EFL teachers' challenges in teaching pronunciation to young learners in Phu Cat district of Binh Dinh province = Những trở ngại của giáo viên trong việc dạy phát âm cho học sinh

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

NGUYỄN CÔNG HOÀNG

EFL TEACHERS’ CHALLENGES

IN TEACHING PRONUNCIATION TO YOUNG

LEARNERS IN PHU CAT DISTRICT

OF BINH DINH PROVINCE.

MASTER OF ENGLISH LANGUAGE TEACHING

Binh Dinh - 2022

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

NGUYỄN CÔNG HOÀNG

EFL TEACHERS’ CHALLENGES

IN TEACHING PRONUNCIATION TO YOUNG

LEARNERS IN PHU CAT DISTRICT

OF BINH DINH PROVINCE

Field: Theory and Methodology of English Language Teaching

Code: 8140111

Supervisor: Trương Văn Định, Ph.D.

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUY NHƠN

NGUYỄN CÔNG HOÀNG

NHỮNG TRỞ NGẠI CỦA GIÁO VIÊN

TRONG VIỆC DẠY PHÁT ÂM CHO HỌC SINH

Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh

Mã số: 8140111

Người hướng dẫn: TS. Trương Văn Định

i

DECLARATION

I certify that all the content in this thesis paper is my original work to the

best of my knowledge and hard-work. Any external source used for reference

in the paper has been cited and acknowledged. I, hereby, declare that the present

paper has not been submitted to any other institution previously.

ii

ACKNOWLEDGEMENTS

With the tremendous guidance and assistance from professor, it has been

possible for this research to be completed this thesis. He has always been very

helpful and dedicate with every single detail in different stages of the paper.

All his valuable comments and suggestions throughout the process not only

helped the researcher to finish the work on time, but also brought many lessons

from each time he corrected. Therefore, I am very much indebted to him for all

his hard work.

To be able to come to this stage of the course, I would like to express my

deepest gratitude to professor Truong Van Dinh whose lectures enlightened me

the new concepts of English teaching and academic research.

To every member of my family, who has been providing the best support

during the time this research was conducted. Without the love, belief, care, and

encouragement from my family, this research would have not been possible.

Finally, I would like to extend my greatest thanks to all teachers as well

as participants, who created favorable conditions for the implementation of the

study.

ABSTRACT

iii

This study is carried out on the topic "EFL TEACHERS’ CHALLENGES IN

TEACHING PRONUNCIATION TO YOUNG LEARNERS IN PHU CAT

DISTRICT OF BINH DINH PROVINCE". This study aims to find solutions to

the challenges that EFL teachers face in teaching pronunciation to young

learners. In order to achieve that purpose mentioned above, the researcher had

to answer three research questions, they are "1: What are the challenges faced

by EFL teachers in teaching English pronunciation to YLs? 2: What are the

causes of challenges confronted by EFL teachers in teaching English

pronunciation to YLs? and 3: What are the solutions to the challenges

encountered by EFL teachers in teaching English pronunciation to YLs?". The

study was carried out in Phu Cat District, Binh Dinh province with the

attendance of 120 teachers. The researcher used a survey questionnaire and

interviews to collect information from participants. The researcher has also

given out some important results. Regarding the challenges that teachers are

facing, internal and external challenges were found to cause trouble for English

teachers. In terms of internal challenges, lack of confidence, lack of adequate

knowledge, and pedagogical problems can challenge the teaching of English

pronunciation. While lack of priorities; time constraints; and lack of teaching

materials and resources are external challenges that teachers are facing. In

terms of solutions, to address these challenges, teachers also have their own

ways of managing these challenges, namely seeking help from mentors,

providing strategies, and helping students. In general, despite certain

limitations, the researcher has also solved the problems posed.

iv

TABLE OF CONTENTS

DECLARATION ...................................................................................................... i

ACKNOWLEDGEMENTS.................................................................................... ii

ABSTRACT ............................................................................................................. ii

TABLE OF CONTENTS....................................................................................... iv

LIST OF ABBREVIATIONS ............................................................................... vi

LIST OF TABLES................................................................................................ viii

LIST OF FIGURES................................................................................................ ix

CHAPTER 1: INTRODUCTION...........................................................................1

1.1. Rationale of the Study............................................................................. 1

1.2. Aim and Objectives of the Study............................................................ 2

1.2.1. Aims of the Study ............................................................................. 2

1.2.2. Objectives of the Study..................................................................... 2

1.3. Research Questions................................................................................. 3

1.4. Scope of the Study .................................................................................. 3

1.5. Significance of the Study........................................................................ 3

1.6. Organization of the Study ....................................................................... 4

CHAPTER 2: THEORETICAL BACKGROUND AND

LITERATURE REVIEW ........................................................................................5

2.1. Pronunciation .......................................................................................... 5

2.1.1. Definition of Pronunciation .............................................................. 5

2.1.2. Features of Pronunciation ................................................................. 7

2.1.3. Importance of Teaching Pronunciation............................................. 8

2.2. Young Learners and Their Characteristics ........................................... 11

2.2.1. Definition of Young Learners......................................................... 11

2.2.2. Cognitive Development of Young Learners................................... 12

v

2.3. Challenges of Teaching Pronunciation ................................................. 13

2.3.1. Teaching Pronunciation .................................................................. 13

2.3.2. Phonological Systems of English and Students' the first language14

2.3.3. Challenges faced by Teachers of Teaching Pronunciation............. 15

2.4. Previous Studies.................................................................................... 17

CHAPTER 3: RESEARCH METHODOLOGY AND PROCEDURES.........22

3.1. Research Methods................................................................................. 22

3.2. Participants............................................................................................ 22

3.3. Data Collection Instruments ................................................................. 23

3.4. Data Analysis Procedure....................................................................... 24

CHAPTER 4: FINDINGS AND DISCUSSION.................................................25

4.1. Challenges faced by EFL teachers of teaching English

pronunciation to young learners............................................................ 25

4.2. Causes for the challenges faced by EFL teachers of teaching

pronunciation to young learners............................................................ 34

4.3. EFL Teachers’ Approaches to Challenges of Teaching Pronunciation 45

CHAPTER 5: CONCLUSION..............................................................................55

5.1. Summary and Implications on Teaching Pronunciation to Young

Learners................................................................................................. 55

5.1.1. Summary ......................................................................................... 55

5.1.2. Implications..................................................................................... 55

5.2. Limitations of the Study and Suggestions for Further Study ............... 57

5.2.1. Limitations of the Study.................................................................. 57

5.2.2. Suggestions for Further Study. ....................................................... 57

REFERENCES........................................................................................................59

APPENDICES

vi

LIST OF ABBREVIATIONS

EFL: English as a foreign language

ESL: English as a second language

YL: Young Learner

YLs: Young Learners

L1: The first language

C1: Lack of confidence

C2: Lack of pronunciation knowledge

C3: Lack of pedagogical knowledge

C4: Lack of time

C5: Lack of teaching materials and resources

C6: Lack of Priority

CC1: Afraid of making mistake to pronounce the words properly

CC2: Confusion in pronouncing the words correctly

CC3.1: Students’ reluctance to speak during the learning process

CC3.2: Pronunciation practice

CC3.3: Students’ inability to follow the pronunciation lessons

CC4: Time given for teaching English is not enough

CC5: Teaching materials are limited and not really suitable for the students

CC6: Teaching pronunciation is not emphasized in school

S1: Prepare and plan for lesson by confirming the correct pronunciation of

words before class