The extent to which the Vietnamese teachers’ perspectives on English pronunciation education correlate with those of the Vietnamese learners

Abstract

Despite the vast research on the Vietnamese teachers’ perspectives on English pronunciation, little is known about the Vietnamese learners’ perspectives on the same issue. From the mainstream of the literature, the overall image is that English pronunciation teaching and learning in Vietnam are limited by a variety of problems in the education system. Our thesis addresses the Vietnamese teachers’ and learners’ perspectives on the English pronunciation education in order to determine the current situations of English pronunciation teaching and learning in Vietnam. We then examine to what extent the two perspectives coincide. Consequently, we study all these aspects by means of the two questionnaires. The quantitative and qualitative data analysed from the two questionnaires make a contribution to the interpretation of our research questions. Specifically, the extent to which the teachers’ perspectives on English pronunciation coincide with the learners’ is identified.