ / pronounced /d/ and /ch/, /z/ pronounced /s/, and /æ/ pronounced / ɛ / are caused by L1 transfer /p/ v.s /f/

8. 4. Findings (cont’d) Stress and intonation: can be improved quickly But experiencing the process: without stress and intonation  with stress and intonation  wrong stress and intonation (IIO)

9. 4. Findings High percentage of mistakes fall in: - /pr/ - final sounds - stressed syllables - intonation - linking sounds - coalescent assimilation - Deletion: timing - Tense and lax vowels

10. 5. Solution IIO model: attract learners’ attention to marked sounds Schumann’s model: social factors and affective variables affect second language acquisition: learners’ friendly environment class Critical period hypothesis (Piaget): focus on teaching pronunciation to young learners (primary school children)

11. 5. Solution (cont’d) Teachers should apply wide varieties of pronunciation practice: - Incorporate challenging sounds in conversation practice with picturesIncorporate challenging sounds in conversation practice with pictures TPR: action and picture accelerate children acquisition Adults: - Focusing much more on learning environment - Analyzing linguistic discrimination

12. THANK YOU QUESTIONS ?