Learning English In The Vietnamese Context

Learning side of meat In The Vietnamese Context side of meat has become a vital and mandatory communication language in Vietnam since the opening of its doors to the world in 1986. Many English-speaking foreigners from across Asia, Australia, America and Europe started coming to invest in Vietnam. This has motivated the people of Vietnam to learn English to facilitate efficient and effective communication among their counterparts. The importance of English was immediately adjudge by the Vietnamese government and as a result the English language programs were made obligatory beginning with the secondary schools and subsequently the gritty schools and finally university.The teaching of English in secondary and high schools strongly focus mainly on grammar, sentence structures and vocabulary. In such a teaching format, colloquial English was non taken into consideration. In addition, English learning and teaching is purely examination-based. Examinations were mainly grammar-focu sed. As a result, the teachers and academicians teach only the bare necessity which is required to pass the examination and is non linked to the learning needs of individual students. This has caused students to become de-motivated because English is just some other subject at school, not part of their life. Many students momentually fail to check out the importance and pride in being fitting to speak fluent English.At university level, students who are motivated to develop their competencies in English can survey a Bachelors degree in English Language Teaching or a Bachelor of English degree. After graduation, they can work as teachers of English within the Vietnamese raising system or as an English translator/interpreter depending on their capacity and proficiency. Students in these programs unremarkably pick out for four eld, course subjects among others include lessons about language structures, linguistics and teaching methodology. While this whitethorn sound theoreti cally sufficient, the learning and teaching of English in Vietnam directly is purely limited to teacher-focused classrooms or in other words teaching methods that do not create opportunities for learners to satisfy their communicatory needs. The English syllabus in Vietnam is very Grammar-focused. Therefore, it is very difficult for Vietnamese learners to communicate fluently and effectively in English since it is rarely spoken in Vietnam with the exception of some special places and events such as offices of multinational corporations and English language clubs. In fact you go away hardly forgather Vietnamese speak English unless absolutely necessary. This is a far cry from neighboring countries like Singapore, Malaysia and the Philippines where English is spoken even during free-and-easy conversations with friends and family.In recent years, the teaching methodologies of English has been through an enormous amount of changes and cleansements especially in the areas of how th e communicative approach is being widely applied and integrated into the English learning language classrooms. In classrooms of today, we see more and more learner response taking place. As a result, the English curriculum has overly been revamped to generate youths which are able to communicate holistically in English and not merely in grammar theories. chore statementThe result of poor learning and ineffective teaching methodologies of English in Vietnamese classrooms today (due to the lack of genuine communication experience and examination centric lessons) are generating many students that achieve relatively good grades in their exams but on the other hand unable to communicate effectively in the real world.According to Cunningham Una (2009) Vietnamese-accented speech in English has been informally observed to be notably complex for native English-speaking listeners and even for Vietnamese listeners. There are extremely limited opportunities for proper comprehend and speak ing of English in Vietnam. It is undeniable that the pronunciation of English presents severe challenges to Vietnamese learners but they were not trained on how to pronounce English phonetics accurately and nobody corrected their mispronunciations in the early years of learning English. In addition, students mainly learn English pronunciation from Vietnamese English teachers who sometimes hit difficulties themselves. Students are likely to imitate their teachers pronunciation. This is somehow a kin to the Blind man leading another Blind man across the street.The concern here is that we are unsure if Vietnamese students can see common pronunciation errors which they make on a regular basis.The purpose of the studyThis paper explores to what extent Vietnamese learners recognize common pronunciation errors in their spoken English and the reasons why they do not or are unable to correct their own mistakes. Suggestions lead be made on how to improve the methods of teaching and correc ting English pronunciation flaws in the Vietnamese context.The significance of the studyThis study will blusher honest picture of the difficulties in learning and improving the English pronunciation of Vietnamese students. The students will adjudge opportunity to self-assess their own English speech and recognize their mispronunciation with support from a native English-speaker. In the event a native speaker is unavailable, an equally competent and qualified speaker of English will be invited to observe and act as a point of reference.The scope of the studyThe primary focus of this study is to present an overview on the major difference between English and Vietnamese phonology and the capacity of a Vietnamese speaker to recognize common English pronunciation errors in his/her own speech. The students for this study will consist of English Language undergraduate students from the Foreign Languages Faculty at the Industrial University of Ho chi Minh City. The correlation between th eory and practice in the learning of English pronunciation will also be studied. The study will contribute some suggestions that will further enhance the accuracy in pronouncing the English phonetics.MethodologyThe experiment will be conducted using qualitative methods. The speech of three students during a speaking test at the Industrial University of Ho Chi Minh City will be record and analyzed. All three students will get to listen to their own speech again respectively to see if they are able identify their pronunciation errors. A native/competent English speaker will also get listen to the students speech to identify their mistakes in pronunciation.