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7th National 4TTN E6T Conference +,,8 Hanoi

THE PRO-SHOW EXPERIENCE FOR BETTER PRONUNCIATION Tran Huong Quynh Hanoi National University of Education Abstract The workshop focused on the use of pro-SHOW which is short for ICT-assisted pronunciation show to enhance the develop ent of students! presentation skills" their En#lish pronunciation$ The workshop also de onstrated the application of pro-SHOW as an ICT-assisted activity to foster learner autono y$ In the workshop" the participants had chance to e%perience a ran#e of pro-SHOW activities and reflect on this ICT-assisted style$ The workshop also provided a foru for teachers of En#lish lan#ua#e to share ideas and e%periences of teachin# unication technolo#y$ pronunciation with the inte#ration of infor ation and co ! Intro"uct#on When educational technolo#ies such as we&sites" 'ower'oint presentation" we&-lo#s" (lack(oard" We&CT" )oodles and pod-casts have &eco e popular in learnin# environ ents *Clark" +,,-. /o&lyer" +,,01" Hanoi National University of Education has atte pted to e%ploit these odern devices for &etter educational achieve ents$ 2t present" each lan#ua#e class"

oreover" is e3uipped a set of T4" pro5ector and co puter$ 2lthou#h the teachers and students of En#lish at HNUE are e%pected to use these teachin# aids to increase the learnin# outco es" they have not efficiently e%ploit the power of the e3uip ent in teachin# speakin# skills$ (eside so e su&5ective reasons such as lecturers and students! a&ilities" this is &ecause speakin# skill teachin# has &een considered as the ost

challen#ed area of usin# educational technolo#y" as (arr" 6eakey and /anchou% * +,,71" E#an *-8881" Hardisty" Windeatt and )aley *-8981 and 'lass and :ones *+,,71 ar#ue" co pared with other acro skill teachin#$ Indeed" co puter- assisted lan#ua#e learnin#

*C2661 have recently focused on non-oral activities" for e%a ple 6istenin#" Writin# and /eadin# skill tasks and i#nored oral skills *(arr" 6eakey" ; /anchou%" +,,71$ This workshop" the pro-Show e%perience for &etter pronunciation" provides a practical idea which has &een e%ploited in speakin# lessons with the focus on pronunciation$ It also shares so e e%periences" &oth advanta#es and challen#es" in teachin# speakin# and pronunciation for 4ietna ese learners with the inte#ration of si ple technolo#y devices$

The workshop is divided into three

ain parts$ <irst" so e &ack#round theories in

ulti edia

inte#rated instructional desi#n and pronunciation teachin# are discussed$ 2fter e%plainin# the notion of 'ro-SHOW" the workshop descri&es the procedure to ake a suita&le pro-SHOW$

Then" practical e%a ples are presented$ The workshop concludes with a few reflection and feed&ack$ $! Bac%groun" th&ory $! 'u(t#)&"#a #nt&grat&" #nstruct#ona( "&s#gn Educational ulti edia" as 2lessi and Trollip *+,,-1 and )ayer *+,,-1 define it" refers to the in for of dia#ra s" #raphs" photos" aps"

use of &oth pictorial and aural infor ation ani ation or video to present learnin#

aterials$

'lass and :ones *+,,71 propose an inte#rated lan#ua#e ac3uisition and the co#nitive theory of *-8891 odel$
S&(&ct#ng ,or"s

odel connectin# the theories of second ulti edia learnin# &ased on the Chapelle!s

Organ#*#ng ,or"s

4er&al Input

4er&al te%t &ase syntacticAse antic


Co)+r&h&ns#on

4er&al Input
-&arn&r. s Int&grat#ng -#ngu#st Inta%& #c Syst&) 4isual Input

A++&rc&+t#on

Out+ut

4isual Input

4isual I a#e (ase


S&(&ct#ng #)ag&s Organ#*#ng #)ag&s

*'lass and :ones *+,,7" p$ =>- 1 In this odel" students ac3uire lan#ua#e fro co prehensi&le input in for of pictures or

te%t$ Once students notice certain aspects of the input" they co e to the co prehension sta#e" and then the lin#uistic features of the co prehensi&le input &eco e intake" ?co prehended lan#ua#e that holds the potential for developin# the learner!s lin#uistic syste @ *Chapelle" -889" p$ ++1$ 2fter the inte#ration process" students produce co prehensi&le output*Chapelle" -8891$ In each sta#e of the odel" visual" audio and te%t

infor ation is presented to enhance the student!s learnin# a&ilities$ 2lso" lin#uistics features and lan#ua#e focus are hi#hli#hted$ However" this odel is used for second lan#ua#e ac3uisition with the inte#ration of uch on the co#nitive theories$ In the

ulti edia learnin# theories in #eneral" and it focuses conte%t of this essay" face to face classroo

ulti edia is used to enhance the ac3uisition of spoken lan#ua#e in the environ ent$ 2lso" speakin# skill re3uires the interactions a on# odel of inte#ratin# ulti edia into the

speakers$ Therefore" I would like to propose another

develop ent of speakin# skills in face-to-face class &ased on the 'lass and :one!s *+,,71 odel and the theoretical aspects I have discussed a&ove$

In this

odel" students ac3uire lan#ua#e throu#h interaction with their class ates$ 2 ulti edia conte%t$ 2fter the profound understandin# of

speakin# activity is introduced with a

the conte%t" students discover and practice the lin#uistic" discourse and socio-cultural knowled#e fro the ulti edia B assisted co prehensi&le input$ Then" their co unicative

co petence is visualiCed throu#h the output to achieve the two utterances" the interaction and transaction$

ain o&5ectives of oral

Speakin# should &e inte#rated with other

acro skills &ecause in real life" speakin# usually is

a part of a conversation as a whole to e%chan#e the infor ation$ )oreover" other lin#uistic features such as pronunciation should &e considered in speakin#$ Speakin# is the place learners can perfor their lin#uistic knowled#e in purpose$

$!$ Pronunc#at#on t&ach#ng 'ronunciation teachin# need ore space in En#lish lessons$ <irstly" as discussed &y any

scholars such as Delly *+,,=1" pro&le s caused &y pronunciation errors led to pro&le s of reception or co prehension of the 4ietna ese students rhyth and intonation$ ain types$ eanin# or function of an utterance$ Secondly"

eet a nu &er of difficulties in pronouncin# En#lish sounds" stress"

'ronunciation lessons are divided into three Inte#rated lessons /e edial or reactive lesson 'ractice lesson

'ronunciation activities are drillin#" chainin#" recordin#" listenin# and readin#" as they are cate#oriCed &y Delly *+,,=1$

2lso" pro-SHOW follows so e ideolo#ies in pronunciation teachin# as follows$ )uch of the teachin# and i prove ent of pronunciation should &e indirect$

6earners are also encoura#ed to e%peri ent with their voices as the #ate to nonanalytical learnin# skills is opened$

2ll of the learners! senses should &e activated$ 2llow learners to choose the variety they prefer$ Eevelop their autono y &y su##estin# they can and should work on their own" at ho e and in the wider world$ *6aroy"-88F1

$!/ -&arn&r autono)y 2utono ous learners" as 6ittle *-88-1 defines it" are those who have #reater responsi&ility for their own learnin#$

/! Pro-SHOW - THE WHAT 'ro-SHOW is a video clip that can act as a odel and otivator to help students practice

En#lish$ 'ro-SHOW is short for either pronunciation show or professional show$ With one or two B inute video clips" students have opportunities to sense En#lish sounds" to i itate" to

rehearse the clip and then to evaluate their shows$

Eependin# on a variety of learnin# focus in pronunciation teachin#" selected video clips

ay

help students to practice individual sounds" word stress" rhyth " sentence stress or intonation in En#lish$

The ideolo#y of the pro-SHOW is that students are practicin# pronunciation in En#lish. however" they &elieve that they are e%periencin# a professional show$ It is like an ice&er#$

0! Pro-SHOW 1 Th& HOW 0! St&+s to "&s#gn a +ro-SHOW2 Select a video clip$ Edit *Split1 the selected clip$ 2dd su&titles$ ay &e selected fro such sources as television in En#lish" GouTu&e" <il s or

4ideo clips

any other sources in the Internet$ The focus of each lesson will decide the content and lin#uistic features the selected video clip$

So e tools and software are used to desi#n a pro-SHOWH Windows )ovie )aker for editin# a video clip II)' for editin# pictures 2udacity for recordin# students! voice

If it is possi&le" professional software and tools are e ployed such as Ca tasia Studio" 'hotoshop$ 0!$ St&+s #n c(ass It is fle%i&le to use pro-SHOW in En#lish lessons$ (elow are two options$ O+t#on Steps in class for advanced students

Session -H Watch a clip$ 2nalyCe the lan#ua#e" voice" #estures" postures" conte%t" feelin#s$ /ehearse$

Session +H Watch the clip a#ain$ Eiscuss the assess ent criteria$ Eo the presentation$ Iroups of = /ando pro-SHOWH - presenterA #roup + winners in each rando The winners in rando Students pro-SHOW will co e to <inal pro-SHOW

O+t#on $

<inal pro-SHOWH pro-SHOWS ake their own clips

To put it in details" students work in #roups of =$ They are #oin# to receive a +- inute clip every three weeks$ They will assist one another in pronunciation practice to i itate and rehearse the presentation in the clip" not only the presenter!s pronunciation" such as sentence stress" voice" intonation" &ut also his or her speech delivery" such as #estures and posture in your own #roup$ They then will &e asked to present the clip a#ain in class$ <or the first two weeks of each clip" you will have rando 'ro- 'resentations$ In the third week" you will have a 'ro- SHOW$ 2fter = rounds" they will have the <IN26 'ro- SHOW in week -7$

Ran"o) Pro - Pr&s&ntat#ons2 They will present the 'ro-SHOW at rando " one presenterA #roup$ The instructor will decide the presenter for each #roup$ Pro-SHOW2 One presenter per #roup will &e selected to different fro ake the 'ro-'resentation$ This presenter will &e the ones in the previous two weeks$

Th& b&st $ +r&s&nt&rs #n &ach Pro-SHOW ,#(( co)& to th& FINA- Pro-SHOW #n ,&&% 3! F#na( Pro-SHOW Each of 9 presenters" the winners in the = rounds" will their own clips$ In a s&t o4 thr&& ,&&%s5 &ach grou+ ,#(( ha6& / "#44&r&nt +r&s&nt&rs! Clip -st week +nd week 0rd week -st presenter for /ando 'ro-'resentation +nd presenter for /ando 'ro-'resentation 0rd presenter for 'ro-SHOW ake a presentation$ They can choose

REFERENCES 2lessi" S$ )$" Trollip" S$ /$" ; 2lessi" S$ )$ *+,,-1$ Multimedia for learning : methods and development *0rd ed$1$ (ostonH 2llyn and (acon$ (arr" E$" 6eakey" :$" ; /anchou%" 2$ *+,,71$ TO6E like it isJ 2n evaluation of an inte#rated oral develop ent pilot pro5ect$ Language Learning & Techonology, 9*01" 77->9$ (rown" I$" ; Gule" I$ *-8901$ Discourse analysisH Ca &rid#e University 'ress$ Chapelle" C$ *-8891$ )ulti edia C266H 6essons to &e learned fro research on instructed S62 KElectronic 4ersionL$ Language Learning & Techonology" +" +--08$ /etrieved Octo&er" +,,> fro httpHAAllt$ su$eduAvol+nu -Aarticle-$ Clark" T$ *+,,-1$ 4irtual SchoolsH Trends and Issues$ 2 Study of 4irtual Schools in the United States$ /etrieved 0, 2u#ust" +,,F" fro httpHAAwww$wested$or#AonlineMpu&sAvirtualschools$pdf E#an" D$ ($ *-8881$ Speakin#H 2 critical skill and a challen#e$ CALIC +80$ !ournal, "#*01" +>>-

Hardisty" E$" Windeatt" S$" ; )aley" 2$ *-8981$ Call$ O%fordH O%ford University 'ress$ Delly *+,,=1$ How to teach 'ronunciation$ O%fordH O%ford University 'ress$ 6arrow *-8891$ 'ronunciation$ O%fordH O%ford University 'ress$ )ayer" /$ E$ *+,,-1$ Multimedia learning$ New GorkH Ca &rid#e University 'ress$ 'lass" :$ 6$" ; :ones" 6$ C$ *+,,71$ )ulti edia 6earnin# in Second 6an#ua#e 2c3uisition$ In /$ E$ )ayer *Ed$1" The Cam$ridge hand$oo% of multimedia learning *pp$ %vi" FF01$ Ca &rid#e" U$D$ . New GorkH University of Ca &rid#e$ /o&lyer" )$ E$ *+,,01$ 4irtual hi#h schools in the United StatesH current view" future visions$ In :$ (radley *Ed$1" The open classroom : distance learning in and out of schools *pp$ -78->,1$ 6ondon . Sterlin#" 42H Do#an 'a#e

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