VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES AN THị NGà An analysis on word stress errors commonly made by 12TH grade students in LÊ Quý ĐÔn High school, HảI Phòng and some solutions ( Phân tích lỗi th-ờng gặp träng ©m tõ cđa häc sinh líp 12 tr-êng THPT Lê Quý Đôn Hải Phòng số giải pháp ) -m.a minor thesis- Field : English teaching methodology Code : 601410 Hanoi, 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES AN THị NGà An analysis on word stress errors commonly made by 12TH grade students in LÊ Quý ĐÔn High school, HảI Phòng and some solutions ( Phân tích lỗi th-ờng gặp träng ©m tõ cđa häc sinh líp 12 tr-êng THPT Lê Quý Đôn Hải Phòng số giải pháp ) -m.a minor thesis- Field : English teaching methodology Code : 601410 Supervisor : Trần Thị Thu Hiền Hanoi, 2010 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS PART A : INTRODUCTION Rationale …………………………………………………………………………… Aims of the study Scope of the study Significance of the study .2 Research questions Organization of the study PART B : DEVELOPMENT Chapter 1: Literature review Role of errors in language learning Role of stress in language learning 2.1 Stress and learners’ intelligibility 2.2 Some theoretical background to the concept stress 2.2.1 Nature of a syllable 2.2.2 Structure of syllable 2.2.3 Characteristics of stressed and unstressed words 10 2.2.4 Nature of stress 11 2.2.5 Schwa sound 12 2.2.6 Marking of stress 13 2.2.7 Placement of word stress 13 2.2.8 Levels of stress 17 2.2.9 Weak forms of words (Reducing function words) 17 2.3 Summary .17 Chapter : The study Research setting 18 Subjects of the study 19 Research methods 19 3.1 Questionnaire 19 3.2 Tests of Production 19 3.3 Post-questionnaire interview 20 Data analysis and findings 20 4.1 Findings from the questionnaire 20 TIEU LUAN MOI download : skknchat@gmail.com v 4.1.1 Students’ attitude toward learning word stress 20 4.1.2 Students’ awareness of the difficulty in word stress lessons 21 4.1.3 Degree of students’ certainty in marking stress patterns for a word 21 4.1.4 Frequency of students’ errors in word stress 22 4.1.5 Students’ most common errors in word stress .22 4.1.6 Students’ expectation towards the teaching of word stress .23 4.2 Findings from the tests 24 4.2.1 Students’ failure to distinguish primary stress and secondary stress 24 4.2.2 Stress on the wrong syllables of multi-syllabic words 25 4.2.3 Stress on the wrong syllable bi-syllabic words 25 4.2.4 Students' failure to produce weak forms of words and schwa sound 26 4.3 Causes of the errors 26 4.3.1 Influence of mother tongue 26 4.3.2 Inequality between the course book and the curriculum 27 4.3.3 Lack of teaching and learning facilities 27 4.3.4 Students’ different learning styles and phonetic ability 28 4.3.5 Students’ lack of motivation and concern 28 Chapter 3: Possible solutions To the teachers 29 To the students 33 To the school 's managers 34 To the course book designers 34 PART C: Conclusion 36 Summary of the study 36 Conclusion 36 Limitation of the study 37 Suggestions for further study 37 References 39 Appendix 1: Survey questionnaire for students I Appendix 2: The spelling of the schwa in English III Appendix 3: Weak forms of words IV Appendix 4: Production test and stress pattern key VII TIEU LUAN MOI download : skknchat@gmail.com vi LIST OF ABBREVIATIONS EA Error Analysis FL Foreign Language TIEU LUAN MOI download : skknchat@gmail.com vii LIST OF FIGURES Pages Figure 1: Students’ attitude towards learning word stress Figure 2: Students’ awareness of the difficulty in word stress lessons Figure : Students’ degree of certainty when marking stress pattern for a word Figure 4: The frequency of students’ errors in word stress Figure 5: Students’ common errors in learning word stress Figure : Students’ expectation towards the teaching of word stress Figure 7: Students ‘errors from the production test 20 21 21 22 22 23 24 TIEU LUAN MOI download : skknchat@gmail.com Part A : Introduction Rationale There is no doubt that making errors is part of learning and correcting errors is part of teaching As a result, error correction is one of the ways that make the process of teaching and learning more effective The role of errors and error correction are considered so important in teaching and learning a foreign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil‟s learning in general and of the degree of match between his learning and syllabus and the teacher‟s teaching one.” He also added that “Thanks to Error Analysis, teachers know what language items their learners have already acquired, what they might not have been presented to, and what they have been taught but have not grasped accurately, which are considered as errors or mistakes” Error Analysis seems to have received a great deal of attention from many linguists The importance of errors in theory and practice of teaching and learning languages can be seen in the works by researchers such as Corder S.P.(1967), Richards J.C.(1971), Dulay H.C and Burt M.K.(1974) However, the errors analyzed in those studies come from their learners and may be the characteristics of those learners rather than Vietnamese students‟ In Vietnam, there is a number of studies on errors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students‟ common errors in grammar (Trinh Phan Thi Phong Lan-2005) and students‟ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc Unfortunately, little concern is paid to errors on word stress It is undeniable that stress plays a very important role in learning a foreign language and its pronunciation It helps improve the learners‟ speaking as well as listening skill A learner with correct rhythm, intonation and stress usually makes himself understood with ease Despite the importance of stress, especially word stress in English pronunciation, Vietnamese students can not acquire it adequately In fact, high school students commonly fail to use them correctly TIEU LUAN MOI download : skknchat@gmail.com With the experience of more than ten years working as a teacher of English in Le Quy Don High School, the researcher realizes that whenever her students speak English or tests on phonetics, they seem to confront with a lot of difficulties in using English word stress, consequently, a lot of errors occur There errors are also committed by many of 12th grade students who have learnt English in their high school for years and have had a chance to deal with English word stress in a few lessons Being aware of the problem and with the intention of helping students to overcome these difficulties and to perfect their knowledge of English word stress, the researcher decides to choose the title: An analysis on word stress errors commonly made by 12 th grade students in Le Quy Don High school, Hai Phong and some solutions for her M.A thesis It is hoped that the study, to some extent, will contribute to improving the teaching and learning of English word stress in Le Quy Don High School in particular and English study in general Aims of the study This study sets the following aims for investigation: To identify the most common word stress errors made by 12 th grade students in Le Quy Don High School both in terms of their perception and production To figure out the causes of these errors To suggest some solutions to English word stress teaching and learning Scope of the study Stress is one important part of English pronunciation, which consists of sentence stress and word stress However, due to both limited time and experience, this study only focuses on the errors in word stress derived from perception and production tests of the 12th grade students of English in Le Quy Don High School Any attempt to study English word stress errors on other aspect is beyond the scope of this thesis Significance of the study The study aims at bringing about some benefits for teaching English word stress to high school students especially the students of Le Quy Don High School In terms of foreign language teaching and learning, the study tells about the students‟ attitude and method in learning English word stress, where they need help and what sort of help they need An explicit understanding why errors arise can assist in adjusting teaching techniques TIEU LUAN MOI download : skknchat@gmail.com Besides, for immediate purposes, remedial lessons or exercises can be designed to help eliminate errors In terms of material designing, the study may assist designers in understanding the nature of errors occurring to high school students, which is useful for them in sequencing and arranging target language items in text books in such a way that helps prevent error occurrence as much as possible Research questions To achieve the aims mentioned above, the following research questions are addressed: What are the most common word stress errors made by 12 th grade students in Le Quy Don High School? What are the causes of these errors? What should be done to reduce the students‟ errors? Organization of the study The study is organized into parts, which are presented as follows: PART A - INTRODUCTION Includes the rationale and the aim of the study It also specifies the scope, the significance and provides the research questions as well as the organization of the study PART B – Development Chapter 1- Literature review: Mentions theoretical background of errors and word stress In errors, this deals with notion of error, distinction among errors, mistakes, slips and attempts, error analysis and the importance of learners‟ errors In word stress, it discusses some definitions such as syllable and its structure, schwa sound, nature of stress; the marking and levels of stress including mono-syllabic, bi-syllabic and multi-syllabic words as well as weak forms of words Chapter 2- The study TIEU LUAN MOI download : skknchat@gmail.com This is the core part of the research, which describes the research setting, the subjects, the research methods as well as data analysis and findings Chapter 3- Possible solutions In the first part, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and learning English word stress as well as some recommendations for school‟s facilities and course book designers Part C- Conclusion In this part, summary and conclusion of the thesis are emphasized Further more, limitations of the study and some suggestions for further study are provided TIEU LUAN MOI download : skknchat@gmail.com 32 Write on the board the following series of stress patterns: Oo ooOo oOoo oO O ooO Ooo oOo and the following country names in random order: Estonia, France, Germany, Japan, New Zealand, Norway, Singapore, Venezuela Say the country names and students repeat after you Explain that Jane is a businesswoman who travels all over the world In the last year she has visited eight different counties The students need to find out what order she visited the countries listed above The stress patterns written on the board show the order Her first trip was to Norway (Oo) (Answer: Norway [Oo] Venezuela [ooOo] Estonia [oOoo] Japan [oO] France [O] Singapore [ooOl Germany [Ooo] New Zealand [oOo]) 4.Ask a few students to give their answers, and correct any wrong pronunciations and stress patterns 5.Write some more examples on the board and repeat the procedure in steps 1-4 Use the information about country names and their stress patterns given below syllable syllables syllables syllables Wales O Belgium Oo Angola oOo Algeria oOoo Greece O China Oo Zimbabwe oOo Nigeria oOoo Chad O Finland Oo Austria Ooo Venezuela ooOo Spain O Taiwan oO Canada Ooo Madagascar ooOo Sudan oO Cameroon ooO Azerbaijan oooO Nepal oO Mozambique ooO Uzbekistan oooO Extensions: Students write their own versions of the exercise, using different countries and making sure there is only one country having each stress pattern Other students or the whole class try to solve these new versions 2, Use the same procedure in different contexts For example, people standing in a queue at a bus stop all had different jobs What order were they in? For example, write: Oo Ooo oOo ooO oOoo Oooo and the jobs: solicitor, hairdresser, teacher, engineer, decorator, mechanic TIEU LUAN MOI download : skknchat@gmail.com 33 (Answer: teacher [Oo] hairdresser [Ooo] mechanic [oOo] engineer [ooO] solicitor [oOoo] decorator [Oooo].) Here are some more jobs with their stress patterns: syllable syllables syllables syllables judge O artist Oo carpenter Ooo receptionist oOoo chef O dentist Oo astronaut Ooo librarian oOoo nurse O farmer Oo detective oOo economist ooOo vet O doctor oO optician oOo psychologist ooOo cashier oO accountant oOo politician oooO masseur oO electrician oooO Include compounds for more advanced students You could add some of the jobs below to those given above Note that some of these have two main stresses syllables syllables + syllables bus driver Ooo shop assistant Oooo safety officer Ooooo street sweeper Ooo taxi driver Oooo refuse collector Ooooo farm worker Ooo research worker oOoo civil engineer OoooO art dealer Ooo civil servant OoOo police officer oOooo security guard oOooo personnel officer ooOooo ( Martin Hewings 2004 ) To the students Any work on aspects of pronunciation can take a long time to show improvements and be challenging for both students and teachers, but working on word stress in a carefully organized way will help students to be better understood and more confident speakers 2.1 Building up a habit of discovering learning sources at home TIEU LUAN MOI download : skknchat@gmail.com 34 One way to make students happier with their pronunciation classes is to allow them to work with their favorite English songs, films, radio program or any other enjoyable supplement to the necessary drills and exercises Students should be asked to find material illustrating a certain aspect of pronunciation When studying emotion in stress, they can watch video clips, their favorite films, songs from television They should search for clips which illustrate the differences between emotional and unemotional speech The materials are first assessed by the teacher who selects the most promising examples to be used in class, based on aesthetic value and the occurrence of phonetically interesting phenomena 2.2 Speaking without fear The biggest problem most students face in learning a new language is their own fear They worry that they won‟t say things correctly or that they will look stupid so they are afraid of speaking The fastest way to learn anything is to it again and again until they get it right Like anything, learning English requires practice That is why, students are advised not to let a little fear stop them from getting what they want They should keep talking to themselves and talk about everything If they feel shy, they should it in the privacy of their own home first and then try reading out loud until they feel comfortable hearing their own voice in English If possible, they had better record their own voice This might feel very uncomfortable but it will help them find out their weak pronunciation points To the school’s managers To help teachers and students with teaching and learning stress better At a very starting point, the school board should equip and modernize their school with better devices helping develop students‟ language environment such as: Computers, TV, videos, cassettes, lab-rooms Besides, sources of information should be more up-dated in order to help students have a basic knowledge of their target language Moreover, many sources on pronunciation should be available in the school library for teachers and students to seek necessary information whenever they want To the course book designers TIEU LUAN MOI download : skknchat@gmail.com 35 The course book designers should pay more attention to the role of pronunciation especially stress aspect provided in the text books for students As far as the researcher is concerned, only 12 graders in Vietnam can have a chance to deal with stress, an important factor of one‟s intelligibility, which results in students‟ lack of concern in this field Therefore, 10 and 11 graders even primary and secondary students should be taught the basic knowledge of stress with a view to improving their speaking as well as their language competence In addition, the new course books should be designed with more tape scripts read by native speakers, which brings to learners chances to listen and speak more besides reading and writing By that way, learners can imitate the pronunciations of English words more appropriately and properly As a consequence, learners find English stress more exciting and they will be more motivated in study TIEU LUAN MOI download : skknchat@gmail.com 36 PART C: Conclusion Recapitulation Basing on the viewpoints of some famous error analysts such as Corder(1967), James(1998), Richard JC.(1992) and on the results of previous contrastive analysis thesis on errors between English and Vietnamese by Pham Dang Binh-an error analyst, this study is a thorough analysis of errors on word stress made by 12 graders in Le Quy Don High school The errors were taken from a questionnaire of questions and a test of production The findings of the study are presented as follows: In terms of the attitude towards word stress learning, the students are not interested in learning word stress because it has not been much concerned and the students have not been motivated In terms of errors: Most of the students commonly make errors on word stress because they have little chance of practising it every day as well as listening to native speakers‟ voices regularly The subjects‟ mostly common errors on word stress are: Their more confusion in marking stress for multi-syllabic words than bisyllabic words, their failure to distinguish primary and secondary stress, their making equal stress for every word and deciding wrong stress pattern for bisyllabic or multi-syllabic words In terms of error causes: It is concluded that those errors are due to the influence of Vietnamese on English learners, the poor phonetic ability of the students, their substandard learning condition as well as the lack of motivation from the teachers Beside the findings, some solutions to these above problems have been raised All the suggestions are concerned with how to improve the teaching and learning of word stress These solutions are for teachers, for students and school managers as well as course book designers Conclusion: It can be concluded that stress is a really difficult aspect in the process of learning, and stress errors still happen with most of the students, from the elementary to the advanced TIEU LUAN MOI download : skknchat@gmail.com 37 ones Although it is a hard task, the stress and stress-errors correcting need more attention and more effort from both learners and teachers It is important that teachers and students spend a lot of time and efforts doing pronunciation practice in general, practice of sentence stress patterns in particular The findings also indicate that teachers need to examine the primary dilemma faced by the students, namely hearing and predicting where stress falls in words For the most part, stress placement in English words is a rule-governed phenomenon, and explicit teaching of word stress patterns should be part of the EFL pronunciation curriculum When introducing new vocabulary items, teachers should be as concerned about correct stress patterns as they correct usage Moreover, teachers should ensure that students are able to stress new vocabulary items correctly It is advisable to begin the presentation of word stress with a brief discussion of the nature of stress This can be followed up with an introduction of the fixed stress patterns that occur in certain categories of words such as cardinal and ordinal numbers, compound nouns, words beginning with prefixes, and other categories such as reflexive pronouns Because of the complexity of word stress rules in general, it is important that teachers be encouraged to reinforce classroom explanation of specific word stress rules with both inclass and out-of-class opportunities for students to learn word stress effectively Limitation of the study Although the study has offered some insightful findings, like many other studies, there are some limitations: In terms of methodology, the study is limited in the fact that it may not really reflect all the problems that are facing students at 12th grade in learning English stress For instance, only students were provided with list of items to choose and to respond from the questionnaire may not fully cover all the important information about in teaching and learning English word stress More over, the research only applied to a small area with a small number of subjects Thus, the result is not completely universal true Suggestions for further study On the basic of the findings and the limitations of the study, the following suggestions were made for further study: TIEU LUAN MOI download : skknchat@gmail.com 38 As indicated, it is suggested that the limitations of the study will be over come in further studies with an increased number of participants and class observations should be taken place to find out more reliable information Moreover, it is advised that more techniques in teaching word stress should be focused on in further studies To sum up, due to time and experience, limitations are unavoidable Any suggestions and comment from other colleagues will be highly appreciated TIEU LUAN MOI download : skknchat@gmail.com 39 REFERENCES Avery, P & Erhlich, S (1992) Teaching American English Pronunciation Oxford University Press Basal, R.K, 1966 “The Intelligibility of Indian English” Ph.D Thesis London : London University Brown, R & McNeill, D 1978 “The Tip of the Tongue” Phenomenon Cook, V.J (1993) Linguistics and Second Language Acquisition Mac Millan, Basingstoke Corder, S.P (1967) The Significance of Learner’s errors International Review of Applied Linguistics London: OUP Corder, S.P (1975) Error Analysis Papers in Applied Linguistics, Vol London: OUP Cutler, A 1980 Slip of the Tongue New York , Academic Press Dauer R.M ( 1992) Accurate English Regents‟ Prentice Hall Dulay, H.C & Burt, M,K (1974) Errors and Strategies in Child Second Language Acquisition TESOL Quarterly 10 Dulay H.C., Burt M.K and Krashen S.D.(1982).Language Two Oxford: OUP 11 Edge, J (1989) Mistakes and Correction Longman Group UK Limited 12 Gimson, A.C.(1962) An introduction to the Pronunciation of English Edward Arnold 13 James, C (1998) Errors in Language Learning and Use Addision Wesley Longman Ltd 14 Jones D.( 1998) The Pronunciation of English Cambridge University Press 15 Kenworthy, J (1987) Teaching English pronunciation Longman 16 Lennon, P (1991) Errors- Some Problems of Definition, Identification and Distinction Applied Linguistics, Vol 12, No Oxford University Press 17 Liski, E & Puntanen, S (1983) Astudy of the Statistical Foundations of Group Conversation Tests in Spoken English Language Learning 23.2 18 Luu Thi Kim Nhung ( 2003) English Sentence Stress Encountered by Vietnamese ELF Learners MA thesis Vietnam National University – Ha noi TIEU LUAN MOI download : skknchat@gmail.com 40 19 Martin Hewings ( 2004) Pronunciation Practice Activities- A Resource Book For Teaching English Pronunciation Cambridge University press 20 O‟Connor, J.D (1967) Better English Pronunciation Cambridge University Press 21 Parviz Birzandi and Mohammad Ali Salmani Nodoshan ( 2005) An Introduction To Phonetics University of Zanjan 22 Pennington M.C ( 1996) Phonology in English Language Teaching- An International Approach Longman 23 Pham Dang Binh (2003) Khảo sát lỗi Giao thoa Ngôn ngữ - Văn hoá diễn ngôn ng-ời Việt học tiếng Anh Ph.D Dissertation Linguistics Institute Hanoi 24 Roach, P (1983), English Phonetics and Phonology Cambridge University Press 25 Richards, J.C (1971) A Non-Contrastive Approach to Error Analysis Error Analysis Perspective on Second Language Acquisition London: Longman 26 Richards, J.C (1984) Error Analysis London: Longman 27 Richards, J.C(1992) Error Analysis Perspective on Second Language Acquisition London: Longman Group Limited 28 Richards et al (1992) Dictionary of Language Teaching and Applied Linguistics London: Longman Group Limited 29 Trinh Phan Thi Phong Lan( 2005) A Study on Some Most Common Errors Made by Pre-intermediate Students of Non-major English at Hanoi Junior Teacher’s Training College MA thesis Vietnam National University – Ha noi 31 Tench, P.( 1981) Pronunciation Skills Macmillian Publishers 32 Xuan Ba and Quang Minh (2007) Practise listening Hanoi Publishing House TIEU LUAN MOI download : skknchat@gmail.com I Appendix SURVEY QUESTIONNAIRE FOR STUDENTS This questionnaire is a part of a dissertation study conducted by Nga, An Thi - an M.A candidate at the Post Graduate Department, Vietnam National University, Ha noi This questionnaire is focused on investigating the errors in word stress commonly made by 12 th graders in Le Quy Don High school in Hai phong There are questions in this survey with options arranged in boxes and it will take no longer than 10 minutes to complete the questionnaire Your answers and the information you provide in the questionnaire will remain confidential Thank you very much for your time and support! Please make your answer by putting a tick () where applicable *Your gender is Male * Your age is …… years old Question 1: How you find word stress learning? Very interesting Question : Female Interesting Not interesting How difficult you find English word stress lessons at school? Very difficult Difficult Easy Question : Are you sure about your decision in marking word stress ? Very sure Question Often Rarely What makes you more confused when learning ? Stress with syllable-words Question Not sure Do you often make errors in word stress ? Very often Question Rather sure Stress with more than syllable-words What are the most common errors in word stress that you often encounter? (Please tick more than one if necessary) Failure to distinguish primary and secondary stress Stress on the wrong syllable of compound words Stress on the wrong syllable of poly-syllabic words Equal stress for all syllables TIEU LUAN MOI download : skknchat@gmail.com II Question Other (please specify) How you like your teacher teaching word stress in the classroom ? (Please tick more than one if necessary) Give you chances to listen to native speakers’ voices regularly Motivate you to learn word stress by providing various activities (games , exercises, etc in word stress) Ask you to learn by heart all the new words with their stress patterns Other (please specify) TIEU LUAN MOI download : skknchat@gmail.com III Appendix The spelling of the schwa in English spelt with ‘a’; strong pronunciation would have / æ /: attend / ə’tend / character / ’kærəktə / barracks / ’bærəks / spelt with ‘ar’; strong pronunciation would have / a:/ : particular / pə’tikjələ / molar /’məulə / adjectival endings spelt ‘ate’; strong prounciation would have /e I /: intimate / ’IntImət / accurate / ’ækjərət / desolate / ’desələt / spelt with ‘o’; strong pronunciation would have / ɔ /: tomorrow / tə’mɔrəu / potato / pə’teItəu / carrot / kærət / spelt with ‘or’; strong pronunciation would have / ɔ: /: forget / fə’get / ambassador / æm’bæsədə / opportunity / ɔpə’tjunItI / spelt with ‘e’; strong pronunciation would have / e /: settlement / ’setlmənt / violet / ’vaIələt / postmen / ’pəustmən / spelt with ‘er’; strong pronunciation would have / 3: /: perhaps / pə’hæps / stronger / ’strɔŋgə / superman / ’su:pəmæn / Spelt with ‘u’; strong pronunciation would have / Λ /: autumn / ’ɔ:təm / support / sə’pɔ:t / halibut / ’hælibət / spelt with ‘ough’ ( there are, of course, other pronunciations for the sequence ‘ough’): thorough / ’θΛrə / borough / ’bΛrə / 10 spelt with ‘ous’: gracious / ’greI∫əs / callous / ’kæləs / ( Roach P 1983: 143) TIEU LUAN MOI download : skknchat@gmail.com IV Appendix Weak forms of words Word and as but than that he him his her them us does am are be is was has Weak form ən əz bət ðən ðət (The word that in phraes like that man, that’s good is always pronounced ðæt and never weakened) hI: hIm hIz h3: (At the beginning of word groups the forms hI:, hIm, hIz, h3: should be used) ðəm s (only in let’s) əs də (də is only used before consonants Before vowels, use the strong form du:) dəz m ( after I ) əm (elsewhere) ə ( before consonants) ər ( before vowels) bI s (after p, t, k, f, θ) z (after vowels and voiced consonants except z, ʒ, dʒ) (After s, z, ʒ, dʒ, ∫, t∫ the strong form Iz is always used) wəz əz (after s, z, ʒ, dʒ, ∫, t∫) s (after p, t, k, f, θ) Examples `bæk ən `waIt əz `gud əz `gəuld bət `waI `nɔt `betə ðən `evə aI əd’mIt ðət aI `dId It `dId i: `wIn? `gIv Im `tu: aI `laIk Iz `taI `teIk 3: `həum `send ðəm baI `pəust `lets `du: It `nau hI: `wəunt `let əs `du: It `dau də ðeI `nəu? `wen dəz ðə `treIn `lI:v aI m taIəd `wen əm aI tə `bI: `ðeə? ðə ` g3:lz ə `bju:təfl ðə `men ər bI ` ΛglI `dəunt bI `ru:d `ðæt s`faIn `weə z `dʒɔn? `dʒɔn z `hIə ðə `weðə wəz `terəbl ðə `pleIs əz `t∫eIndʒd `dʒæk s `gɔn TIEU LUAN MOI download : skknchat@gmail.com V have had can shall will z (elsewhere) v (after I, we, you, they) əv (elsewhere) d (after I, he, she, we, you, they) əd (elsewhere) ( At the beginning of word goups and when they act as full verbs, the form hæz, hæv, hæd should be used) `dʒɔn z bI:n `sIk ju: v `brəukən It ðə `men əv `gɔn ðeI d `left `həum ðə `deI əd bI:n `faIn kən ∫l l (after I, he, she, we, you, they) (after consonants, except /l/) əl (after vowels and /l/) `hau kən aI `help? aI ∫l bI `ðeə ðeI l `gIv It ə `weI `ðIs l `du: ðə `bɔI əl `lu:z ən ðə `g3:l əl `wIn ( O’connor 1967: 92) TIEU LUAN MOI download : skknchat@gmail.com VI Appendix Test of production Practise reading the passage aloud Hollywood The word Hollywood has two meanings Hollywood is an area in Los Angeles Hollywood is also the American movie industry Hollywood was just farmland in the early 1900s In 1917, one director was making a movie in Chicago Since cold weather did not allow him to finish the movie, he took a trip to southern California He found that southern California was the perfect place for finishing his movie The next year, his company built a movie studio in Hollywood Many companies followed Soon nearly all famous American movie studios moved to Hollywood KEY TO Test of production ’Hollywood The word ’Hollywood has two ’meanings ’Hollywood is an ’area in Los ’Angeles ’Hollywood is also the A’merican ’movie ’industry ’Hollywood was just ’farmland in the ’early 1900s In 1917, one di’rector was ’making a ’movie in Chi’cago Since cold ’weather did not a’llow him to ’finish the ’movie, he took a trip to ’southern Cali’fornia He found that ’southern Cali’fornia was the ’perfect place for ’finishing his ’movie The next year, his ’company built a ’movie ’studio in ’Hollywood ’Many ’companies ’followed Soon ’nearly all ’famous A’merican ’movie ’studios moved to ’Hollywood TIEU LUAN MOI download : skknchat@gmail.com ... the title: An analysis on word stress errors commonly made by 12 th grade students in Le Quy Don High school, Hai Phong and some solutions for her M.A thesis It is hoped that the study, to some. .. National University, Ha noi This questionnaire is focused on investigating the errors in word stress commonly made by 12 th graders in Le Quy Don High school in Hai phong There are questions in. .. and Vietnamese by Pham Dang Binh -an error analyst, this study is a thorough analysis of errors on word stress made by 12 graders in Le Quy Don High school The errors were taken from a questionnaire