ACHIEVEMENT OF TEACHING ENGLISH PRONUNCIATION ON THE INFLUENCE OF THAI STUDENTS’ MOTHER LONGUE

Abstract

The fact that second language acquisition is influenced by learners’ mother tongue interference has long been seen by linguists who, therefore, have been working on finding its causes and effects.  The article aims to share some key obstacles of achieving Thai students’ English pronunciation with involved parties in the field of language teaching and to propose some effective tactics to help them correct their learners’ pronunciation mistakes and practice using the second language successfully. Classroom observations reveal that Thai students’ English pronunciation has been affected by their mother tongue; Thai language sounds and features are still used when they pronounce English. This bars them from gaining a level of English accuracy and fluency which would enhance their precise and effective communication through the language. Thailand’s conservative classroom management also provides its teachers fewer chances to observe clearly that obstacle as well as improve it. The article proposed that the tactic, teaching in small groups, encouraged students to have more chances to work with their peers. This also assists teachers to closely observe their students individually, to explicitly explain about the mistakes of English pronunciation together with clearly guiding how to practice further correctly. Working in small groups is expected to be more welcomed by the learners to participate and follow the instructions. Using power of the peer group creates relaxing teaching and learning environment, reduces stress and humiliation caused by making mistakes and being corrected, and reinforces the mindset of building knowledge by doing things with others.