Assignment of Applied Ling pptx

Teaching English pronunciation in Vietnam : Problems and possible solutions
Table of content
Part A. Introduction
Part B. Development
1. Pronunciation and its position in learning English
2. English Phonic system versus Vietnamese one
2.1 English sound system
2.2 Vietnamese sound system
3. State of teaching English pronunciation in Vietnam
4. Problems of English pronunciation encountered by Vietnamese
5. Pedagogical implications
Part C. Conclusion
References
Part A – Introduction
By Phung Thi Lam- CHK18- Saigon
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Teaching English pronunciation in Vietnam : Problems and possible solutions
English is proved to be a vehicle for international communication. In order to meet the
demands of modern society, language teachers should not focus on reciting but should teach
from their own understanding of language learning and help learners gain more competence
with confidence. However, it is not a easy work, especially teaching pronunciation. It isn't
difficult to appreciate the reasons for this: in spoken interaction, pronunciation is often the first
barrier to intelligibility, and uncertainty about pronunciation is often a major reason for
learners' lack of confidence in speaking.
It is obvious that all English language teachers are pronunciation teachers. Nobody can speak a
language without pronouncing, and even if teachers ignore pronunciation in the classroom,
they give the message that their learners' pronunciation is satisfactory, or that pronunciation
doesn't matter.
Many teachers would like to offer their learners more help and support with pronunciation,
but feel that they lack the necessary knowledge and skill, or that their own pronunciation is not
sufficiently good. In other words, pronunciation is an area where teachers as well as learners

often suffer from lack of confidence.
As a matter of fact, in Vietnam, many English teachers avoid teaching pronunciation, not
because it is not necessary, but because they have little or no information on the subject.
Proper pronunciation is essential when learning English as a second or foreign language
however; the main goal is to be understood, after all, and if ship comes out as sheep, (or
worse) this purpose may be quickly defeated. In this humble study, I would like to present an
overview of state of teaching and learning English pronunciation in secondary schools in
Vietnam and some implications from pedagogical approach
Part B – Development
1. Pronunciation and its position in learning English
Everybody wants to be able to speak English like a native speaker, but English
pronunciation is always a big problem to ESL learners. Bad English pronunciation may
confuse people even if you used advanced English grammar. We can use simple words and
simple grammar structures that make people understand you but we cannot use "simple
pronunciation".
On the other hand, good English pronunciation will make people understand you easily and
be willing to listen to you! You will say that we learn English just for communication,
although we speak English with a strong accent, native speakers can understand us, that's
enough. But you know it is not pleased to listen to the bad pronunciation!
Also, one will change the channel when a journalist covers a person who speaks English
without good pronunciation, because that make him/her feel uncomfortable although he/her
can't pronounce English fluently as well.
By Phung Thi Lam- CHK18- Saigon
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Teaching English pronunciation in Vietnam : Problems and possible solutions
2. English Phonic system versus Vietnamese one
2.1 English sound system
Certainly, there is a relationship between the English sound system and the English spelling
system. However, the relationship between sound and spelling is neither straightforward nor
obvious. If it were, many of us would spell more accurately than we do. What is obvious is

that the sounds of English are not the same as the letters of English.
Although it is obvious in an intellectual sense that sounds and letters are not the same thing,
most students will on occasion make errors through mistaking sounds for letters.
The patterning found in the sound system of English is a reflection of the physiology
of the vocal tract. The patterns of the English sound system make sense in terms of how
sounds are made (and, particularly, for vowels, how sounds are perceived).
Once the English sound system is understood, it becomes easier to make sense out of
the spelling system of English and it becomes possible to make some sense out of the
problems all students have learning to spell and out of the problems speakers of other
languages have in learning to pronounce English.
Consonants are described in terms of three dimensions: whether or not the vocal cords are
vibrating—voicing; where the sound is being made—the place of articulation; and how the
sound is being made—the manner of articulation. All three are really just descriptions of
what happens as to the flow of air as a consonant is produced.
Diagram of the vocal tract
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Teaching English pronunciation in Vietnam : Problems and possible solutions
showing the places of articulation
Voicing. If the vocal cords are vibrating when the air flow passes through the larynx
(in the voice box), the sound is described as voiced; if not, the consonant is described as
voiceless.
It is possible to hear the difference between voiced and voiceless consonants. Cover
your ears and pronounce a long, drawn-out /z/; the vibration in your ears, head, and so on
results from the vibration of the vocal cords. Now, still covering your ears pronounce a long,
drawn-out /s/. There is no parallel vibration; this sound is voiceless.
Place of articulation. Consonants are made by constricting the air flow as it moves
through the vocal tract—through the throat and mouth. The place of articulation is the place
where this constriction of the air flow occurs. The horizontal row of labels across the top of
the consonant chart lists the places in the mouth at which the air flow is constricted in forming

various English consonants. The labels themselves are just names of the articulators involved
in the constriction. The row of labels begins with the lips at the front of the mouth and ends
at the voice box. Once the names of parts of the mouth become familiar, the names of most of
the terms makes sense.
bilabial: bi- 'two' + labi- 'lip' + -al 'adjective marking suffix'. Sounds made with two
lips.
labiodental: labio- 'lip' + dent- 'tooth' + -al. Sounds made with the upper teeth and
the lower lip.
interdental: inter- 'between' + dent- 'tooth' + -al. Sounds made between the teeth.
alveolar: alveol- + -ar. Sounds made at the alveolar ridge, the bumpy ridge just
behind the teeth.
palatal: palat- + -al. Sounds made behind the alveolar ridge.
velar: vel- + -ar. Sounds made at the velum.
glottal: glott- + -al. Sounds made at the voice box, that is, at the glottis.
Manner of articulation. The manner of articulation is the way in which the sound is
produced. The various labels for manner of articulation describe how the air flow is
modified. In most cases, the reason for the term is fairly obvious.
stops: If the air flow is totally constricted, that is, stopped, the consonant is described
as a stop.
fricatives: If the air flow is constricted enough to cause friction, but not completely
stopped, the consonant is described as a fricative.
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Teaching English pronunciation in Vietnam : Problems and possible solutions
All but two of the fricatives occur both before and after vowels. The /h-/ only occurs
before a vowel and the /-z/ only occurs after a vowel.
The large number of clusters often presents a problem for learners of English who speak
languages which have fewer clusters than English—many languages of the world. Sometimes
the learner's language has both sounds in the cluster, but does not have the combination.
Learners who have problems pronouncing final consonant clusters will have problems

with the words in the last row of the clusters exercise. Although the spelling of the past tense
marker -ed misleadingly suggests that all these words end with a vowel plus a consonant,
listening quickly to the sounds makes it clear that this is false; they all end in consonant
clusters. Notice that difficulty pronouncing these final clusters would interfere with the
learner's ability to mark the past tense.
Vowels
English is fairly rich in vowels, having at least seven short vowels and seven long
vowels. The vowel sounds themselves are described in terms of tongue height and front-to-
back in the mouth. The high front vowel /iy/ is pronounced about where the /y/ is
pronounced, while the high back vowel /uw/ is pronounced about where the /w/ is
pronounced.
There is a great deal of individual and dialectal variation in the pronunciation of vowels
—something that becomes clear once learners begin to do the transcription exercises.
front central back
high
long ('tense') iy, yuw uw
short ('lax' ) I (=È) U (=Ë)
mid
long ('tense') ey ow
short ('lax') E ´ O, Oy (long)
low
long ('tense') Ay, Aw
short ('lax') œ A
Chart of English vowel phonemes (modified IPA)
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Teaching English pronunciation in Vietnam : Problems and possible solutions
Short and long vowels. Short vowels and long vowels are in contrast. For our
purposes, this simply means that the long vowels and the short vowels sound different and, as
a consequence, are spelled different.

The pronunciation of the short (or lax) vowels is essentially the same throughout the
length of the vowel. Technically, these are monothongs—one-sound vowels. The seven short
vowels are /I, E, A, O, ´, œ and U/. The difference between /A/ and /O/ is ignored in the
transcription exercises because this difference has disappeared for many speakers of English,
and, in any case, the distinction is limited relevance to English language teachers.
The pronunciation of the long (or tense) vowels begins with one pronunciation and
ends with another. Technically, these are diphthongs—two-part vowels. The eight long
vowels are /Ay, Oy, and aw/ as well as /iy, ey, ow, uw, and yuw/. Notice that /Ay/, for
example, begins with the vowel /A/ and then moves in the direction of /y/ (essentially where
/iy/ is found); similarly, /Aw/ begins with the vowel /A/ and then moves in the direction of
/w/ (essentially in the direction of /uw/). The five vowels /iy, ey, ow, uw, and yuw/ are also
long vowels as well as diphthongs.
The vowel /-´/, sometimes called a schwa, is an extremely common English vowel.
When stress falls somewhere else in the word, other vowels may be reduced to a schwa. For
instance, the /œ/ in graph, becomes a /´/ in photography.
From a teacher's perspective, what is crucial to learn is which vowel sounds are long
and which are short. The difference between the short and the long vowels is central to the
English spelling system. In the English spelling system, the short vowel sounds are
overwhelmingly spelled with a single letter. Except for /yuw/, the long vowels are usually
spelled with two letters.
bilabial labio- inter- alveolar palatal velar glottal
dental dental
stops:
voiceless p t k ?
voiced b d g
affricates:
voiceless c& (=ts&)
voiced j& (=dz&)
fricatives:
By Phung Thi Lam- CHK18- Saigon

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Teaching English pronunciation in Vietnam : Problems and possible solutions
voiceless f Q s s& h-
voiced v D z -z&
nasals: m n -N
liquids:
lateral l
retroflex r
semi-vowel/
consonants: w y w
(= glides)
Chart of English consonant phonemes
nasals: nas- 'nose' + -al. Nasals are characterized by air flow through the nose.
Although the other two nasals occur both before and after vowels, the /-N/ only occurs after a
vowel.
affricates: ad- 'to; toward' + fric- cf. 'friction'. On the chart, the affricates have been
deliberately placed between the stops and the fricatives. Notice that both the affricates can be
transcribed in more than one way; that is, /j/ can also be written as /dz/. The two-symbol
representation best shows the phonetics: an affricate starts off as a stop and finishes as a
fricative. If you were to tape record one of the affricates and then play it back slowing down
the tape recorder, at some point the affricate would impressionistically break into two; that is,
at some point it would sound not like one sound but two. The 'stop + fricative' character of
affricates helps explain the substitutions that speakers of other languages often make when
learning English; for example, the French speaker's frequent substitution of the fricative /z&/
for the English affricate /dz&/.
The 'stop + fricative' character of affricates also helps explain the "extra" stops that
English speakers add when they first learn to transcribe the sounds of English. For example,
beginners sometimes transcribe a word like much as /m´tc&/ rather than as /m´c&/; here, the
/t/ is the /t/ in the affricate /c&/ (=/ts&/). In words spelled with a -t- such as witch (transcribed
as /wIc&/), the spelling makes the tendency for beginners to add an "extra" /-t-/ even stronger.

Stress or Emphasis
The syllable is pronounced louder, longer, more strongly than usual. English has two or three
degrees of stress – primary, secondary, and tertiary (in some dialects). The word “pràcticálity”
has secondary stress on the “à” and primary stress on the “á”.
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Teaching English pronunciation in Vietnam : Problems and possible solutions
Tone
Tone can be high, low, middle, raising, falling, etc. In English, tone is purely pitch related, and
is not necessarily related with stress – although it often is. Unlike Vietnamese which is famous
for their tone diversity. Like stress, tone is usually indicated by accents over vowels, so that
“à” is low tone, “ǎ” is rising tone, and so on
2.2 Vietnamese sound system
In Vietnamese, the spelling-pronunciation correspondence is quite straightforward; that is,
apart from a few exceptions, there is a one-to-one correspondence Since learners will
encounter both the written and spoken language. From the beginning of the course, they may
impose a Vietnamese reading/pronunciation on English words. Any regularities of spelling-
pronunciation correspondence will be pointed out and discussed, since the two languages are
quite different in that respect. The table below shows the problematic vowel and consonant
phonemes of each language, paired as the average Vietnamese speaker would perceive (and
consequently produce) them. English phonemes are presented as in Brown (1990: 35),
The classification of the Vietnamese language has been disputed for a long time. However,
at present it is widely believed that Vietnamese belongs to the Mon-Khmer language family,
which is spoken throughout much of Southeast Asia, primarily in Laos, Vietnam, and
Cambodia, but also in Thailand, Burma, the Malay Peninsula, and the Nicobar Islands in the
Andaman Sea (Ruhlen 1987:148). At present, there are about 156 Mon-Khmer languages
(Grimes 1996).
In this section, three major systems of sounds, consonants, vowels, and tones in the
Vietnamese will be examined.
The syllables of Vietnamese are similar to those in English, and they can be generalized as

(C1)V(C2) with a distinctive tone on V(C2), as follows:

Initial
Tone
Final (rhyme)
Onset Nucleus Coda
Figure 1. Syllabic structure in Vietnamese. Consonants
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Teaching English pronunciation in Vietnam : Problems and possible solutions
There are 19 consonants in Vietnamese. These consonants were listed in Table 1in IPA
format. These consonants were represented slightly different in Vietnamese orthography.
In addition to the 19 consonants, other dialects may contain retroflex consonants /tr/, /S/,
and /Z/ (Nguyen 1997:20).

Table 1. Vietnamese consonants
Glottal stop /?/ was not included in the consonant system of Table 1. However, according
to Thompson (1987:21), glottal stop could be recognized as a phoneme. The voicing of [b] and
[d] are predictable allophones of /p/ and /t/ respectively, following initial /?/ (Thompson
1987:21). For example, [b] occurs in initial only, and [p] in final only. However, Nguyen
(1997:20) have pointed out that /p/ nowadays can also occurs at the beginning of several
loanwords from French, such as pin ‘battery,’ pan ( hư hỏng ) and po-ke ‘poker.’ Anyway,
brief descriptions (based on Thompson 1987) of these 19 consonants will be given in the next
paragraphs for readers’ better understanding of the consonant system in Vietnamese.
Fortis stops
Fortis stops in Vietnamese are voiceless /p t c k /, and voiced /b d/. They are characterized
by relatively strong articulation. They are exceedingly fortis when they are at the beginning of
syllables. On the other hand, at the end of syllables they are about midway between the
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Teaching English pronunciation in Vietnam : Problems and possible solutions
extremes of fortis and lenis. Voiceless stops can occur in initial or final positions, but voiced
stops occur only initially. When voiceless stops occur in final positions, they are unreleased.
Vietnamese examples of the fortis stops are provided below (tone marks in the following
examples are omitted).
/p/ bilabial voiceless stop.
e.g. pin ‘battery’ tiep ‘welcome’
/b/ bilabial voiced stop, preglottalized and often imploded. This sound is similar to /b/ in
English, but not exactly the same; it is “much more larynx lowering” in Vietnamese
(Edmondson 2000, personal conversation). /b/ in Vietnamese is always preceded by
glottal stop, which is seldom released before the beginning of the /b/, with the result of
that a partial vacuum is created between the throat and the lips; when the lip closure is
released this vacuum is often still strong enough so that a little air is sucked in at the lips,
giving the sound its characteristic strangeness to non-native ears (Thompson 1987:24).
e.g. biet ‘know’ ba ‘three’
Vowels
Comparing to English, Vietnamese vowels are much more complicated and difficult. The
Vietnamese vocalic system was divided into upper and lower vocalics (Thompson 1987:19).
The upper vocalics include six vowels, /i µ u e F o/. They are formed relatively high in the
mouth and characterized by a three-way position (front, back unrounded, and back rounded).
Lower vocalics include five vowels, /E Πa A/. They are formed relatively low and
characterized by a two-way position distinction (front, back).
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Teaching English pronunciation in Vietnam : Problems and possible solutions

Table 2. Vietnamese vowels
Tones
Mon-Khmer languages have usually been remarked upon for the linguistic category of
register, which includes most prominently voice quality as a contrastive feature. Although

Vietnamese is not a classic register language, voice quality as well as pitch phenomena are
both important in the tone system of Vietnamese (Edmondson 1997:1) There are six tones in
modern northern Vietnamese, i.e. sac, nga, ngang, huyen, hoi, and nang. They are composed
of contours of pitch combined with certain other features of voice production (Thompson
1987:20).
3. State of teaching English pronunciation in Vietnam
Language learners tend to perceive the sounds of a foreign language “in terms of
categories in their native language" (Brown, 1975: 98), and to segment the stream of speech
according to their L1 habits. Consequently, what the teaching of pronunciation entails is, first,
helping the learner to perceive and decode the stream of speech the same way a native speaker
of the language would (Brown, 1990: 59- 60; Lass, 1984: 296-298) and, second, guiding the
learner to produce speech as close to the pronunciation ‘model' as is desirable (both model and
target performance should be dictated by the context of the learning situation). The
methodology used should take into account the clues and strategies native listeners use when
decoding rapid speech: they “watch for stress placement pauses the tonic syllable
They try to identify the lexical items by grouping the unstressed syllables round the stressed
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Teaching English pronunciation in Vietnam : Problems and possible solutions
syllables They consider the vowel qualities in the stressed syllables and what the movement
of the edges of these vowels tells them about the consonants in the vicinity'' (Brown,
1990:161). I did not mention the role of context since learners (particularly beginners) are
much less able to use “top-down'' processing when ‘decoding' rapid speech and rely more on
“phonetic cues''. Therefore, teaching the pronunciation of isolated sounds or citation forms of
words does not seem enough to ensure effective production and (particularly) comprehension
of natural speech.
Let take the set of English course books published by Educational Publish House into
consideration. If we breakdown of exercises according to the pronunciation elements they
tackle, we will learn the number of exercises dealing with
English 10 English 11 English 12

individual
sounds
- consonants 57 % 100% 16.6%( Ending sounds)
- vowels 43% 0% 0%
Stress 0% 0% 25%
Intonation 0% 0% 25%
Others 0% 0% 33.4%
4. Problems of English pronunciation encountered by Vietnamese
Mother tongue influence
Among a lots of problems, mother tongue influence might be regarded as the primary one in
teaching and learning a foreign language in the following ways:
1) When there is a sound in English, which is absent from the Vietnamese sound inventory, or
vice versa, learners might be incapable of producing or even perceiving the sound. For
example, sounds / /, / /, /w/, / /….
2) Sound combination rules, which are different from those obtaining in the native language,
might also present a difficulty for learners. For examples, little, title, ….
3) Suprasegmental (prosodic) patterns might also be transferred from the native language
(Avery & Ehrlich, 1992).
4) Also, note that in Vietnamese the clusters th, qu, ng, tr, kh, nh, ph are realised as one
phoneme respectively. So Vietnamese speakers tend to pronounce “able” as / eib l /
5) The similarities between two languages, in some cases, may cause some troubles as well.
Vietnamese people tend to assimilate them to make Vietnamese equivalents
For example,
English Vietnamese
/ / th
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Teaching English pronunciation in Vietnam : Problems and possible solutions
,
w

d
g

Many teachers begin English pronunciation practice as they introduce vocabulary. This is
the way many textbooks advise to teach pronunciation. Unfortunately, for students of low level
and mother tongue that bears no resemblance to English, this actually makes comprehension
more difficult. The step from pronouncing phonemes to full length words is a short one, and
from there it is much larger leap to being able to communicate in a natural conversation. A
whole new set of obstacles appears, but there are easy ways to overcome each one.
A strong psychological barrier exists in the form of 'learned helplessness'. This is simply the
reaction of most people to 'shut down after several failed attempts at something new. This may
be hard to spot, but once recognized it is simple to overcome. Praise the student for each small
step, each successive victory. Record learners’ progress by taping them reading the same
passage repeatedly over the course of the year. They will be encouraged to see how far they've
come!
Anxiety is a more easily recognized problem. Students are often acutely self-aware and are
reluctant to experiment with sounds for fear of getting them 'wrong', and have a general lack of
fluency.
Another problem is cultural identity. In this case, we do not wish to breach the fortification,
but merely to create a path for the flow of information. Many people do not want to eradicate
their accent; it is a strong indicator of their culture and heritage. As a matter of fact, an accent
is not truly a barrier to pronouncing English correctly. The main goal here is the ability to be
readily understood. New Yorkers and Londoners have distinctly different accents, but can
usually communicate quite freely.
4. Pedagogical implications
It is very difficult for English learners whose mother tongue is Vietnamese to achieve a
pronunciation that sounds like a native speaker's. Discussions of the pronunciation of English
as an international language have also emphasised the fact that native-like pronunciation is
also unnecessary for many learners, and may indeed not be wanted. It has been suggested that
intelligibility is a more appropriate objective than conformity to any pre-existing model.

Proposals have been made for an agenda of high-priority features which are particularly
important for intelligibility. These include consonant sounds (excluding 'th' sounds, which are
often difficult for learners of English, but unimportant for intelligibility), consonant clusters
(except at the ends of words), contrasts between long and short vowels, and tonic stress.
Features which are less important for intelligibility, such as precise vowel qualities, weak
forms, and features of connected speech and pitch movements would not be included in
teaching programmes. Intelligibility is a complex issue, however, and no doubt depends on
different pronunciation features in different contexts, not to mention factors unconnected with
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Teaching English pronunciation in Vietnam : Problems and possible solutions
pronunciation. Also, of course, learners have different priorities and aspirations - including for
some (though probably a decreasing number) a wish to achieve a native-like pronunciation.
In order to be able to deal more effectively with pronunciation, teachers are likely to benefit
from developing their knowledge and skills in the following areas:
1. Understanding how speech sounds are produced, how languages make systematic
contrastive use of sounds, which sequences of sounds occur in particular languages,
how sequences of sounds are modified in connected speech, and which patterns of
stress, rhythm and intonation occur in English and other languages.
2. Predicting and identifying the aspects of pronunciation which are problematic for
particular learners, drawing if possible on contrastive awareness of English and the
learners' first language.
3. Identifying priorities for teaching, taking into consideration learner needs and
ambitions, and sociolinguistic factors related to the role of English as an international
language.
4. Distinguishing between aspects of pronunciation which are important for learners to
acquire in their own speech, and aspects which are perhaps only important for
recognition purposes in facilitating listening comprehension.
5. Implementing effective procedures for pronunciation teaching, drawing on the range of
low- to high-technology resources available.

6. Integrating a concern for pronunciation into other classroom work whenever
appropriate, as well as isolating specific pronunciation features for focused attention.
Part C – Conclusion
Indisputably, most learners wish to be able to speak comprehensibly, and understand
people with different accents speaking in natural conditions. Thus. teaching pronunciation is of
paramount importance in foreign language learning. To ensure effective pronunciation
teaching, there are certain factors that should be considered: biological, personal, sociocultural,
pedagogic, mother tongue influence, and setting realistic goals. Nevertheless, pronunciation
teaching should not only focus on segmental features, i.e., teaching specific sounds or nuances
of sounds, but also on suprasegmental or prosodic features, i.e., stress, rhythm, pitch, and
intonation, which greatly contribute to communication. Of course, all this cannot be achieved
unless teachers follow certain principles of effective pronunciation teaching: learning to
describe pronunciation, creating a non-threatening atmosphere, and teaching pronunciation
step by step.
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Teaching English pronunciation in Vietnam : Problems and possible solutions
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Teaching English pronunciation in Vietnam : Problems and possible solutions
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