Improving Upper Secondary School Students’ Pronunciation Skill on the Problematic Sounds through the Natural Approach -
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Abstract
The purposes of this study were to investigate whether or not the Natural Approach could help Thai students improve their pronunciation skills on the problematic sounds and to investigate how the Natural Approach could help students improve their pronunciation skills on the problematic sounds. The participants were eight upper secondary school students in Thailand. The instruments consisted of English pronunciation pre-test, post-test, a semi-structured interview, and a learning log. Six lesson plans specifically designed based on the Natural Approach together with the cycles of action research included passages, songs, movies, games, tasks and series, and open dialogs that comprised the problematic sounds which were the final sounds of /d/, /t/ and /Id/. The data were analyzed using mean scores, percentages and content analysis. The findings revealed that 1) the scores of the students’ English pronunciation skills were higher after learning through the use of Natural Approach, and 2) the Natural Approach was proved to be an effective way to help the students improve their English pronunciation skills. Finally, the findings also suggest pedagogical implications for teachers who wish to improve students’ pronunciation skills.
Article Details
เนื้อหาและข้อมูลที่ตีพิมพ์ลงในวารสารมนุษย์กับสังคม ถือเป็นข้อคิดเห็นและความรับผิดชอบโดยตรงของผู้เขียนซึ่งกองบรรณาธิการวารสารไม่จำเป็นต้องเห็นด้วยหรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารมนุษย์กับสังคม ถือเป็นลิขสิทธิ์ของวารสาร หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อต้องอ้างอิงวาสาร
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