(SKKN 2022) DRAWBACKS OF THE TENTH- GRADE STUDENTS AT YEN DINH 2 HIGH SCHOOL ON PRONOUNCING SOME ENGLISH FINAL SOUNDS AND HOW TO ENHANCE THEIR PRONUNCIATION SKILL THROUGH PRONUNCIATION PARTS IN LANGUAGE FOCUS LESSON

TABLE OF CONTENT
Sr. No.
I
1.1
1.2

Topic
INTRODUCTION
Rationale
Objectives and research questions of the study

Page No.
1
1
1

1.3
1.4

Scope and objects of the study
Methodology of the study

1
2

II

DEVELOPMENT

2

2.1
2.2
2.3
2.4

Overview of pronunciation
Definition of pronunciation
Ending sounds
The setting of the study

2
2
3
4

2.5

What are drawbacks when students
pronounce English final sounds

5

2.6

Suggestions for students

7

2.7

Suggestions for teachers

9

2.8

Applying suggestions

11

2.9

Results

14

III

CONCLUSION

16

3.1

Limitations of the study

16

3.2

Proposals for further research

17

REFERENCE

18

LIST OF ABBREVIATE

19

I. INTRODUCTION
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1.1. Rationale
Learning another language is not easy and English is a difficult language to
learn as it is a mixture of many different languages. Vietnamese learners can
have a hard time trying to learn it as there are not many similarities between
the two languages. One of the biggest challenges that Sts have met is
pronunciation. Vietnamese Sts have many difficulties in pronouncing English.
Theoretical phonological research about final consonants in the Vietnamese
language and English has been carried out to characterize the difficulties. Data
from Vietnamese informants were collected and analyzed, then synthesized to
the most significant problems. Vietnamese effort to pronounce English wordfinal consonants will be towards omitting, adding schwa or replacing by sounds
closer to those existing in their mother-tongue. Results of native speakers’
evaluation of Vietnamese-accented final consonants are also concluded to clarify
how comprehensible informants’ pronunciation is. That’s the reason I would like
to present the thesis title “Drawbacks of the the tenth-grade students at YD2HS

on pronouncing some English final sounds and how to enhance their
pronunciation’s ability through pronunciation parts in language focus lessons”.
With the thesis I hope that I will contribute my little experience to help
my students like and boost their pronunciation skill in the next courses and in
the future.
1.2. Objectives and research questions of the study
The major objective of the study was to solve problems of the tenth-grade
students at YD2HS in pronouncing English final sounds. This present study
addressed these matters below:
The way students self-study on their own
The most common problems they encounter
The strategies which enhance them to get over and succeed in
pronouncing English final sounds
Research questions.
a) What are the real situations of teaching and learning English
pronunciation skill for the tenth-grade students at YD2HS?
b) What are the drawbacks of the tenth-grade students YD2HS when they
pronounce the ending sounds?
c) What are some solutions to improve their English final pronunciation?
1.3. Scope and objects of the study
The study was designed to boost the students’ English final
sounds and change the students’ opinions of pronunciation by
encouraging them to pronounce correctly through some
effective techniques.
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The study was carried out in 11 periods and the participants of
this study were 34 students from class 10A8 at YD2HS during
the academic year 2021-2022.

1.4. Methodology of the study
Qualitative, quantitative and mixed methods are used.
Firstly, the study established on teacher's main activities: teaching time in
the class
Secondly, class observation has been made to catch on obstacles among
sts while they are pronouncing English final consonants. Qualitative thematic
analysis was used for the examination of the data collected. For observation
data, this process involved identifying and categorizing all classroom events that
happened in pronunciation classes observed, such as how the teacher instructed
students on a new sound, how the teacher asked students to practice their
pronunciation skills, and so on. The researcher transcribed and read the
transcripts to find out themes and subthemes in terms of interview data. Through
these steps, initial themes and subthemes emerged, and then they were refined
many times before having the final framework. Based on what I have collected,
I would like to give some effective ways to improve this problem.
Other sources of data come from pronunciation parts from the textbooks.
The analysis of the data wishfully will create reliable results for the
teaching of pronunciation to students at YD2HS.
I also use some related thesis and books or some related information on
the Internet and from my fellows.
II. DEVELOPMENT
2.1. Overview of pronunciation
Pronunciation is more than 'listen and repeat'. Pronunciation includes
features of language (vocabulary and grammar) and skills (speaking and
listening). Like vocabulary and grammar, we pronounce by noticing and
understanding rules and patterns which lie beneath the surface of speech. For
example, if an English word has two syllables, the stress is usually on the first
syllable for nouns and adjectives, and the second syllable for verbs. Since
pronunciation is part of speaking, it is also physical. To pronounce a new
language, we need to re-train the muscles we use to speak. And pronunciation

involves listening to how the language sounds. We can practise by focusing on
connected speech while playing fragments from speech recordings.
2.2. Definition of pronunciation
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Pronunciation is the way in which a word or a language is spoken. This
may refer to generally agreed-upon sequences of sounds used in speaking a
given word or language in a specific dialect or simply the way a particular
individual speaks a word or language.
Contested or widely mispronounced words are typically verified by the
sources from which they originate, such as names of cities and towns or the
word.
A word can be spoken in different ways by various individuals or groups,
depending on many factors, such as: the duration of the cultural exposure of
their childhood, the location of their current residence, speech or voice
disorders, their ethnic group, their social class, or their education.
2.3. Ending sounds
2.3.1: Grammar meaning
Ending sounds are the grammatical items and parts of the statement which
make the speech clear and persuadable. Grammatically, plural form, possessive,
ton of tenses of verbs for the most part, merely need an addition of ending
sounds. Awareness of grammar or structure of language can result in more
efficient speaking. Pronouncing without ending sounds, we may supersede
plural form of a noun or possessive.
2.3.2. Importance and significance of pronouncing the ending sounds for
both EFL learners and ESL speakers
A common error that ESL speakers make when speaking English and
learning English pronunciation is to leave out consonant sounds at the end of
words. The reason for this is simple -some languages have different rules for

using final consonants and in many languages there are fewer final consonants
used than in English. In Mandarin (basic language in China) for example, the
only sounds used in final position of words are n and ng. So when a Mandarin
speaker learns English, it is often difficult for them to produce the final
consonants in words. Teaching people to say the final sounds is a important for
both English pronunciation and accent reduction.
Leaving out final consonants in English can make it very difficult to
understand what we are saying, and it is also one of the major factors in making
English sound heavily accented. Some of the main consonant sounds speakers
leave out include: p, t, k , b, d, g, and f. So, for example, if you say the word
“seat” without the final t sound, the word is changed to “see”. This will

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contribute to an accent and can also lead to significant misunderstandings since
the final consonant sound is often critical to the meaning of the English word.
2.3.3. Types of final sounds
a. Ending Blends: -ct, -ft, -lb, -ld, -lf, -lk, -lp, -lt, -mp, -nd, -nt, -pt, -sk,
-sp, -st, & -xt.
Many final blend lists you’ll find include “r-blends” like -rd and -rk.
These are not included on this chart, as I believe it’s more beneficial
to teach these as bossy r vowel patterns instead.
b. Ending Welded Sounds: -am, -an, -all, -ang, -ank, -ing, -ink, _ong,
_onk, _ung, & _unk
c. Floss Endings: -ff, -ll, & –ss (You could also have learners write in zz here, too.)
d. Final /k/ Endings: –ck for short vowel words, -ke for silent e long
vowel words, -k for consonant + -k, -k for vowel team words, and –
c on the end of two-syllable words.
e. Digraphs, Trigraphs: -ck, -tch and -dge for short vowel words, ch and -ge for vowel team or long vowel words (technically –

ge would be a soft g ending, but I felt it needed to go with -dge), ph, -sh, and -th.
f. Silent Letters: silent b in lamb, silent l in half, silent l in palm, and
silent l in yolk.

2.4. The setting of the study
2.4.1. The setting of the study
This study was carried out at YD2HS. Here, English is taught in
classrooms with five parts: Listening, Speaking, Reading, Writing and language
focus within 37 weeks.
Generally, it is normal that there are about 30 to 45 students in peer
classroom at high school. They are different individuals in a class. Different
individuals may have different learning styles and different kinds of work. They
want to get different degrees of care and attention from the teacher. It means that
there are different reactions from students toward pronunciation tasks.
Moreover, duration we use to teach pronunciation is very short in each lesson
(only 10-15 minutes for the whole unit including all skills (listening, speaking,
reading, writing and language focus). From those If teacher realizes the
differences among individuals in the class when they create an activity, the
students will take part in the lesson actively.
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2.4.2. The students’ English background and their English levels
It stands to reason that YD2HS is situated in Yen Truong commune, Yen
Dinh district. Most residents here have medium living condition even low living
condition, so most Sts learn English with very simple ways. They only learn
English from their teacher at school. These students have medium level, few
also have low level. Others, but not large amount of Sts with good living
condition from their parents, find out some extra ways for learning English such
as learning outside the school, using cassette, computer and cell phone to learn

online or in an English center. This group of the Sts has good knowledge. It
means that students' language level is different. Therefore, teacher may have
some difficulties in choosing a suitable teaching method, language and activity
which are used in a class.
Besides, most of their families live on agriculture so that they do not have
the best conditions to learn English. Moreover, they don’t have the habit of
practicing pronunciation skill to improve their communication. It is grammar
that is focused so that Ss can pass the exams.
2.5. What are drawbacks when students pronounce English final sounds?
Vietnamese phonology seems to be more complicated than English, but in
the long run, this system becomes simpler and more acquisitive than English. It
may take a non-native speaker of Vietnamese two months to learn Vietnamese
phonology profoundly. Vietnamese is supposed to be easy to phonetically
acquire when speakers have an efficient input, especially of the tones. That is
one of the reasons why Vietnamese native speakers have to deal with many
obstacles to learn foreign languages which are not relatively close to and as easy
as their language, for instance, Russian, French, English or Spanish.
There has been quite a number of studies about Vietnamese’s difficulties
in pronouncing English consonants and clusters. Some researcher showed that
the data were from numerous informants, is unilateral, containing only problems
of people from the North by the confusion most obviously between /s/ and / ʃ/,
/tr/ and /tʃ/, / ʒ/ and /z/. Those findings, which were mentioned in the table by
Center of Applied Linguistics (Neumann, 2007), are applicable for every
Vietnamese learner as it contains all the errors that Vietnamese speakers of any
regions of the country can make. They are also persuasive to linguists who have
certain knowledge about Vietnamese dialects. Taking final consonants into
consideration, for example, /t/ and /d/ at word-finally are commonly confused
with /t/ and /d/ everywhere, whereas /p/ sound in /pop/ pop is often
mispronounced as /bop/ Bob by Southern people and / ʃ/ sound in /push/ push
becomes /pus/ puss by northerners. It is easily seen from this data that English

has a number of consonants, especially final consonants and clusters that do not
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exist in Vietnamese rather than vice versa. As a result, pronouncing English final
consonants and consonant clusters properly is one of the most difficult things
that learners have to face from the very beginning.
Vietnamese English speakers struggle with pronouncing the English
“z”, “s”, “t”, “v”, “ed”, “ks”, and “st” sounds because they have no
equivalent in their native language. Unfortunately, these sounds often
appear at the end of an English language word. As a result, many
learners frequently make the following errors when pronouncing
English ending sounds:
Not pronounce the ending sounds
The majority of English words have a final sound. However, when
speaking quickly, learners frequently cut off or forget to pronounce the ending
sounds during the communication process.
For example, the words /laf/ (life) and /lak/ (like) both begin with the
diphthong /a/, the sound /l/.
To distinguish the meanings of these two words, learners should
emphasize the ending sound /f/ in “life” and the ending sound /k/ in “like.”
Listeners may misunderstand the word lie /la/ if the final consonant is not
pronounced (lie).
Not pronounce the ending /s/
This is one of the most common errors in English ending sound
pronunciation. In English, the “s” sound is used to express quantity as well as to
distinguish the meaning of words. (For plural nouns, add s, es.)
Example: pig /pɪg/- pigs /pɪgz/
Adding the final sound /s/ at random
In contrast to the second error, many learners randomly add ending

sounds, particularly the /s/ sound, to the end of words. This is a common error
among new learners and those who are unfamiliar with ending sounds, because
adding /s/ at the end makes them sound more like Westerners, more like native
speakers.
Don’t know how to read the complex of ending consonants
In addition to the ending sounds, there are more complex consonants in
English, such as /ks/ in the word “box” or /sts/ in the word “list,” which cause
learners to twist their tongues. Most learners “unintentionally” forget to
pronounce these complex ending consonants in order not to affect their speaking
speed when communicating.
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2.6. Suggestions for Sts
Consider dedicating more time to your knowledge, understanding and
practice of the physical skills necessary for good English pronunciation.
So exactly how can you improve your English pronunciation? Well,
there are no quick fixes, but there certainly are some highly effective exercises
and some important points to bear in mind.
Below are some tips that help Sts start using today to set them on the path
to perfect pronunciation specially the final sounds.

2.6.1. Listen carefully
You can of course listen to radio broadcasts and podcasts too, but
observing mouth movements and facial expressions via visual media can really
help to improve your understanding of the way words are pronounced.
Also, be mindful of who you are watching. Try to watch ‘good’ English
speakers, or speakers who are considered fluent native speakers. Otherwise, you
could be learning bad or incorrect pronunciation.

2.6.2. Strengthen your pronunciation skills by recording yourself
It is very important to listen to yourself when you speak. By doing so, you
will pick up on words that you may be mispronouncing.
The best way to do this is to make regular recordings of yourself reading
different texts and critique yourself to see where there is room for improvement.
Admittedly, this can be challenging as it is not always easy to hear your own
voice. Try to appreciate, however, that you’re not alone – it is the same for
everyone.
2.6.3. Shadowing a Foreign Language
Shadowing is a terrific language learning technique not just for practicing
and improving your English pronunciation, but for any foreign language. The
technique involves listening to and repeating individual words, phrases and
sentences of native foreign speakers.

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One resource that is particularly helpful for this technique is ted.com,
where you can watch videos with good quality subtitles and transcripts.
2.6.4. Get physical
Pronunciation is a physical skill. You’re teaching your mouth a new way
to move and using different muscles. Focus on difficult sounds each day. Having
trouble with ‘th’? Put your tongue between your teeth (don’t bite down) and
blow air out of your mouth. Feel the air move over the top of your tongue.
2.6.5. Slow Down
Whenever you speak, take a deep breath and try to speak slowly.
Obviously, not so slowly that you sound boring, but give your mouth the time to
form each syllable and word separately
2.6.6. Practice English alone
Pronunciation problems persist because we’re afraid to make mistakes.

Create scenarios – meeting someone for the first time, ordering at a restaurant,
asking for directions – then act out the dialogue by yourself. Don’t be shy.
2.6.7. Picture it
Close your eyes and think about how to make a sound before saying it.
visualize the positioning of your mouth and face. If you have studied with the
phonemic chart, think about the sound you are making and how it relates to
other English phonemes. If you have used diagrams of the mouth and tongue,
think about the shape you need to make inside your mouth if you want to make
the sound correctly
2.6.8. Oral gymnastics – be aware of how your mouth moves when you
speak
Try to be mindful of the way your mouth, tongue, lips, jaw and even your
face move in order to produce different sounds.
Look in the mirror or take a video of yourself while speaking.
Observe the shape of your mouth when specific sounds are produced.
Compare these to the shape of the mouth of an English speaking person
and you will soon see which shape produces the best pronunciation.

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Search for online guides or videos that show you the optimal mouth shape
and lip movement to produce specific sounds.
Your lips and tongue are primarily concerned with consonants whereas
your mouth shapes the vowel sounds. If you are struggling with vowels
(a,e,i,o,u), pay more attention to the shape of your mouth when speaking. If
consonants are your problem, watch how your lips are creating sounds.
2.6.9. Constructive criticism will boost your English Pronunciation
Take constructive criticism well. When somebody corrects your mistakes,
it is not meant to hurt your feelings but rather to help you.

Take the moment as an opportunity and ask the person correcting you to
repeat it until you get it right. Most English speakers are only too happy to help
you as long as you are trying and as long as you are asking them for help.
Remember that the best way to learn is to imitate and then to repeat the
correct pronunciation.
2.6.10. Learn with the best English pronunciation dictionaries online
Here are some of the best pronunciation dictionaries you can find and use
online.
- Cambridge dictionary
- Collins Online Dictionary
- FluentU
- Longman Dictionary
- Oxford Learner’s Dictionaries
- Thesaurus
- Urban Dictionary
2.7. Suggestions for teachers
Given the importance of pronouncing the final sounds well to maximize
success in and out of school, you might wonder if there are any guidelines for
teaching it. Here are some tips for ESL teachers to incorporate pronunciation
into the classroom.
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2.7.1. Drill, drill, drill.
Students love being drilled – it is fun, energetic and really useful. There are
three basic drills:




Group: everyone repeats together.
Individual / Scatter: teacher randomly chooses people to repeat.
Individual / Order: teacher goes round the group in one direction (EG
left to right)

2.7.2. The Big 3s for Consonants
The four key topics in pronunciation (consonants) can be taught through a
simple three fork approach as follows:
o
o

CONSONANT SOUNDS – Place, Type, Voicing (a bi-labial,
voiceless, plosive is /p/).
VOWEL SOUNDS – Jaw, Lips, Tongue (an open, spread, front
vowel is /æ/)

2.7.3. Think (and teach) in connected speech
A lot of teachers when they first start teaching pronunciation, start to think in
separate syllables, explaining that the word ‘about’ would be pronounced ‘æ’
then ‘baʊt’ therefore ignoring the weak form /ə/ at the beginning. This is not
helpful for students who need to speak and hear the language in connected
speech. Teach joining and weak/strong structures so that students start to
experience English as a native speaker does. The best place to start is always
with the schwa /ə/ sound within words and sentences.
2.7.4. IPA is your friend

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Most students find IPA a wonderful tool for improving their pronunciation and

most can learn it very quickly provided it is presented logically. If the teacher
starts with the whole chart it can seem overwhelming, so a nice way to order it is
as follows:
- VOWELS – Schwa – Long Vowels – Short Vowels – Diphthong Vowels
- CONSONANTS – Fricative Consonants – Plosive Consonants – Approximant
Consonants – Nasal Consonants
2.7.5. Using ending sounds activities





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










Last Things Last – Identify and practice listening to the ending sound in
one-syllable words, focusing on one sound at a time. It is more difficult
for a child to hear and notice ending sounds than beginning sounds.
Finish the Word – Blend the first part of a spoken word together with the
final phoneme (sound), using picture cards as visual clues.
Sound Sort – Sort picture cards into piles by their ending sounds. Now

that your child has learned some of the ending sounds, she will practice
differentiating between multiple ending sounds.
Make a Match – Play a variation on the game of Memory or
Concentration, matching picture cards to their ending sounds.
Three’s Enough – Look at five pictures and pick out the one that ends
with a different sound.
Find the New Word – Add a sound to the end of a word to create a new
word, using picture cards as clues.
Say the New Word – Add a sound to the end of a word to create a new
word, without any visual clues.
Build-a-Word Puzzles – Put together a two-piece jigsaw puzzle made of
a root word and an ending sound. The assembled puzzle is a new word.
Hidden Word Hunt – Take away the ending sound of a word to reveal
the “hidden” word that remains, using picture cards as clues. Then
identify the sound that was removed from the original word.
Password – Figure out the “secret password” by taking away the ending
sound of a word to reveal the “password” that remains, with no visual
clues.
Tail End Bingo – Use the game of Bingo to identify the sound that has
been cut off the “tail end” of a word.
Sound Circus – Play a board game in which you must pick a picture card
with the right ending sound to move forward on the board.

2.8. Applying suggestions
I started teaching class 10A8 since September, 2021. In some first lessons
I taught based on the topics which are easy for Sts.
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Due to the Covid-19, we have to cut down some periods. We set up them

by replacing some periods with language focus lessons. Therefore, in one unit,
there often at least two or three language focus periods. Besides we replaced by
review period
I had 16 review periods and 35 language focus lessons. I used 40 ones to
teach grammar points and review what sts learned. This means there are 11 ones
left to teach pronunciation.
-

Period 1: Ending Blends: -nk, -lk, -nt, -mp, and -nd.
Period 2: Ending Blends: -ct, -ft, -lb, -ld &-lf,
Period 3: Ending Blends: -lp, -lt, , , -pt & -sk,
Period 4: Ending Blends -sp, -st, & -xt.
Period 5: Ending Welded Sounds: -am, -an, -all, -ang
Period 6: Ending Welded Sounds: -ank, -ing, -ink
Period 7: Ending Welded Sounds: _ong, _onk, _ung, & _unk
Period 8: Floss Endings: -ff, -ll, & –ss (You could also have learners
write in -zz here, too.)
- Period 9: Final /k/ Endings: –ck for short vowel words, -ke for
silent e long vowel words, -k for consonant + -k, -k for vowel team
words, and –c on the end of two-syllable words.
- Period 10: Digraphs, Trigraphs: -ck, -tch and -dge
- Period 11: Silent Letters: silent b in lamb, silent l in half, silent l in
palm, and silent l in yolk.

PERIOD 1: PRONUNCIATION
Ending Blends: -nk, -lk, -nt, -mp, and -nd.
A. Objectives
1. Knowledge: By the end of the lesson, students will be able to

- know the importance of pronouncing final consonant sounds clearly

- develop pronunciation through pronouncing final sounds
- identify and manipulate consonant ending blends
2. Skill
Sts know the requirement of different tests, know how to pronounce English
ending sounds effectively and they can find some useful sources to boost their
pronunciation.
3. Attitudes
Help Ss to be aware of importance of learning English ending sounds and self –
study
B. Teaching aids
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
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Pencils
Ending Blends worksheet
Ending Blends 3 worksheet
Dry erase markers
Whiteboard

C. Teaching procedures
I. Class organization: (1 minute)
II. New lesson

1min

1 GREETING. Good morning, my dears. I'm glad to see you. Are
you in a good mood today? If you are ready, let's begin our
lesson. So, the theme of our lesson is … Ending Blends
=>What are the ending blends? How many ending blends do we have?
1 min
2 PUTTING THE AIMS OF THE LESSON.
2 mins
3 WARMING-UP ACTIVITY.
T: show the Sts a picture of ending consonant blends

4 ENDING SOUNDS’ ACTIVITIES
4.1. Finish the word activities.
10
mins

Part A: With Pictures
Take the 5 picture cards with the first ending sound (for example, /lk/)
and quickly review the picture names of all 10 pictures on those cards
with the Sts.
T: [showing picture cards] Look at these pictures.
5 pictures
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10 pictures (review)

Now you name each picture as I point to it.
Sts: tent, milk, lamp, sink and hand
T: Good.

Now place the first picture card underneath or to the left of the sound
cards, which should remain propped up so the child is looking directly
at them while doing this activity.

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T: Now I’m going to put a card with three pictures next to the
sound cards.
Then I’ll say a word in two parts.
I’ll start with the first part of the word and then I’ll
say the last sound.
You listen, point to the sound card for the last sound,
and tell me the word.
The word is the same as one of these pictures.
Let’s do one. Listen: mi….lk. mi • • lk...lk…lk.
What’s the word?
Sts: milk!
T: Yes! Now point to the /lk/ card and say its sound.
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mins
Sts: [pointing to sound card] /lk/

Part B: Without Pictures
10
mins

After going through all the words for those three ending
sounds with the picture cards, go through the same words without the

picture cards. This makes the activity just a bit harder for the child.
Keep all three sound cards in front of your Sts.

4.2. Independent working time activities.
-Give students the Ending Blends worksheet.
-Read the instructions to the students.
-Give the students time to complete the assignment.

3 mins T: Look at each illustration. What consonant blend matches the end of the
word? Color in the bubble next to the correct answer.
=> sink, milk, tent, lamp, and hand.
Differentiation Enrichment: Ask students to use words with ending
blends in sentences. Challenge them to use at least two words with the
same ending blend in the same sentence.
Support: Give the students only the consonant ending nd to work with.
Review and closing: Have the students say one new word as they exit the
classroom. Ask the students to identify the ending sounds for
their new words.
7 mins PRACTICE
Listen. The speaker will say sentence a or b. Circle the one you hear

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1. a. a lot of mills
b. a lot of milk
2. a. this is a lamp
b. this is a lamp
3. a. this is a hen
b. this is a hand

4. a. there is a tent
b. there is ten
3 mins ASSESSMENT
Have your students completed the Ending Blends 3 worksheet.
2 mins REVIEW AND CLOSING
-Have the students said one new word as they exit the classroom.
-Ask the students to identify the consonant ending for their new words.
2.7. Results
This year, I taught 10A8 in the 10th grade. All of these classes couldn’t do
well in pronunciation especially the ending sounds.
After I put into practice some methods to boost Sts to pronounce in
pronunciation parts of language focus lessons. The result is quiet tolerable.
Class Time

Exellent sts Quite good sts Average
sts
st
10A8 The beginning of the 1
0,5 %
4,5 %
60 %
term
10A8 The end of the1st term
1,5 %
10 %
64 %
10A8 The beginning of the 2nd
2.0 %
10 %
64 %

term
Excellent : 9-10 points

Bad sts
35 %
24,5 %
24 %

quite good: 7-8 points

Average: 5-6, points

Bad: < 5 points

III. CONCLUSION
1. Limitations of the study
Because of having a long time in teaching English at YD2HS, I am able to
realize clearly the current situation of pronouncing the English ending sounds
here. Therefore, I have conducted this with a view to finding out drawbacks
encountered by the 10th form students. However, to boost the situation is not
easy and its process take a lot of time, enthusiasm as well as knowledge for both
the T and the Sts. As I briefed this study above, only some basic and simple
ways are found out to motivate Sts to pronounce correctly
2. Proposals for further research

16


On the grounds of the findings and the shortcomings of the study, several
tips for further research are conducted.

Teachers at high schools have more useful opportunities to meet, discuss
and exchange their knowledge, skills and experiences in teaching not only
grammar but also skills.
In drawing things to a close, I am deeply hopeful that teachers always
spend time learning and finding out new methods in teaching English.
XÁC NHẬN CỦA THỦ Thanh Hóa, ngày 14 tháng 5 năm 2022
TRƯỞNG ĐƠN VỊ
Tôi xin cam đoan đây là SKKN của mình viết,
khơng sao chép nội dung của người khác.

Nguyễn Thị Luyến

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1.
2.
3.
4.
5.
6.

REFERENCE
Cohen, L & Manim, L. (1998). Research methods in Education. Croom
Helm
Cross, D (1998). Teach English. Oxford: Oxford University Press
Effortless English: A.J. Hoge
Flowerdew, J. and Miller, L. (1996). Student perceptions, problems and
strategies in second language lecture comprehension RELC Journal 23
(2), 60–80.

Goh,C. (1997). Metacognitive awareness and second language
listeners. ELT Journal 51 (4),361–9.
Hedge, T. (2000). Teaching and Learning in the language classroom.
Oxford University Press

7. />9. />10.grammar.cl/english/pronunciation-final-s.htm
11. />12.dy-on-difficulties-and-solutions-in-english-listening-skillof-the-secondyear-students-in-faculty-of-foreign-language-at-utehy
13. />14.Mastering the American Accent: Lisa Mojsin
15.Pronunciation workshop (Paul. S. Gruber. MS)
16.Pronunciation in use: Jonathan Marks
17.Willis, J. (1981). Teaching English through English. London: Longman

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LIST OF ABBREVIATE
YD2HS: Yen Dinh 2 High School
Sts: students
T: Teacher
IPA: International Phonetic Alphabet
ESL: English as a Second Language
EFL: English as a Foreign Language

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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Nguyễn Thị Luyến
Chức vụ và đơn vị công tác: Giáo viên – Trường THPT Yên Định 2
Cấp
Kết quả
đánh giá
đánh giá
Năm học
xếp loại
TT
Tên đề tài SKKN
xếp loại đánh giá xếp
(Phòng,
(A, B,
loại
Sở,
hoặc C)
Tỉnh...)
Improving speaking skill for
Sở
students in grade 11 in at Cam
GD&ĐT
1.
C
2015 - 2016
Thuy 2 High school through
Thanh
using pictures
Hóa
“Barriers in English listening
Sở

comprehension of the the tenthGD&ĐT
2. grade students at YD2HS and
B
2020 - 2021
Thanh
how to boost their listening skill
Hóa
through optional periods.

20