Rationale
In today's globalized world, English has emerged as a vital international language across various sectors, including trade, education, media, and science It serves as a key tool for accessing global knowledge and achieving success However, many Vietnamese learners find English challenging due to significant differences from their native language, particularly in pronunciation This challenge can result in misunderstandings and, in some cases, lead to communication breakdowns.
English speech is marked by a variety of pronunciation features that create its unique sound, often described as melodic and singsong It consists of a continuous rhythmic flow with a dynamic interplay between stressed and unstressed syllables, along with sound adjustments at word boundaries While individual sounds are significant, natural English speech involves the blending of sounds, where words flow together to form a seamless stream This connected speech, where final sounds merge with initial sounds of subsequent words, is crucial for fluent communication However, this aspect poses challenges for learners, particularly in understanding natural spoken language.
In Vietnam's high school English curriculum, connected speech is not systematically included in textbooks, despite its crucial role in both pronunciation and listening comprehension This aspect of language learning is often overlooked by English teachers, resulting in only advanced learners mastering effective connected speech.
As an English teacher at Hermann Gmeiner High School, the author observes significant challenges in teaching pronunciation and listening skills Many students struggle with connected speech, leading to difficulties in recognizing familiar words during listening exercises This often results in learners misidentifying words they hear A key factor contributing to these comprehension issues is the alteration of ending sounds in connected speech, which hinders effective listening.
Given the significance of the topic, this study aims to identify the challenges students encounter with connected speech in listening The research will also propose effective strategies to assist both students and teachers at Hermann Gmeiner High School in overcoming these difficulties.
Aims of the study
The main aim of the study is to improve students‟ ability in listening English with modification of ending sounds in connected speech
The study is to achieve these objectives:
Finding out the problems in connected speech that grade 11-students at Herman Gmeiner high school may face in listening comprehension
Explaining the reasons of these problems and suggesting some solutions
Research questions
The above – mentioned objectives can be elaborated into the following research questions:
What are the problems about the modification of final sounds in connected speech that grade 11-students at Hermann Gmeiner may face when listening?
What are the causes of those problems?
Scope of the study
The research conducted at Hermann Gmeiner High School in Hai Phong examines the listening challenges faced by grade-11 students, particularly regarding the alteration of ending sounds in connected speech The author identifies key issues and proposes effective solutions to enhance students' listening skills.
Significance
The study aims to provide valuable solutions and strategies for high school students to enhance their speaking and listening skills, particularly in addressing the modification of final sounds in connected speech.
Methods of the study
To effectively investigate the teaching and learning of connected speech, a mixed-methods research approach will be employed, incorporating both quantitative and qualitative data collection techniques This includes administering a questionnaire to grade 11 students and teachers at Hermann Gmeiner School to assess the current state of connected speech instruction, as well as the challenges faced in listening comprehension Additionally, classroom observations will be conducted to gather reliable insights into these educational dynamics A listening test will also be implemented to pinpoint the prevalent connected speech errors made by students during listening activities.
The analysis of survey responses, listening tests, and observational data has led to the development of recommendations aimed at enhancing the teaching and learning of connected speech in listening comprehension.
Design of the study
The thesis is structured in three main parts
The first part is Introduction It introduces the aims, the scope, and the significance the methods and the design of the study
The second part, Development, consists of four chapters
Chapter 1 reviews literature on the modification of final sounds in connected speech, highlighting its impact on listening comprehension It also discusses previous research related to connected speech and its effects on listeners.
Chapter 2 presents the research methodology and the instruments used to collect data
Chapter 3 presents the results of the study, along with the analysis of the data
Chapter 4 presents the discussion as well as gives the recommendation for the study
The last part is Conclusion which summarizes the main issues of the whole study and gives suggestions for further study.
LITERATURE REVIEW
Definition of connected speech
Connected speech involves the interaction of individual segments, where each segment can influence its neighboring segments The nature of these influences varies by language, making the phonology of connected speech an essential aspect for children to learn in mastering their language.
In "A Dictionary of Linguistics & Phonetics" (2008), David Crystal defines connected speech as a continuous sequence of sounds that form utterances or conversations in spoken language The analysis of connected speech reveals sound changes that impact traditional linguistic units such as phrases, words, lexemes, morphemes, syllables, phonemes, and phones.
Connected speech, often referred to as sandhi-variation or reduced forms, describes the seamless flow of words in natural conversation This phenomenon encompasses various processes such as reduction, elision, assimilation, intrusion, juncture, linking, and contraction In connected speech, words are articulated in a continuous manner rather than in isolation, resulting in a more fluid and natural communication style.
Connected speech refers to the natural flow of spoken language in continuous sequences, typical of everyday conversations It is important to note that the pronunciation of words can vary significantly when spoken in isolation compared to their pronunciation within the context of connected speech.
Aspects of modification final sounds in connected speech
In connected speech, linking occurs when words within a phrase or sentence blend together, creating a smooth transition between them This process involves linking consonants to vowels, consonants to consonants, and vowels to vowels, enhancing the fluidity of spoken language (Avery & Ehrlich, 1992).
When a word ending in a consonant is followed by a word starting with a vowel, the consonant often blends into the next word, particularly when the vowel-initial word is a function word.
Laugh about /lɑː fəˈbaʊt/
Run around /rʌ nəˈraʊnd/
When a word ending with a stop consonant precedes another word starting with a consonant, the stop consonant is typically not released Instead, the speaker's tongue or lips transition directly from the position of the stop consonant to the position of the following consonant.
Fat chance / fổt tʃɑːns /
Keep speaking / kiːp ˈspiːkɪŋ /
Linking between vowels occurs when a word ending in a vowel is followed by another word starting with a vowel sound, utilizing a semi-vowel to connect them This pronunciation adjustment enhances the fluidity of speech, resulting in a more seamless and continuous flow of words.
There are three types of linking which join vowel – vowel combinations using semi-vowels, namely linking /r/ and intrusive /r/, intrusive /j/ and intrusive /w/
In the BBC accent, the phoneme /r/ is typically absent in syllable-final positions However, when a word ends with an 'r' and is followed by a word starting with a vowel, the /r/ is usually pronounced, demonstrating a common linking phenomenon.
„here‟ /hɪə/ but „here are‟ /hɪər əː/
„for‟ /fɔː/ but for eggs /fɔːr egz/
BBC speakers frequently employ intrusive /r/ to connect words that end with a vowel sound, even when the spelling does not necessitate it This phonetic feature enhances the fluidity of speech and is a notable characteristic of their pronunciation.
„media events‟ /miː.dɪər ɪvents /
„Australia and Africa‟ /ɒstreɪliər ən ổfrɪkə /
Linking occurs when the final sound of a word ends with a high front vowel, specifically the sounds /ɪ/ and diphthongs like /aɪ/, /eɪ/, and /ɔɪ/ These sounds are produced by raising the highest part of the tongue towards the front of the mouth.
„my aunt‟ /maɪ jɑːnt /
Linking occurs when the final sounds of a word end in a high back vowel, such as /ʊ/ and diphthongs like /əʊ/, /oʊ/, and /aʊ/ These sounds are produced with the highest part of the tongue near the back of the mouth.
Go in / ɡəʊ wɪn / Two others /tuː wʌðəz /
Assimilation is the change of one sound into another sound because of the influence of neighboring sounds
According to Peter Roach (2000), the main differences between consonants are of three types:
- Differences in place of articulation
- Differences in manner of articulation
Accordingly, it can be identified assimilation of place, of manner and of voicing in consonants
Assimilation of place is prominently seen when a final consonant articulated at the alveolar position is succeeded by an initial consonant with a different place of articulation.
/ raɪp pleɪs / /hi iz ə ɡʊb bɔɪ / /aɪ kəm bəli:v ət / /aɪ kəŋ ɡəʊ / waɪk kəʊt / /ðɪʃ ʃɒp /
When the negative contraction "n't" is added to an auxiliary verb, the /t/ sound typically transforms into a brief transitional sound that matches the articulation of the subsequent consonant, while the /n/ sound adapts to this consonant as well (Peter Avery, 1992).
/aɪ kổmp bəli:v ət / /aɪ kổŋk ɡəʊ
Palatalization is a prevalent form of assimilation in phonetics, where the sounds /t/ and /d/ are articulated further back in the mouth, near the hard palate, transforming into the sound /dʒ/, similar to the pronunciation of /j/ Additionally, the sounds /s/ and /z/ often change to /ʃ/ and /ʒ/ respectively when they precede the sound /j/ (Peter Roach, 2000).
/ wʊdʒə maɪnd / / pliː ʒə self /
Assimilation of manner is uncommon and typically occurs in fast, casual speech Generally, regressive assimilation is more prevalent, with changes in manner favoring consonants that create less obstruction to airflow This can lead to instances where a final plosive transforms into a fricative or nasal sound.
/ ðɪs ɪz ə ɡʊs sɒŋ / / ðən naɪt /
Assimilation of voice is also found, but only in a limited way If the lenis
(voiced) consonant is preceded by the fortis (voiceless), we often find that the lenis consonant has no voicing This is not a very noticeable case of assimilation For example:
Have to / hổv tuː / -> / hổftuː /
I like that black dog / aɪ laɪk ðət blổk dɒɡ / -> / aɪ laɪg ðəd blổg dɒɡ /
Much more could be said about assimilation but, form the point of view of learning or teaching English pronunciation, to do so would be useful (Roach, 2000)
Elision refers to the omission of sounds in speech, particularly prevalent in rapid and casual communication As noted by Peter Roach (2000), this phenomenon is common among native English speakers, making it essential for foreign learners to recognize that certain phonemes they anticipate may not be articulated in everyday conversation Understanding elision can enhance comprehension and improve communication skills for non-native speakers.
Following are some types of elision in connected speech
Avoidance of complex consonant clusters
In normal speech, English speakers often omit the consonants in clusters, such as the /st/ in "next spring" (/nekst sprɪŋ/) Typically, in clusters involving three plosives or two plosives with a fricative, the middle plosive tends to disappear.
Left field /lef fiːld /
Loss of final /v/ on „of‟ before consonants For example:
Lots of them / lɒts ə ðəm /
Waste of money /weɪst ə vgmʌni /
Determining whether contractions of grammatical words qualify as elision can be challenging Their consistent representation through unique spelling forms sets them apart from traditional examples of elision The most recognized instances of this phenomenon include various common contractions.
- „had‟, „would‟: spelt „d , pronounced /d/ (after vowels), / əd/ (after consonants)
- „is‟, „has‟: spelt ‟s, pronounced /s/ (after fortis consonants), /z/ (after lenis consonants), except that after / sˌ zˌ ʃˌ ʒˌ tʃˌ dʒ / „is‟ is pronounced /iz/ and „has‟ is pronounced / əz/ in contracted form
- „have‟: spelt ‟ve, pronounced /v/ (after vowels), əv (after consonants)
- „not‟: spelt n‟t, pronounced /nt/ (after vowels), nt (after consonants)
- „are‟: spelt ‟re, pronounced /ə/ after vowels, usually with some change in the preceding vowel, e.g „you‟ /ju:/ - „you‟re‟ / juə/ or /jɔː/ ( Roach P, 2000).
The connection between pronunciation and listening
Gilbert (2008) emphasizes the vital link between pronunciation and listening skills, arguing that clear pronunciation is essential for effective communication He suggests that educators should incorporate pronunciation training alongside other language skills to enhance overall proficiency in speaking and listening.
He suggests utilizing genuine unscripted recordings from cassettes to effectively enhance students' awareness of connected speech This approach emphasizes the vital connection between improving pronunciation and developing listening skills.
Murphy (1991) states that increasing numbers of ESL methodologists argue that L2 pronunciation practice needs to be intimately linked with the listening process
Teachers should focus on the noticing process, as it significantly impacts students' achievement in L2 pronunciation (Kelly, 2003) By integrating pronunciation study with listening activities, students can better recognize language features and their practical applications The importance of noticing in pronunciation training cannot be overstated, as effective listening, particularly through authentic tasks featuring diverse accents, remains essential for enhancing pronunciation skills.
In summary, there is a strong interconnection between listening and pronunciation, where effective listening enhances pronunciation skills Conversely, challenges in pronunciation, particularly with connected speech sounds, can hinder listening comprehension.
Connected speech and problems for listening comprehension
Listening comprehension is influenced by the characteristics of the listener, the speaker, the message content, and any accompanying visual aids (Brown & Yule, 1983) Researchers agree that connected speech forms significantly contribute to the challenges of understanding spoken English Goh (2000) and Chen (2002) note that students often fail to recognize familiar words while listening, while Sun (2002) suggests that difficulties in segmenting speech further complicate the listening process Ur (1984) emphasizes that students typically learn new vocabulary in formal, slow contexts, neglecting how these words sound in rapid or stressed speech Underwood (1989) argues that when faced with unfamiliar speech, students struggle to connect sounds with words they have previously encountered in written form, as they focus more on the overall message than on precise pronunciation.
Research has shown that connected speech significantly impacts listening comprehension, particularly for ESL learners Henrichsen (1984) proposed that reduced forms in spoken language diminish the clarity of words, complicating understanding This hypothesis was validated by findings indicating that both high and low proficiency ESL learners performed poorly on tests requiring them to transcribe words from sentences presented in reduced forms The results revealed that comprehending input with reduced forms was more challenging than understanding fully articulated sentences, highlighting the difficulties posed by connected speech for learners at all levels.
Ito (2006) investigated the impact of reduced forms on comprehension through a dictation test, focusing on lexical forms like "won't" and phonological forms such as "he's." She hypothesized that lexical reduced forms would be more salient and comprehensible than phonological ones, which lack significant phonological change The findings, consistent with Henrichsen (1984), revealed that reduced forms hinder listening comprehension, with non-native speakers performing notably worse on phonological forms compared to lexical forms, highlighting the distinct effects of different reduced forms on understanding.
Some previous suggestions
Students face challenges in understanding English due to connected speech, which is an integral part of natural language use According to Brown (2006), adapting language styles and registers is essential, and mastering connected speech is crucial for this adaptability Research indicates that reduced forms in connected speech hinder listening comprehension, prompting various studies to explore the effectiveness of explicit instruction in this area Notably, Brown and Hilferty (1986 & 2006) assessed the impact of teaching reduced forms to 32 Chinese EFL graduate students, highlighting the importance of targeted instruction in enhancing listening skills.
A study involving 30 ten-minute mini-lessons on reduced forms demonstrated that a group of 16 students who received this instruction outperformed another group of 16 students who practiced general pronunciation drills The results, measured by the Integrative Grammar Test (Bowen, 1976) and a reduced form dictation test, indicate that teaching connected speech significantly enhances listening comprehension skills.
In a study by Matsuzawa (2006), a pretest-posttest design was utilized with 20 Japanese business professionals to evaluate the effectiveness of connected speech instruction on listening comprehension The participants' abilities were assessed through a dictation test, and the results revealed a statistically significant improvement in their posttest scores following the instructional treatment.
Researchers emphasize the significance of teaching connected speech and offer several effective strategies for its instruction Key suggestions include incorporating real-life listening activities, utilizing authentic materials, and engaging students in interactive speaking exercises to enhance their understanding and use of connected speech in everyday communication.
- Using background knowledge and relating prior knowledge to the new information contained in the spoken text It is also important to pre-teach these forms (Hasan, 2000)
- Singing rhyme and verse as a means of teaching problematic sounds (Marks,
- Promoting practice through cloze tests and dictation is proposed Analyzing spoken discourse and activities which are meaningful, purposeful, communicative and task-based
- Giving dictation of sentences, repeating each sentence twice with relaxed or fast pronunciation
- Incorporating the reduced forms into exchanges with the students
- Keeping listening journals as a homework assignment
- Using games and competitions and various types of cloze exercises, such as songs, dialogues, news broadcasts and interviews (Norris,1995)
METHODOLOGY
The context of the study
Hermann Gmeiner High School, located in the heart of Hai Phong city, is the only private institution in the area offering a comprehensive education across three levels: primary, secondary, and high school The high school section comprises 12 classes, with grade 11 hosting four classes, each accommodating approximately 45-55 students While the school has sufficient classrooms for all grades, only two are equipped with modern technology, including a projector and loudspeakers, and there is a single cassette player available for teachers to facilitate listening lessons.
Hermann Gmeiner School is dedicated to enhancing the quality of English teaching and learning In addition to the main morning curriculum, the school offers private afternoon lessons in English, Math, and Literature However, the overall student quality is lacking since enrollment does not require an examination As a private institution, the school faces higher competition compared to others in the city, making it essential to prioritize the quality of its teachers, particularly in English To further improve communication skills, the school has also hired two foreign teachers.
Subjects
The study involved 10 English teaching staff, comprising 8 Vietnamese and 2 foreign teachers Among the high school educators, there are 3 males and 7 females, aged between 26 and 50 years All Vietnamese teachers possess B.A degrees from various universities in Vietnam and have been teaching English for over two years Currently, two of these teachers hold M.A degrees, while one is pursuing an M.A course The two foreign teachers are employed at Apollo English, one of Vietnam's most renowned English centers, both holding teaching certificates and each having over a year of teaching experience.
A questionnaire was distributed to 90 students from classes 11A and 11B at Hermann Gmeiner High School, comprising 65 girls and 25 boys Following this, 40 students were randomly selected to participate in a listening test All participants have been studying English since primary school and currently attend five English classes each week, including one taught by native speakers.
Many students overlook English as a favorite subject, focusing instead on Math, Physics, and Chemistry for entrance examinations, with only 20% prioritizing English for university This lack of interest stems from the perceived difficulty of mastering essential English skills such as Listening, Speaking, and Writing Consequently, students primarily study Grammar to pass exams, neglecting the comprehensive learning of the language.
Instruments
Three research tools are used in this study: the questionnaires for students and for teachers, the listening test for students and class observation
A listening test was conducted among 40 randomly selected students from a pool of 90 to assess their understanding of connected speech The test materials were sourced from various exercises found in books and online, as collecting audio files proved challenging To facilitate the listening test, a foreign teacher from America recorded the written documents onto a CD The test comprised three tasks designed to highlight issues related to the modification of final sounds in connected speech.
In this activity, students will listen to a series of six sentences, each played once, and select one that they hear The sentences are designed to illustrate various linking sounds in connected speech Specifically, the first two sentences demonstrate linking consonants to vowels, the third sentence showcases linking consonants to consonants, while the remaining sentences focus on linking vowels to vowels.
The second task involves listening and choosing the correct word to complete sentences where assimilation occurs Students will listen to the material once The final task is intended to assess students' understanding of elision, requiring them to listen twice and fill in the missing words in each blank.
2.3.2.1 The questionnaire for the students
This questionnaire aims to gather students' overall opinions on learning connected speech, identify their challenges and underlying causes, and understand their expectations from teachers It consists of three main sections designed to address these key areas.
A survey consisting of eight questions was administered to 90 students to assess their perceptions and attitudes toward English connected speech The first section of the survey aimed to gauge students' views, while the second part examined the challenges faced in teaching and learning the ending sounds in connected speech, as well as the difficulties encountered in listening to English connected speech Finally, the survey explored the underlying reasons for these challenges All questions were provided in Vietnamese to ensure students could fully understand and express their thoughts.
2.3.2.2 The questionnaire for the teachers
A questionnaire consisting of five questions was administered to ten teachers to gather insights on the significance of teaching connected speech The initial question focused on the teachers' perspectives regarding the importance of connected speech instruction The subsequent three questions explored the current state of teaching final sounds in connected speech, along with the challenges and unresolved issues teachers face in this area Finally, the last question sought to identify effective strategies for enhancing listening skills related to connected speech.
Observation as a research technique emphasizes recording what the author observes and hears, rather than relying solely on self-reported responses from subjects This study primarily examines classroom instruction and learning activities, with a focus on noting classroom equipment and challenges related to the modification of final sounds in connected speech The observations are conducted across five lessons, including two Speaking lessons and three Listening lessons, taught by three different teachers—two Vietnamese and one foreign—across classes 11A, 11B, and 11C.
Data collection procedures
The data collection process begins with distributing a questionnaire to 90 students to assess their understanding of connected speech pronunciation Next, the questionnaire is administered to 10 native and non-native teachers to identify challenges in teaching pronunciation Subsequently, 40 students are randomly selected to participate in a listening test Finally, the author conducts observations in three classes: 11A, 11B, and 11C.
Data analysis
The analysis of the data collected from the survey questionnaire, listening test, and observations will be conducted to address the research questions Quantitative analysis of the questionnaire and listening test results will be presented through percentages and numerical values, while qualitative insights will be organized into three themes aligned with the research questions Additionally, observational data will be qualitatively analyzed using a checklist to cross-tabulate cases and themes, aiming to identify listening challenges related to connected speech.
RESULTS AND ANALYSIS
Results from the questionnaire for the teachers and the students
3.1.1 Teachers and students’ attitude toward teaching and learning connected speech
The initial section of the questionnaire aims to gather insights on teachers' and students' perspectives regarding the teaching and learning of connected sounds Specifically, Chart 1 illustrates the findings from the responses to Question 1, highlighting the perceived roles of teaching and learning modifications in connected speech as observed by both teachers and students at Hermann Gmeiner High School.
Question 1 (for students): How important is connecting sounds in a phrase or a sentence?
Question 1 (for teachers) : How important do you think teaching modification in connected speech is?
Chart 1: The roles of teaching and learning modification in connected speech
The chart indicates that a majority of students (61%) and teachers (70%) recognize the significance of connecting sounds in learning and teaching However, a similar proportion of both groups, 28% of students and 30% of teachers, are unaware of the importance of connected speech Additionally, teachers generally do not consider modifications in connected speech essential, and students appear indifferent to this aspect Notably, 11% of students outright deny the importance of connected speech.
Question 2 (for students): How much do you know about how to connect sounds in a phrase or a sentence?
Chart 2: The students’ knowledge about connecting sounds
Chart 2 highlights a significant gap in students' understanding of sound connections in English speech, with only 11% of students having some awareness, often due to teacher mention or personal discovery Alarmingly, 89% of students lack any knowledge of connecting sounds, which hampers their English learning experience This deficiency can result in poor listening and speaking skills, underscoring the need for improved instruction on this critical aspect of language acquisition.
Question 3 (for students): At school, how often are you taught about connecting sounds when reading, speaking or listening to a phrase or a sentence?
Question 2 (for teachers): How often do you teach your students the modification of final sounds in connected speech?
Chart 3: The frequency of teaching and being taught connecting sounds
Know clearly Know little Know nothing
A survey conducted at Hermann Gmeiner School revealed that both teachers and students infrequently engage with the concept of connected speech Only 30% of teachers reported occasionally spending time on this topic, while a mere 11% of students concurred A significant 54% of participants felt they were rarely taught about connected speech, and 35% claimed they had never received instruction on it Despite only one teacher stating they never address connected speech, many acknowledged discussing it only sporadically This discrepancy may stem from students' lack of attention or comprehension, as well as teachers' unclear explanations or insufficient time dedicated to the subject Similar findings emerged regarding the frequency of correcting students' mistakes in connecting sounds within phrases or sentences.
Question 4 (for students): How often do your teachers correct the mistakes in connecting sounds in a phrase or a sentence?
Question 5 (for teachers): How often do you correct your students‟ mistakes when reading, speaking or listening connected speech?
Chart 4: The frequency of connected speech correction
A notable finding is that both teachers and students share similar views regarding the correction of mistakes, with a significant majority indicating infrequent corrections Specifically, 50% of teachers and 60% of students report that mistakes are "rarely" addressed, while 30% of teachers admit to never dedicating time to this task.
Many students feel that their teachers often overlook mistakes in pronunciation, with 32% reporting that their errors in connecting sounds have never been addressed While it may not be necessary to correct every mistake, it is important for teachers to focus on correcting common errors during lessons to enhance students' learning experience.
Question 5 (for students): How often do you pay attention to connect sounds in a phrase or a sentence when reading, speaking or listening?
Question 6(for students): After studying in class, how often do you practice listening skill yourself?
Chart 5: The situation of practicing listening to connecting sounds
Chart 5 indicates that students largely neglect connecting sounds and practicing listening skills at home, with a significant number selecting "never" for both activities Only around 5% of students show occasional interest in these essential skills, while most rarely engage in them This lack of practice contributes to the frequent mistakes students make in connected speech.
3.1.2 Connected speech difficulties perceived by students
Question 7: What problems do you have when listening to a phrase, a sentence or a connected speech?
A significant 89% of respondents find it difficult to recognize words, while 81% struggle to understand what the speaker says Additionally, 69% report not catching all words in a phrase or sentence, and 91% admit to not knowing the words they listen to Notably, there were no reported issues under the "Other problems" category.
Table 1: The problems in listening to connected speech
Table 1 reveals that 91% of students struggle with listening due to limited vocabulary, while 89% find it challenging to recognize words, likely stemming from the connection between words and phrases that alter sounds Additionally, 81% report misunderstandings of words or phrases because many English words sound similar or change when connected Furthermore, over half of the students express difficulty in catching all words in a phrase or sentence, attributing this to the rapid, natural speaking speed and modifications in connected speech, such as assimilation and elision.
Question 8: What are the reasons for the difficulties in listening, especially listening to a phrase, a sentence or a connected speech with connecting sounds?
A significant 78% of respondents expressed uncertainty about how to connect sounds in connected speech, highlighting a lack of understanding in this area Additionally, 5.5% disagreed, while 16.5% remained unsure Furthermore, many students indicated that their teachers seldom explain or provide exercises related to sound connections during lessons, contributing to the overall confusion.
82% 2% 16% c I do not practice listening at home 72% 16.7% 11,3% d I get some class problems (facilities, class size,…) 47% 9% 44% e Other reasons (please specify): 0 0 0
Table 2: The reasons causing difficulties in listening to connected speech
A significant majority of students, accounting for 82%, attribute their challenges in understanding connected speech and linking sounds to the teaching curriculum and methods Notably, English textbooks for high school students fail to address connecting sounds, focusing solely on individual sounds, stress, and intonation in the pronunciation sections Furthermore, the primary objective of listening lessons appears to be enabling students to complete textbook exercises, which typically emphasize listening for keywords rather than comprehending the overall content.
A significant 78% of students reported a lack of understanding regarding the connection between sounds when listening, with 16.5% unable to express a clear opinion on the matter This issue is compounded by students' negative attitudes towards listening practice, as 72% do not engage in listening exercises at home Additionally, factors such as inadequate facilities, large class sizes, and limited vocabulary further hinder listening comprehension Alarmingly, nearly half of the students appear unconcerned about these challenges, with 47% acknowledging the issue while 44% remain unsure, indicating a general indifference towards learning English and specifically improving listening skills.
3.1.3 Connected speech difficulties perceived by teachers
Question 4: What are the major challenges for you when teaching Listening, especially listening to modification of final sounds in connected speech?
A survey revealed that 100% of respondents agreed on the issue of students' low level of English proficiency, while 60% identified a lack of necessary facilities, such as cassette players, video equipment, and computers, as a concern Additionally, 80% of participants noted problems related to large class sizes, including noise and mixed ability, as well as a lack of student motivation Time limitations were acknowledged by 30% of respondents, while 70% disagreed with this point Overall, the findings highlight significant challenges in the educational environment that affect students' learning experiences.
Table 3: The major challenges in teaching listening to connected speech
As shown in the table, the teachers‟ most problematic point is their students‟ low level of English proficiency In the reality of teaching English at Hermann
At Gmeiner School, research reveals that students struggle with vocabulary and grammatical structures in listening lessons, with 80% of teachers citing large class sizes and student apathy as significant challenges The unengaging classroom atmosphere leads to a lack of interest in listening activities, causing some students to sleep or create distractions during lessons Additionally, the large class sizes hinder teachers' ability to monitor student engagement and address individual mistakes The shortage of teaching resources, with only four projectors and two cassette players available for twenty-five classes, limits the use of multimedia in English instruction Consequently, teachers primarily rely on textbooks, chalk, and boards, further diminishing the effectiveness of their lessons.
3.1.4 The methods in teaching listening sounds in connected speech
Question 5 ( for teachers): Tick activities and techniques you think are good for teaching listening sounds in connected speech a Design the detailed lessons to explain the rule of modifications in connected speech (the rule of assimilation, linking, elision)
60% b Explain the rule of modifications in connected speech in the recording
90% c Have the students practice speaking and pronouncing sounds in the guided conversation or passage
100% d Use more natural listening conversations or talks 40% e Have students watch the videos that describe how to connect sounds in connected speech
80% f Provide a model for learners to listen and repeat 100% g Apply song lyrics 80% h Let students listen and role -play 40% i Use poetry, rhyme and chant 60% j Others (please specify): ………
Table 4: The activities and techniques in teaching connected speech
Results from listening test
The results collected from the listening test are illustrated in the following figures
Firstly, to evaluate how well students did the test, the chart shows the percentage of correct answers in total
Chart 6: The students’ percentage of correct answers in total
The survey results indicate that no student answered all 16 questions correctly or incorrectly, with only 27.5% achieving more than half of the correct answers In contrast, 72.5% of students scored half or less, highlighting an overall underperformance in recognizing modifications in connected speech This outcome is understandable, as such phenomena are absent in Vietnamese, potentially affecting students' speaking experiences and comprehension The implications of these findings on the teaching and learning of connected sounds will be discussed in the next section of this thesis.
To assess the frequent errors students encounter in understanding connected speech, Chart 7 provides valuable insights by illustrating the number of students who achieve less than 50% correct responses across various tasks.
Chart 7: Students’ wrong answers on each task
Chart 7 indicates that linking poses the greatest challenge for learners, with 85% of students providing only one or two correct answers in this task In Task 1, nearly three-fourths of the students made errors in six pairs of sentences.
In tasks involving linking vowels, students often struggle with the intrusive sounds /w/ and /j/ Additionally, many students provide incorrect answers in task 3, which focuses on elision Due to the rapid speaking speed of native speakers, only 23% of students manage to fill in half or more of the correct words in this task, while two-thirds of students answer incorrectly.
In the analysis of student responses, it was observed that the omission of final sounds /t/ in "reached" and /d/ in "seemed" led to the incorrect classification of a sentence in the present tense Interestingly, assimilation does not appear to significantly challenge students with a higher average of correct answers, as 45% of these students selected more than half of the correct words This suggests that students may rely on contextual clues to infer the correct meanings within the sentences.
Results from classroom observation
During the second term of the 2014-2015 academic year, classroom observations were carried out over six weeks at Hermann Gmeiner High School, focusing on two Vietnamese teachers and one foreign teacher instructing classes 11A, 11B, and 11C in Listening and Speaking skills The researcher specifically examined classroom instructions, student activities, and teaching methods during two Speaking and three Listening skill sessions This analysis highlighted issues related to the modification of final sounds in connected speech, revealing significant challenges faced by both teachers and students.
Teachers in Vietnam often instruct students at a slow pace to accommodate their low proficiency levels, resulting in disjointed speech that hinders natural sound connection Additionally, the frequent use of Vietnamese for explanations reinforces students' reliance on their native language instead of English In contrast, foreign teachers speak quickly and link sounds, leaving many students struggling to comprehend the material Consequently, teacher assistants are necessary to translate lessons into Vietnamese, highlighting the challenges students face in listening comprehension due to established classroom habits.
In speaking lessons, teachers often struggle to motivate students to engage in conversation due to their shyness and lack of confidence, resulting in slow speech and careful pronunciation While teachers may correct mispronunciations, they fail to address the importance of sound connection in speech Similarly, in listening lessons, students face challenges with certain words or sentences that hinder their comprehension Teachers typically assist by highlighting key words or repeating sentences slowly, but they neglect to discuss the significance of connected speech, leaving students without a comprehensive understanding of the material.
At Hermann Gmeiner High School, both Vietnamese teachers and students predominantly rely on isolated words for speaking and listening The research indicates that the teaching methods and the objectives of listening tasks provide limited opportunities for students to practice connecting sounds in the classroom.
DISCUSSION AND RECOMMENDATION
Discussion
4.1.1 The problems that the grade 11-students at Hermann Gmeiner school may face when listening to the modifications in connected speech
Linking in connected speech, particularly vowel-to-vowel linking, poses significant challenges for Vietnamese learners, especially for 11th-grade students at Hermann Gmeiner School.
Vowel-to-vowel linking can create challenges in resyllabification, particularly when a word ending in a vowel is followed by another word beginning with a vowel sound This often requires the use of a semi-vowel to connect the two sounds, which can confuse learners trying to grasp the meaning Understanding the position of juncture or word boundaries is crucial for listening comprehension, as it can alter meaning and lead to misunderstandings There are three types of linking that utilize semi-vowels to connect vowel-vowel combinations: linking /r/, intrusive /r/, and intrusive /j/ and /w/ The complexity of these linking rules makes it difficult for students to effectively master connected speech in listening.
Many students struggle with elision in English, as they often miss words in spoken language Elision, which is prevalent in English, helps native speakers pronounce consonant clusters more easily, but it poses challenges for Vietnamese learners who may not fully grasp the words and their meanings A frequent error involves omitting consonants, especially /t/ and /d/ in medial positions, complicating the recognition of phonetic cues for the past tense For instance, in the sentence “I reached Paris,” the omission can hinder understanding.
/t/ of /riːtʃt pổrɪs /is dropped, sounds identical to the present tense “reach Paris”
In the same way, the learners find no difference between “They seemed glad” and
“They seem glad”, when /d/ of /si:md/ is dropped
Assimilation significantly impacts connected speech, causing words to be pronounced differently depending on their context within sentences This can lead to confusion for students, as they may struggle to recognize words they hear Regressive assimilation, in particular, alters final sounds, making it challenging for learners to distinguish between similar-sounding words For instance, the word "coat," which ends with the /t/ sound, can transform into "coke" with a final /k/ sound in the phrase "this coat clean," influenced by the /k/ of "clean." Similarly, it can change to "coach" with a final /tʃ/ sound in "the coat you bought," due to the influence of the /j/ sound in "you."
4.1.2 The causes of these problems
After analyzing the collected data in the previous part, some major reasons for the problems that the informants deal with were presented
One major issue in teaching connected speech is the lack of a systematic approach to the subject According to Brown and Kondo-Brown (2006), connected speech does not constitute a distinct discipline or sub-discipline While it has garnered interest from some educators and researchers over the past three decades, only a limited number of individuals have engaged in systematic study, and their efforts have been inconsistent.
Teachers often focus on teaching phonemes in their target language but may be puzzled by their students' persistent pronunciation challenges This raises the question of why students struggle to combine phonemes to achieve a native-like pronunciation To address this issue, educators require a comprehensive resource on connected speech that they can reference while teaching pronunciation effectively.
English teachers at Hermann Gmeiner School, like many educators in Vietnam, often overlook the significance of teaching pronunciation In the classroom, teachers frequently neglect to demonstrate connected speech, opting instead for slow English or even using Vietnamese While they may use clear listening materials, the focus tends to be on individual sounds and words rather than the essential aspects of connected speech This lack of emphasis on pronunciation hinders students' overall language acquisition and fluency.
Teaching the pronunciation of vowels and consonants, particularly those absent in the Vietnamese language, is essential for clear communication However, in real-life conversations, native speakers often pronounce words differently than what students learn in the classroom, making the language seem rapid and unfamiliar As a result, students struggle to identify word boundaries and recognize phrases, highlighting the need for practical pronunciation practice.
Teachers generally do not show reluctance to teach connected speech features; however, they infrequently explain the modifications that occur in this area As a result, learners lack understanding of connected speech, leading to difficulties in listening comprehension and a high number of errors in the listening tests administered by the researcher.
Teaching and learning pronunciation and connected speech in high schools is challenging due to the limitations of English textbooks An analysis of these textbooks reveals that while they address phonetic elements like phonetic alphabets, stress, and intonation, none offer a systematic approach to teaching connected speech.
Students often undermine the importance of listening skills and pronunciation, particularly in understanding connecting sounds Their negative attitudes towards learning, evident in their lack of concentration during lessons and insufficient practice at home, significantly hinder the effectiveness of teaching connected speech, resulting in unsatisfactory outcomes.
One significant challenge in learning a foreign language is the influence of our native language's pronunciation and listening habits When exposed to a new language, we often interpret its sounds through the lens of our own language, leading to a skewed perception compared to native speakers The contrasting syllable structures and rhythmic patterns between Vietnamese and English contribute to this difficulty, as our mother tongue typically pronounces words individually without the linking sounds that are common in English.
External factors also contribute to challenges in listening, especially in understanding connected speech Large class sizes, inadequate facilities, and poor quality resources can diminish both student motivation and teacher engagement, making it difficult to effectively teach listening skills in such environments.
Recommendation
On the foundation of the issue that arose from the discussion above, the following recommendations are proposed
Chapter two highlights the challenges faced by students at Hermann Gmeiner School in understanding final sound modifications in connected speech To enhance listening skills, particularly in recognizing fast and natural speech patterns, it is essential to acknowledge that developing proficiency in a foreign language is a gradual process that requires explicit teaching Effective listening instruction enables students to comprehend, interpret, evaluate, and respond to spoken language Increased exposure to the language accelerates acquisition, necessitating regular practice with progressively challenging material This chapter provides suggestions and recommendations aimed at improving students' abilities to listen to connected speech, addressing the difficulties identified in the previous chapter.
4.2.1.1 Raising awareness about teaching connected speech
Students should be introduced to the basics of connected speech early in their learning process Teachers need not delve into technical terms like catenation but should demonstrate how words link and sounds change in natural speech It's essential for learners to become aware of these aspects before they can effectively produce them Introducing spoken language before written forms is beneficial, as writing can hinder natural pronunciation Furthermore, teaching pronunciation alongside other oral skills is crucial; for instance, when teaching a dialogue, dedicating time to focus on pronunciation enhances overall comprehension and fluency.
Many students struggle with connected speech, which negatively impacts their listening comprehension and pronunciation skills To address this issue, teachers should systematically introduce the concept of connected speech in English, helping students identify the factors that impede their understanding Familiarity with common types of connected speech enhances listening comprehension, allowing learners to better anticipate sound changes or omissions in natural communication As a result, students will experience less frustration and improved listening and pronunciation skills compared to traditional teaching methods that focus solely on citation forms.
At lower levels, teachers often focus on teaching functional phrases like "What's your name?" which can lead to confusion for students when phonetically transcribed as /wɔ:tsjəneɪm/ To enhance understanding, teachers can utilize the board to visually demonstrate word linking and place a schwa /ə/ above "your." Additionally, they can use finger gestures to illustrate how the three words blend into a single sound, while modeling and drilling the phrase in a natural manner.
4.2.1.2 Applying the activities to practice connected sounds a Micro-Listening
Micro listening is a technique that focuses on listening to brief excerpts, typically one or two sentences, in isolation This method allows students to repeat the audio as often as needed to accurately transcribe the content, eliminating the pressure to achieve immediate correctness By encouraging multiple listens, students can better understand connected speech and analyze their mistakes.
Cuisenaire Rods are an excellent tool for micro-listening activities in the classroom They can enhance students' understanding of connected speech by having them place one block for each word they hear, allowing them to visualize how words connect Additionally, using different colored blocks can help distinguish various types of connected speech, making the learning process more interactive and engaging.
After the initial listening exercise, students identified only two words, marking them with blocks At this stage, accuracy is not crucial; they should focus on transcribing what they hear With subsequent listenings, they expanded their understanding to five words, placing additional blocks accordingly Students are then encouraged to analyze connected speech, using different colored blocks to indicate the types of sounds that are added, joined, or omitted.
Engaging students in activities that focus on sounds and connections enhances their learning experience, particularly when conducted in pairs or small groups, fostering rich discussions Most students value the visual aspect of these exercises If rods are unavailable, alternatives like modeling clay or sticky notes can be effectively utilized Additionally, incorporating connected speech games can further enrich the learning process.
Transforming dull lessons into engaging experiences can be achieved through pronunciation games However, effectively incorporating games into lessons poses a challenge This article presents a practical game example that can enhance both pronunciation and listening skills while addressing connected sounds.
The aim of this game is helping students identify features of connected speech Below is procedure of this game:
- Teacher gives an example and demonstrates how the consonants in connected speech change:
Consonant move – the final consonant /z/ in “apples” moves to the start of “and” Consonant cut – the final consonant in “and” is cut
Consonant change – the consonant /n/ in “and” is changed to /m/
- Teachers divide the class into two teams and give out the worksheet Play game of noughts and crosses:
The team takes turn to try to win the square
In order to win a square, they should say what the phrase is – for example,
The phrase “apple zum pears” translates to “apples and pears.” It is important to note that the consonant sounds in the phrase underwent a change, which can be explained to students For those who may struggle, simply stating the phrase is sufficient, while teachers can provide further clarification on the rules governing these consonant alterations.
The object of the game is for the team to win three squares in a row – horizontal, vertical and diagonal
1 sol tum pepper 2 a loafer slice bread 3 a napple ana norange
4 wom potato 5 frozum peas 6 fruik cake
7 greem beans 8 sick seggs 9 a tinna sweek corn
1 salt and pepper ( /t/ moves to “and”, /d/ in “and” is cut, /n/ in “and” changes to /m/)
2 a loaf of sliced bread (consonant cut from end of “sliced”)
3 an apple and an orange (linking of “an” to the following word)
4 one potato (consonant changed to/ m/ at the end of “one”)
5 frozen peas (consonant changed to/ m/ at the end of “frozen”)
6 fruit cake (consonant changed to/ k/ at the end of “fruit”)
7 green beans (consonant changed to/ m/ at the end of “green”)
8 six eggs (linking of final consonant of “six” to the following word)
9 a tin of sweet corn (consonant change at the end of “sweet”) c Integrating work on connected speech
Integrating connected speech into daily lessons enhances language learning While studying grammar, it’s essential to emphasize not just word forms but also their natural pronunciation in conversation For instance, practicing superlatives can effectively illustrate sound deletions Consider writing several phrases on the board to facilitate this practice.
- The Nile is the longest river in the world
- The Vatican is the smallest country in the world
Students practice listening to sounds while repeating phrases to identify the elision of the "t" in superlative adjectives They engage in choral and individual drills, enhancing their pronunciation skills Additionally, students can create their own general knowledge quizzes with questions like, "Which is the tallest building in the world?" During this activity, they should elide the final "t" when reading their questions Such exercises effectively combine grammatical form with pronunciation practice, allowing students to incorporate connected speech features naturally through repetition.
English verbal songs have statistically significant positive effects on the connected speech aspects of adult English learners‟ speech production Murphey
Listening to songs and singing them can significantly enhance language skills, particularly listening and speaking, as evidenced by research from Moreno et al (2009), which indicates that musical training positively influences linguistic abilities Arnold (1999) emphasizes that engaging content, especially when tied to emotion, captures attention and enhances learning Songs provide catchy examples of pronunciation and the natural flow of language, often using contractions that students are eager to replicate However, it is crucial to select appropriate songs that are clear, not overly fast, memorable, appealing to learners, and suitable for creating engaging classroom activities These features contribute to the effectiveness of songs in language learning environments.
The songs are designed for efficiency, emphasizing key aspects of connected speech without wasting time on lengthy lyrics that stray from the main teaching point.
The repetitive nature of the songs enhances learning by giving students multiple chances to recognize key phenomena and reinforcing their understanding Notably, the final repetition of each song is slowed down, which facilitates better auditory comprehension of linking sounds.
Recapitulation
The alteration of final sounds in connected speech presents significant challenges for both students and teachers in understanding spoken English This study aims to identify the specific issues students encounter with connected speech during listening exercises and offers practical recommendations to address these difficulties.
The survey results indicated that connected speech poses significant challenges in English teaching and learning, primarily due to learners' unfamiliarity with modified sounds This lack of understanding hampers their listening comprehension and pronunciation skills, as fast speech leads to issues such as linking, elision, and assimilation, causing misunderstandings and difficulty in recognizing words Teachers acknowledged their limited theoretical knowledge of connected speech, and the absence of relevant lessons in textbooks contributed to its neglect in instruction Furthermore, the reliance on Vietnamese in the classroom hindered the creation of a natural English-speaking environment, preventing students from grasping how sounds change or disappear in connected speech, which is further complicated by the influence of their mother tongue on their listening and speaking abilities.
This study highlights the importance of understanding speed modification in listening comprehension and word identification It emphasizes the need for learners to be educated about natural speech patterns and connected speech in English, enabling them to recognize barriers to their listening skills Teachers are encouraged to adapt their speaking styles to resemble those of native speakers, focusing on the conventions of connected speech rather than overly enunciating words Additionally, familiarizing students with the characteristics of connected speech from the outset of listening activities is crucial, as it helps them practice speaking at a moderate pace without separating sounds.
The study is hoped to help teachers appreciate the importance of teaching connected speech, then change their teaching style and improve awareness, methods and techniques in teaching.
Limitations and recommendations for further study
In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception
Listening is a fundamental skill in English language education, yet this study focuses solely on enhancing students' listening abilities To improve overall communication, it is essential to address speaking skills, as they provide valuable practice opportunities Furthermore, the researcher should have included questions in the survey to assess students' speaking and pronunciation of connected sounds, which would help identify additional challenges related to connected speech.
The author encourages future researchers of connected speech to conduct a thorough analysis of the errors made by informants, with the aim of recommending effective strategies for enhancing English communication skills among high school students, particularly in listening.
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Studies in English Language and Literature, 10, 57-70
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31 Underwood, M (1989), Teaching listening, Longman, London
This questionnaire aims to identify the challenges faced by grade 11 students at Hermann Gmeiner High School in understanding modifications in connected speech Your participation is greatly valued, and please note that the information gathered will be used solely for research purposes.
Thank you for your cooperation!
1 How important is connecting sounds in a phrase or a sentence? a Not important b Neutral c Important
2 How much do you know about how to connect sounds in a phrase or a sentence? a Know clearly b Know a little c Know nothing
3 At school, how often are you taught about connecting sounds when reading, speaking or listening to a phrase or a sentence? a Often b Sometimes c Rarely d Never
4 How often do your teachers correct the mistakes in connecting sounds in a phrase or a sentence? a Often b Sometimes c Rarely d Never
5 How often do you pay attention to connecting sounds in a phrase or a sentence when reading, speaking or listening? a Often b Sometimes c Rarely d Never
6 After studying in class, How often do you practice listening skill yourself? a Often b Sometimes c Rarely d Never
7.What problems do you have when listening to a phrase, a sentence or a connected speech?
Many individuals face challenges in language comprehension, such as difficulty recognizing words, inability to understand spoken language, and missing key words in phrases or sentences Additionally, some may not be familiar with the vocabulary they hear, leading to further confusion Other specific issues may also arise, affecting overall communication and understanding.
8 What are the reasons for the difficulties in listening, especially listening to a phrase, a sentence or a connected speech?
Many learners struggle with connected speech due to a lack of understanding of how to connect sounds This challenge is often compounded by teachers who seldom discuss or explain these concepts in class Additionally, insufficient practice at home further hinders listening skills Other factors, such as classroom facilities, class size, and the varying abilities of students, also contribute to these difficulties.
QUESTIONNAIRE FOR STUDENTS (Version in Vietnamese)
Khảo sát này nhằm tìm hiểu những khó khăn khi nghe do sự biến thể trong chuỗi lời nói của học sinh lớp 11 trường THPT Hermann Gmeiner Câu trả lời của các em sẽ đóng góp quan trọng cho nghiên cứu này, và tất cả kết quả thu được chỉ được sử dụng cho mục đích nghiên cứu, không phục vụ cho bất kỳ mục đích nào khác.
Xin cảm ơn sự hợp tác của các em!
1 Theo em, khi phát âm, việc liên kết các âm trong một cụm từ hoặc một câu có quan trọng không? a Không quan trọng b Bình thường c Quan trọng
2 Em có biết các nguyên tắc liên kết các âm trong một cụm từ hay một câu không? a Biết rõ b Biết một chút ít c Không biết gì
3 Ở trường, em thường được giảng dạy về cách liên kết âm khi đọc, nói hoặc nghe một cụm từ hay một câu như thế nào? a Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
4 Giáo viên có thường chú ý chỉnh sửa các lỗi khi liên kết các âm cho các em không? b Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
5 Các em có thường xuyên chú ý đến việc liên kết các âm trong một cụm từ, một câu khi đọc, nói hoặc nghe Tiếng Anh không? c Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
6 Ngoài giờ học trên lớp, em có thường xuyên tự luyện tập kỹ năng Nghe? d Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
7 Em thường gặp phải những vấn đề gì khi nghe một chuỗi từ, cụm từ hoặc câu? (Đánh dấu vào những vấn đề em gặp phải) Đồng ý Không đồng ý
Khó khăn trong việc nhận biết từ ngữ có thể dẫn đến việc không hiểu được nội dung mà người khác truyền đạt Nhiều người gặp vấn đề khi không nghe rõ tất cả các từ trong một cụm hoặc câu, làm cho việc tiếp thu thông tin trở nên khó khăn Ngoài ra, việc không biết các từ nghe thấy cũng góp phần vào sự hiểu lầm trong giao tiếp Những vấn đề này cần được chú ý để cải thiện khả năng nghe và hiểu.
8 Với em, những lý do gây ra những khó khăn trong việc học Nghe, đặc biệt khi Nghe chuỗi từ, cụm từ, câu là gì? (Đánh dấu vào những lý do em gặp phải) Đồng ý Không đồng ý
Em gặp khó khăn trong việc hiểu cách các âm trong chuỗi lời nói liên kết với nhau do giáo viên hiếm khi giải thích về vấn đề này trong lớp học Hơn nữa, em không thường xuyên luyện tập kỹ năng Nghe ở nhà Trong lớp, em cũng phải đối mặt với một số vấn đề như trang thiết bị thiếu thốn và chất lượng kém, lớp học quá đông, cùng với khả năng của học sinh không đồng đều Những lý do này đã ảnh hưởng đến quá trình học tập của em.
This questionnaire is designed to collect necessary data for my study on
“A study on modification of English final sounds in connected speech - problems faced by the high school students and solutions.” Your cooperation in answering the following questions is highly appreciated
I am looking forward to getting sincere answers from you!
Thank you for your cooperation!
1 How important do you think teaching modification in connected speech is? a Important b Neutral c Very important
2 How often do you teach your students the modification of final sounds in connected speech? a Often b Sometimes c Rarely d Never
3 How often do you correct your students’ mistakes when reading, speaking or listening to connected speech? a Often b Sometimes c Rarely d Never
4 What are the major challenges for you when teaching Listening, especially listening to modification of final sounds in connected speech? g Lack of necessary facilities: cassette-player, video, TV projectors, computers and so on h Bad qualities of class equipment i Large class size j Students‟ lack of motivation k Time limitation l Teacher‟s teaching methods and techniques m Teachers‟ knowledge and abilities in connected speech n Boring tasks o Others (please specify):………
5 Tick activities and techniques think are good for teaching listening sounds in connected speech k Design the detailed lessons to explain the rule of modifications in connected speech (the rule of assimilation, linking, elision) l Explain the rule of modifications in connected speech in the recording m Have the students practice speaking and pronouncing sounds in the guided conversation or passage n Use more natural listening conversations or talks o Have students watch the videos that describe how to connect sounds in connected speech p Provide a model for learners to listen and repeat q Apply song lyrics r Let students listen and role -play s Use poetry, rhyme and chant t Others (please specify): ………
LISTENING TEST Task 1: Listen and choose the sentences you hear
3 A We stop choosing the typewriter when we got the computer
B We stopped using the typewriter when we got the computer
4 A It‟s a quarter to eight already
B It‟s a quarter to wait already
5 A He has hair over the ears
B He has hair over the years
6 A Her eyes are a strange colour
B Her rises are a strange colour
Task 2: Listen Select missing word
1 I………classes this morning a torch b talk c taught
2 The …………came up over the mountain a sun b sung c sum
3 I can ……….Carol at tennis a beach b beak c beat
4 Is this the ………… you bought? a couch b coat c coke
5 They ……… people out of money a cheek b cheap c cheat