USING SOME ACTIVITIES TO HELP STUDENTS OVERCOME ENGLISH STRESS ERRORS FOR K16 ENGLISH STUDENTS AT FOREIGN LANGUAGE DEPARTMENT HUNG VUONG UNIVERSITY

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES LE THI BICH PHUONG USING SOME ACTIVITIES TO HELP STUDENTS OVERCOME ENGLISH STRESS ERRORS FOR K16 ENGLISH STUDENTS AT FOREIGN LANGUAGE DEPARTMENT HUNG VUONG UNIVERSITY B.A GRADUATION PAPER Field: English Teaching Methodology Phu Tho, 2019 HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES LE THI BICH PHUONG USING SOME ACTIVITIES TO HELP STUDENTS OVERCOME ENGLISH STRESS ERRORS FOR K16 ENGLISH STUDENTS AT FOREIGN LANGUAGE DEPARTMENT HUNG VUONG UNIVERSITY ( Sử dụng số hoạt động nhằm khắc phục lỗi trọng âm Tiếng Anh cho sinh viên K16 Tiếng Anh Khoa Ngoại Ngữ - Trường Đại học Hùng Vương ) B.A GRADUATION PAPER Field: English Teaching Methodology SUPERVISOR: VU THI QUYNH DUNG, Ph.D Phu Tho, 2019 ACKNOWLEDGEMENTS Firstly, I would like to express my special appreciation and thanks to my supervisor, Ms Vu Thi Quynh Dung, you have been a tremendous mentor for me I would like to thank you for encouraging my research and for allowing me to grow as a research scientist Your advice on both research as well as on my career have been priceless Besides, I would like to thank the authority of Hung Vuong University for providing me with a good enviroment and facilities to complete this study In addition, I would like also like to thank all my teachers who provide me valuable information as the guidance of my study Especially, I would also like to take this opportunity to express my deepest thanks to the first year students of K16 English class at Foreign Language Department for their help in completing the research, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me Finally, a special thanks to my family Words cannot express how grateful I am to my parents and my sister for all of the sacrifices that you‟ve made on my behalf Your prayer for me was what sustained me thus far I would also like to thank all of my friends who supported me in writing, and incented me to strive towards my goal I hope to receive the futher comments from the readers so that I can accomplish my graduation paper Phu Tho, April 30th , 2019 Student Le Thi Bich Phuong ABSTRACT English language has been the common language of the world for decades It is now the language of global business The need to use English in daily life is essential and its frequency of use is increasing more and more There are three important components in a language, namely phonetics, grammar and vocabulary In lingustic, stress is a part of the rhythm of a language and also is one of the most important elements of a good accent Because of this reason, the reseacher conducts a graduation paper named: “Using some activities to help students overcome English stress errors for K16 English students at Foreign Languague Department - Hung Vuong University ” The target of the study is to find out some popular stress errors, then suggest some typical classroom activities to intensify pronunciation skill for the first year English students The study is conducted 10 students at K16 English, Hung Vuong University All nedded data was collected through a series of pre – test, progress test, post – test and experiment After experiment, the study has identified that the use of some typical classroom activities which has been moderately effective in the enhancement to over come stress errors for the first year English students, Hung Vuong University It is hope that this thesis will be useful for teachers and students at Hung Vuong University in learning and teaching speaking and writing skills TABLE OF CONTENT PART I: INTRODUCTION 1 Rationale Previous research Aim of the study 4 Research questions 5 Significance of the study Research methods 6.1 Theoretical method 6.2 Experimental method Content of the study PART II CONTENT CHAPTER 1: Theoretical background 1.1 Pronunciation 1.2 Stress 1.2.1 Definitions 1.2.2 Classification of Stress 1.3 Errors 17 1.3.1 What is the error? 17 1.3.2 Pronunciation errors 18 1.3.3 Stress errors 19 1.4 Learning activities 21 1.4.1 Some activities to teach pronunciation 21 1.4.2 Some activities to teach stress errors 24 CHAPTER 2: METHODOLOGY 28 2.1 General description of students at K16 English, Foreign Language Department, Hung Vuong University 28 2.2 Data collected instruments 28 2.2.1 Tests 28 2.3 Teaching experiment 31 2.3.1 Desciption of the experimental teaching 31 2.3.2 Experiment procedure 31 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 32 3.1 Results from the test 32 3.1.1 Result from the pre-test 32 3.2 Discussion 33 CHAPTER 4: EXPERIMENT AND RESULTS 35 4.1 Experiment: 35 4.1.1 The experimental teaching 35 4.1.2 The experimental teaching 36 4.1.3 The experimental teaching 37 4.1.4 The experimental teaching 39 4.1.5 The experimental teaching 40 4.2 Results of the experimental teaching 41 4.3 Assesment 46 PART III: CONCLUSION 48 Findings 48 Implications 48 2.1 For teacher 49 2.2 For students 50 Limitations of the study 50 Suggestion for futher study 51 Conclusion 51 REFERENCES 52 LIST OF TABLES AND DIAGRAMS Table Common errors made by K16 English students collected through the pre – test 33 Table 2: Result from the tests before and after the experimental teaching 45 PART I: INTRODUCTION Rationale English plays a vital role in society and has made considerable contribution to education, culture, science In our country, English has been regarded as the most important foreign language nowadays, especially since the Vietnamese government carried out the open door policy The needs to use English to communicate verbally are essential and increase more and more There are three important components in a language, namely phonetics, grammar and vocabulary These components are very necessary for students to improve their English skills including reading, speaking, writing and listening In linguistic, stress is a part of the rhythm of a language and also is one of the most important element of a good accent Word stress as well as sentence stress can help students to understand spoken English, especially when spoken fast Most people seem to feel that it is difficult to speak as a native speaker, though we are good at grammar or sounds formation Stress – the “ music ” of a language plays an essential role in how we express meaning In learning English as a second language, stress is considered one of the most complicated problems because there is no “right” ways of stressing an English sentence The choice to stress depends on the context of the message and on the particular meaning the speaker wants to convey Moreover, Vietnamese learners often meet with some difficulties in learning English stress They used to get into trouble when trying to speak with correct stressing in their conversations Because of this reason, the researcher carries out a study named “Using some activities to help students overcome English stress errors for K16 English students at Foreign Languague Department - Hung Vuong University”.The researcher hopes that this research will make a small contribution to the application of some typical classroom activities in correcting some errors in learner‟s speaking and writing Previous research Besime Aktug (2015) in Common pronunciation errors of seventh grade EFL learners : a case from turkey This thesis analysed the common English pronunciation errors of the seventh grade Turkish students Since the vocabulary of subjects are limited due to their age, a specific rubric compatible with the official curriculum was designed to test the different qualities of the non – native pronunciation such as vowel, consonant and word stress The results were analyzed statistically for the common errors quantitatively Futhermore, the results of quantitative analysis was then compared with the qualitative analysis of the five interviews with professional English teachers teaching seventh grade students The results show that the pronunciation errors of the seventh grade students present a common nature and the least sucessful pronunciation errors occur for vowels In this respect, the study aims to provide a comprehensive survey of the pronunciation performance of secondary school students Petra Jurekova (2015) in The pronunciation of English in Czech, Slovak and Russian speaker.The aim of the thesis is to identify possible common and different mistakes in the English pronunciation of Czech, Slovak and Russian speakers, which can help respective students to realize their specific errors and improve their language skills Another very important goal is to learn about native speakers‟ perceptions of non-native pronunciation of English and their attitudes towards these accents Iain Kurakarta (2017) in An error analysis in pronunciation of English vowels of the first students of English education department in Iain Kurakarta in the academic year 2015 – 2016 The objectives of this research are (1) to identify error pronouncing English vowels of the first semester students of English Department of Islamic Education and Teacher Training Faculty State Islamic Institute of Surakarta in the academic year 2015 – 2016, (2) to classify the errors by its types in pronouncing English vowels of the first students of English Education Department of Islamic Education and Teaching Training Faculty State Islamic Institute of Surakarta in the Academic year The research found that there are errors in pronouncing English vowel The result showed that the participants perform three types of pronunciation errors: substitution, insertion and omission In Viet Nam, Pham Thi Cam Chi (2009), Errors 1st year students at ED, HULIS, VNU make with ending sounds and strategies to overcome using communicative teaching in University of language and international studies English department denotes issues classifying synthesizing the data, the finding point out that first year students tend to omit, replace the final consonants or add an additional sound to the end of words As these errors are typical for first year students, the paper also provides some suggestions for teaching pronunciation using the current trend‟s method: communicative teaching.It provides some noticeable points when using CLT in teaching pronunciation and sample activities such as: role play, group work, authentic native- nonnative communicating, prediction of students stress errors that could be helpful in helping students be aware of and correct their errors with final sounds Nguyen Thi Hang (2014), A study on common pronunciation mistakes faced by first year English majors at Hai Phong private university This study help 1st year students at Hai Phong Private University realize their ending sound errors It also helps students have awareness of pronunciation problems and give some suggestions to deal with their ending sound errors The author will concentrate on five common ending sound mistakes from survey questionnaire chosen by 38 students from class NA1701 The author hopes this study will be a useful material for every student who concern this issue and help to get rid of their pronunciation mistakes Bui Thi Dieu Linh (2012), A Study on English sentence stress in dialogues In this study, the researcher describes English sentence stress in - Practice with these - Go around to help if necessary words in activity and - Guide Sts to make suitable stress in each activity word Activity 3: In each sentence, one compound words in bold has stress on the first part and the other has stress on the second part too Circle the word if there is on the second part too I got this motorbike second hand Using a typewriter is old fashioned These earrings were hand made I‟m short-sighted, like my grandmother All the sunglasses are half price The waiting room is for first class only + Extra exercise: Ask Sts to practice with compound words and word class pair at home - Expected answer: 1.second hand old fashioned hand made short – sight 5.half price first class Consolidation: - Summarize what they have learn by asking Sts some questions What have you learnt today? What can you now? Homework: Appendix 5: Sample lesson for teaching experimental teaching UNIT 2: SENTENCE STRESS Lesson 1: Simple sentence stress I Objectives: - Sts can know the ways to produce stress in sentence stress - Sts can practice the stress in simple sentence stress by some suitable activities and exercises II Teaching methods - Intergrated and mainly communicative III Teaching aids: - Lesson plan, textbook, projector, computer, paper, board IV Procedure: Class organization Class Date of teaching Attendance 10.Previous lesson: No checking 11.New lesson: Teacher’s activities Stages Student’s activities I Warm up - Teacher show some pictures on the - Look the slide slide and ask Sts guess the name of each and guess the picture: name of each picture - Ask Sts : Can you comment about -Expected general features of these words above: answer: - Suggested answer: Five words in the 1.travel agent slide all are compounds words 2.toothpath - Lead in: “Today we will learn about 3.car park compound word stress and word class boarding card pair” 5.window seat II + Introduction: Pronunciation - Teacher teaches some rules to put the stress on words of sentence: The basic rules of sentence stress are: Content words are stressed Structure words are unstressed 3.The time between stressed words is always the same Content words - stressed Words Example carrying the meaning main verbs SELL, GIVE, EMPLOY nouns CAR, MUSIC, MARY adjectives RED, BIG, INTERESTING adverbs QUICKLY, LOUDLY, NEVER negative DON'T, AREN'T, - Students observe and write the content in the notebooks auxiliaries CAN'T Structure words - unstressed Words for correct Example grammar pronouns he, we, they prepositions on, at, into articles a, an, the conjunctions and, but, because auxiliary verbs do, be, have, can, must Exceptions The above rules are for for what is called "neutral" or normal stress But sometimes we can stress a word that would normally be only a structure word, for example to correct information Look at the following dialogue: "They've been to Mongolia, haven't they?" "No, THEY haven't, but WE have Note also that when "be" is used as a main verb, it is usually unstressed (even though in this case it is a content word) + Practice: Activity 1: For each of the six questions choose the one correct answer The letters capitals represent the stressed words In a neutral context which words are stressed? a How LONG have you been MARRIED? b How long HAVE you BEEN married? - Expected c How long have YOU been married? answer: 1.a d HOW LONG have you been married? 2.c 3.d In a neutral context which words are stressed? a CAN you make me a cup of tea? b Can you make me A cup OF tea? c Can you MAKE me a cup of TEA? d Can YOU make ME a cup of tea? 3.In a neutral context which words are 4.b 5.c 6.b stressed ? a HE‟S lived IN France AND Germany BUT not Spain b He‟s lived in FRANCE and GERMANY but NOT SPAIN c He‟s LIVED in France and Germany but not Spain d He‟s LIVED in FRANCE and GERMANY but not SPAIN 4.In which sentence does the speaker want to tell us that her flat isn‟t big ? a SHE lives in a tiny flat in Manchester b She lives in a TINY flat in Manchester c She lives in a tiny FLAT in Manchester d She lives in a tiny flat in MANCHESTER In which sentence does the speaker want to disagree with the previous speaker who said “Is it true she can‟t swim? “ a No, SHE can swim ! b No,she can SWIM ! c NO, she CAN swim ! d NO, SHE CAN SWIM ! In which sentence does the speaker want to show her surprise about how much sugar the other person takes in her coffee? a YOU want how many sugars? b You want HOW MANY sugars? c You WANT how many sugars? d You want how many SUGARS? Activity : Tick () the stress partern of each the words in bold in the following sentences You should keep a record of your expense Oo oO His job is to record how politicians Expected vote on major issues Oo oO answer: They arrived at 7.30 as they had Oo promised 2.oO oO Oo oO The shop sells only fresh local Oo oO produce oO oO Oo oO Oo oO oO The region produces over 50% of the Oo oO country‟s wheat Oo oO oO oO 10.oO oO oOo oOo oO This country has to import most os its oO raw materials Oo oO These are food imports from abroad Oo oO What can I get him for birthday present? Oo oO The committee will present its final report in June Oo oO 10 You should follow your doctor‟s advice Oo oO Activity 3: Read aloud and mark the stress of these sentence: The caterpillar answer in bored tone I love to see the shinning moon on a cool, autumn night If you want a better view, climb upward The climb had been exhausting 5.The caterpillar found itself being lifted into the wind + Extra exercise: Ask Sts to practice with sentence stress at home 4.Consolidation: - Summarize what they have learn by asking Sts some questions What have you learnt today? What can you now? 5.Homework: Appendix 6: Sample leson for teaching experimental teaching UNIT 3: REVISION I Objectives: - Sts can review the rule to pronouncing word stress and sentence stress - Sts can practice the stress in syllable, syllable, compound word ,class pair word, sentence stress by some suitable activities and exercises II Teaching methods - Intergrated and mainly communicative III Teaching aids: - Lesson plan, textbook, projector, computer, paper, board IV Procedure: Class organization Class Date of teaching Attendance Previous lesson: No checking New lesson: Teacher’s activities Stages Student’s activities + Introduction: - T review all the rule of word stress and sentence - Sts remember stress by asking Sts some questions: and answer the What are the rule of the word stress? questions What are the rules of the sentence stress? Content + Pracrice: Activity 1: First , Second or Third Expected - Speak a list words to Sts, having them say or write answer: whether the stress is on the first or second or third 1stsyllable:affect, syllable market,chicken, Affect,above,whatever,onion,market, desert,banana, dinner, orange, chicken, delicious, energy,dinner, 2nd:syllable: amount,example,favourite above,desert, amount, whatever, banana, delicious, example 3rd:orange, onion,energy, favourite Activity 2: Pick out the word that has the stress pattern different from that of the other words - Expected 1A.interviewB.essential C.industry 2A.confirm B.convenient D.comfortable answer: C.contrast D.awkward 1B 3A industrial B.destruction C.extreme D.energy 4A behaviour B.requirement C.abundant D.estimate 5A historical B.general C.obvious D.modernize Activity 3: Read aloud and mark the stress in the following dialogue: - Using group chat on facebook to connect 10 Sts in the class - Ask Sts to record their voice then send record file in the group chat - Another Sts and teacher can comment and give some advice for each Sts 3D 2D 4D 5A The dialogue: Ben: Honey, I‟m home! Maria: Hi! How are you? How was your day at work? Ben: It was great! I got a promotion! I‟ll have more responsibilities in the office, but the best news is that I‟ll have more money at the end of each month Maria: That‟s great! Congratulations! I‟m really happy Ben: Unfortunately, I have to go a conference this weekend so I won‟t be able to go to dinner with your parents this Friday Sorry to let you down Maria: You‟re sorry? You „re sorry??? I‟m afraid “sorry” is‟nt good enough I‟ve already told them you‟re going,Ben! Ben: I know, I know And I am sorry about it But as long as you have the chance to see them it‟s okay, right? Maria: Fine But we‟re going to dinner with them next Friday Consolidation: - Summarize what they have learn by asking Sts some questions What have you learnt today? What can you now? Homework: Answer for pre-test Exercise 1: 1.Re‟move 11 Be‟come 2.„Bookshop 12 Com‟mittee 3.„Sunglasses 13 Eco‟nomic 4.„Photocopy 14 Dis‟cover 5.Im‟possible 15 „Guide - book 6.„Childhood 16 „Trustworth 7.Pho‟tography 17 Bad-„tempered 8.„Chemistry 18 „Hapiness 9.Short-„sighted 19 „Poisonous 10.‟Toothpath 20 „Homesick Exercise 2: It‟s a ‘fine ‘day, isn‟t it? I „went to the „bookstore and „bought a „new „dictionary It‟s a „long „time since I „saw you „last We „arrived „late, „which was a „serious „mistake I „tried to „work „faster, but I just „couldn’t „catch up with him You‟re been to „Beijing, „haven’t you? You „mustn’t ‘talk so „loudly Do you „like ‘this one or „that one? Are you from the „south or from the „north? 10 At „ten in the „morning, the pa’rade „began Answer for the post test Exercise 1: 1.De‟sert 11 „Meaningless 2.‟Personal 12.‟Neighbourhood 3.Photography 13.‟Waterproof 4.Photo‟graphic 14.‟Filmmaker 5.‟Classroom 15.Des‟troy 6.‟Punctual 16.‟Underpass 7.A‟ppointment 17.Duty-„free 8.Under‟pay 18 „Airtight 9.Im‟possible 19.Em‟ployment 10.‟Airport 20.Eco‟nomic Exercise 2: 1.I must be „off „now, for my „family is „ex’pecting me 2.Are you from the „south or from the „north? 3.At „ten in the „morning, the pa’rade began 4.I „hope there will be some „poems and „plays 5.Have you „met my „daughter, who has just re’turned from A’merica? Exercise 3: A: „Christmas is „coming, have your „family pre’pared yet? B: I „sent „gifts to my „parents and my „girlfriend And „what are you going to during „Christmas? Will you „travel? A: No My „family is „decorating the „Christmas „tree and pre’paring some „food for the „Christmas ‘party On „Christmas ‘Eve, I would like to „invite you to my house B: Sorry I am going to go „home for „Christmas with my „parents, I also have a „date with my „girlfriend A: Oh, that's okay! Let me „send to my your „parents! ... errors for the first year English students, Hung Vuong University It is hope that this thesis will be useful for teachers and students at Hung Vuong University in learning and teaching speaking... Department – Hung Vuong University Suggesting some activities to help students overcome English stress errors for K16 English students at foreign language department – Hung Vuong university 4... students at K16 English, Foreign Language Department, Hung Vuong University The class K16 English at Foreign Language Department, Hung Vuong University including 28 linguistic and pedagogy major