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VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES **************** NGUYỄN DƢƠNG HÀ COLLOQUIAL LANGUAGE USED IN SPEAKING CLASSES BY THE ENGLISH MAJOR STUDENTS OF FOREIGN LANGUAGE FACULTY – THAI NGUYEN UNIVERSITY (Ngôn ngữ thơng tục sử dụng tiết học nói sinh viên chuyên ngành tiếng Anh Khoa Ngoại Ngữ - Đại học Thái Nguyên) M.A Minor Thesis Field: English Teaching Methodology Code: 60 14 10 Hanoi – 2012 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES **************** NGUYỄN DƢƠNG HÀ COLLOQUIAL LANGUAGE USED IN SPEAKING CLASSES BY THE ENGLISH MAJOR STUDENTS OF FOREIGN LANGUAGE FACULTY – THAI NGUYEN UNIVERSITY (Ngôn ngữ thông tục sử dụng tiết học nói sinh viên chuyên ngành tiếng Anh Khoa Ngoại Ngữ - Đại học Thái Nguyên) M.A Minor Thesis Field: English Teaching Methodology Code: 60 14 10 MA course: 18 Supervisor: Nguyễn Hƣơng Giang, M.A Hanoi - 2012 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LISTS OF ABBREVIATIONS vi LISTS OF TABLES AND CHARTS vi PART I – INTRODUCTION 1 Rationale of the study Aims of the study Research questions Significance of the study Scope of the study Method of the study Design of the study PART II – DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Stylistic varieties of English language 1.2 Colloquial English speech 1.2.1 Key terms: Colloquial/ informal/ casual/ conversational English 1.2.2 General characteristics of colloquial English speech 1.2.3 Main features of colloquial English speech 1.2.3.1 Phonetic and phonological features 1.2.3.2 Morphological features 10 1.2.3.3 Syntactical features 10 1.2.3.4 Lexical features 11 1.2.4 Significance of colloquial English speech 14 1.3 Colloquial English speech used by the native 15 CHAPTER 2: THE STUDY 16 2.1 Data collection 16 2.1.1 Participants 16 2.1.2 Instrument 17 2.1.3 Data collection procedures 17 2.2 Data analysis and discussion 18 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.2.1 Analysis of the questionnaire for students 18 2.2.1.1 Students‟ language background 19 2.2.1.2 The students‟ perceptions of colloquial English speech 20 2.2.1.3 The attitudes of students to the use of colloquial English in speaking classes 26 2.2.1.4 Analysis of colloquial English used in FLF English major students‟ speech 29 2.2.2 Analysis of teachers‟ interview responses 35 2.2.2.1 Teachers‟ definitions of colloquial English speech 35 2.2.2.2 Teacher‟s opinions of the importance of colloquial English speech teaching 36 2.2.2.3 The teaching of colloquial English speech in Foreign Language Faculty 36 2.2.2.4 Teachers‟ assessment of their students‟ competence of speaking colloquial English in the classroom 37 2.2.2.5 Teachers‟ list of possible factors influencing students‟ colloquial English speech use in the classroom 38 CHAPTER 3: FINDINGS AND IMPLICATIONS 41 3.1 Findings 41 3.1.1 The frequency of using colloquial English speech in the classroom 41 3.1.2 Students‟ competence of using colloquial English speech 42 3.1.3 Factors influencing the students‟ competence of using colloquial English speech 42 3.2 Implications 44 PART III – CONCLUSION 47 Conclusions 47 Limitations and recommendations for further research 47 REFERENCES 48 APPENDIX I APPENDIX VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS A1: American teacher A2: American teacher EOA: English oral proficiency at the advanced level ESL/EFL: English as a Foreign Language/ English as a Second Language FLF: Foreign Language Faculty G1: Group1 G2: Group G3: Group G4: Group V1: Vietnamese teacher V2: Vietnamese teacher V3: Vietnamese teacher LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF CHARTS AND TABLES Chart 1: The distribution of students‟ high interest in four language skills Chart 2: Students‟ self-assessment of their competence of speaking colloquial English Chart 3: Teachers‟ assessment of their students‟ competence of using colloquial English Table 1: Participants‟ personal information Table 2: Participants‟ perceptions of the context where colloquial English speech is used Table 3: Participants‟ perceptions of the role of colloquial English speech Table 4: Participants‟ perceptions of the specific features of colloquial English speech Table 5: Students‟ attitudes to the use of classroom colloquial English speech Table 6: Analysis of phonetics features used in students‟ speaking classes Table 7: Analysis of morphological features used in students‟ speaking classes Table 8: Analysis of syntactic features used in students‟ speaking classes Table 9: Analysis of lexical features used in students‟ speaking classes Table 10: Teacher‟s opinions of the importance of colloquial English speech teaching LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART I – INTRODUCTION Rationale of the study English nowadays is not the language of each separate country but has become an international language This language is considered as a tool to help people all over the world communicate and understand one another However, people who use English as a foreign language (EFL) often find it difficult to communicate effectively with the native and their communication, in most cases, is assessed to be unnatural, „bookish‟ and even inappropriate with the speaking setting For example, when best friends or classmates talk to each other in informal settings, they often use such overly formal words and expressions as „Sir‟, „May I‟ or „Would you like‟, etc Even though most native speakers accept such errors in the speech of non-native speakers, they may feel uncomfortable because of the non-native‟s overly formal language It is said that, sometimes, register errors can be as serious as social gaffes if the language is not appropriately used in a specific speaking context Moreover, when listening to daily conversations on the tape and in the real life, the researcher realised that colloquial language is much used by the native speaker This realisation has been consolidated by the exploration of the other researchers that in the native‟s speech, actually, „real people don‟t talk like books‟ but use mostly „the language of the streets‟ that consists of various colloquial or informal expressions (Engkent, 1986: 225) and it is the non-standard or colloquial expressions that are the uniqueness of everyday English used by the native (Suksriroj, 2009: 12) However, when listening to these conversations, many students including English majors at Foreign Language Faculty (FLF) find it hard to get the ideas although there are not many new words on the listening script Obviously, most of them have quite good command of English grammar, speak English accurately and are able to understand speech which is deliberately addressed to a foreign student but have much difficulty in following speech which is primarily addressed to native speakers as well as in communicating effectively with them That fact urged the researcher to explore the use of colloquial language by English major students at the place where the researcher is working and the study on colloquial English in the speaking classes has been carried out Aims of the study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The study aims at assessing FLF English major students‟ frequency and competence of using colloquial English in their speaking classes Then, the study focuses on investigating the factors influencing the use of colloquial English in the classroom setting so that teachers can find out effective ways to make this style more accessible to students The further purpose of this study is to help non-native students minimize the register errors and be as likely to speak English as the native Research questions This study will seek the answers to the above mentioned issue through three research questions as follows: How frequently English major students in Foreign Language Faculty (FLF) use colloquial English in their speaking classes? How does the frequency reflect the students‟ competence of speaking colloquial English in their classroom? What factors influence the students‟ acquisition of colloquial English in their speaking classes? Significance of the study Using colloquial language in the appropriate context will be the key to communication success Thus, the study on colloquial English used in the non-native‟s speaking classes can partly contribute to the improvement of learners‟ communicative competence with the native in the real social setting More importantly, this may be useful for students to improve their comprehension skills such as listening and reading in real contexts because colloquialisms are frequently used in speeches and texts produced by the native Thanks to that, students will gain their self-confidence when communicating with native people It is hoped that this study will open a new way to make communicative language teaching method more accessible to students If this study is done, teachers and textbook writers may have a new look at the status of English speaking teaching in classroom, so they may pay more attention to the register errors in students‟ use of English in the class Scope of the study There are many important perspectives of language use, but this study just focuses on the conversational register with the use of colloquial style In this study, colloquial speech will be defined only as informal/ everyday conversational speech The study will be based on the main features of colloquial English speech to find out the frequency of informal language produced by English major students in their speaking classes The participants are all fourthyear students majoring on English in Foreign Language Faculty – Thai Nguyen University LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com These students are selected because they have gained basic knowledge and sufficient techniques in speaking They are considered to be at the advanced level and know a lot of English At this level, we need to show students what still has to be done and provide them clear evidence of progress We can this through a concentration not so much on grammatical accuracy, but on style and perceptions of appropriacy, connotation and inference, helping students to use language with more subtlety (Jeremy Harmer, p 13) Method of the study With the aim of seeking the answer to the issue raised above, survey research was used in this study with the instruments such as questionnaires, interview transcripts and field notes Aiming at exploring the frequency of students‟ colloquial English use in their speaking classes to assess students‟ competence of using colloquial language and finding out the factors influencing the students‟ competence of colloquial English, questionnaires with closed-ended questions and Likert-type scales were delivered to the fourth-year students Besides, the researcher conducted semi-structured interviews with both native and nonnative teachers with the help of the audio recorder and field notes to find out the factors affecting the use of colloquial English in students‟ conversational classes Design of the study The study includes three main parts as following: The first part – Introduction – provides the motivation for the research, identifies the aims, research questions, significance, scope, methods and design of the study The second part – Development – consists of three chapters Chapter 1- Theoretical background - provides an overview of theories for the study Chapter – Contents of the study – investigates the issue of using colloquial English in the classroom with the help of questionnaires and interviews through data analysis, and discussion Chapter – Findings and implications – summarizes the main results and provides suggestions to the teaching and learning of colloquial English speech in the classroom The last part - the Conclusion – focuses on the study summary, limitations and recommendations for further research LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART II – DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Stylistic varieties of the English language The authors of handbooks on German, English and Russian stylistics propose analogous systems of styles based on a broad subdivision of all styles into two classes: literary and colloquial and their varieties These generally include from three to five functional styles Functional styles (FS) are the subsystems of language, each subsystem having its own peculiar features in what concern vocabulary means, syntactical constructions, and even phonetics Since FS will be further specially discussed in the study, three popular viewpoints in English language style classifications will be limited In 1960, the book „Stylistics of the English Language‟ written by M D Kuznetz and Y M Skrebnev appeared The book introduced a brief outline of stylistic categorization The styles and their varieties distinguished by these authors included: Literary/ Bookish Style: a publicist style; b scientific (technological) style; c official documents Free/ Colloquial Style a literary colloquial style; b familiar colloquial style Kuznetz and Skrebnev in this book stated the definitions of bookish and colloquial styles The bookish style is a style of a highly polished nature that reflects the norm of the national literary language The bookish style may be used not only in the written speech but in oral, official talk Colloquial style, on the other hand, is the type of speech which is used in situation that allows certain deviations from the rigid pattern of literary speech used not only in a private conversation, but also in private correspondence So the style is applicable both to the written and oral varieties, and the terms "colloquial" and "bookish" not exactly correspond to the oral and written forms of speech However, Maltsev (1973) suggests two terms "formal" and "informal" and states that colloquial style is the part of informal variety of English which is used orally in conversation LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 5- Students‟ age: Most of the FLF students‟ age ranges from 21 – 23, so the age may prevent students much from getting the new style due to their “fossilization” 3.1.3.2 Teacher factors: The following factors were drawn from the interview with the researcher 1- Lack of exposure to authentic language: Because of living in a non-native setting with English considered as a foreign language, so many teachers have limited exposure to how colloquial English features really work in the reality 2- Misconceptions or unawareness about colloquial English speech: Some teachers, especially Vietnamese teachers, have not captured the main features of English colloquial English speech They could hardly give an exact definition of the term because of their misconceptions or their unawareness of this issue They even thought that colloquial English was not so important to English learning 3- Deficiency in sociolinguistic competence: Because of the traditional teaching method (grammar-translation), academic English with the main focus on grammar, so the teacher lacks much sociolinguistic knowledge This is the main limitations in the teaching of idioms and slang 4- Little time and lack of expertise in material development: Most of FLF teachers are young and have limited experience in materials development, so it requires time and further compiling work to design the syllabus 5- No room for teaching colloquial English in the speaking class: This is the main issue of the American teachers because they were afraid that teaching idioms, or phrasal verbs would be regarded as “out of the teaching goals.” 3.2 Implications 3.2.1 Informing the notion of appropriateness It is clear that in a normal English context, the notion of correctness needs to be replaced by the notion of „appropriateness‟ because if native speakers of English can communicate perfectly efficiently in informal English, then there is no reason that such English would be described as „incorrect‟ In fact, „appropriateness‟ errors in register made by speakers may be more noted than errors in grammar However, what is very unfortunate is that such students are not given any opportunity to learn to understand an informal style of speech, so in addition to teaching the forms of informal and formal English, we must teach our students when certain registers are appropriate While academic writing classes should focus on formal English, conversation classes should focus on informal English Students should be provided with appropriate conversation language when talking about various topics; for example, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com formulas for greeting and replying to greetings in informal situations, saying goodbye, asking for information, thanking people and responding to thanks The researcher suggests a good reference book named “Say it naturally” (Allie Patricia Wall) or “Ways of expression in English” (Nguyen Quang) 3.2.2 Adapting authentic materials use With the focus of teaching students how to achieve competence of using colloquial language, both the native and non-native teachers should teach students with the supplement of authentic spoken materials such as Clear Speech (Gilbert, J.B Cambridge University Press) for pronunciation development, Natural English Intermediate (Ruth Gairns & Stuart Redman, Oxford) for colloquial syntactic and lexical improvement and listening recordings downloaded from the Website named Elllo.org The teachers should focus on the listening skill with more authentic content; for example, they can get students to listen to the peer conversations of the native or to watch the film in the classroom The aim of these materials is to provide students with authentic language used by the native speaker The topics should be chosen in accordance with the topics they are learning in the official learning hours During the semester, the teachers should highlight the significance of colloquial English speech as well as the main goal of these classes so that students know what they should achieve at the end of the semester 3.2.3 Teaching social parameters Together with teaching the language of conversation, we must teach the social parameters Conversational strategies include knowing when to speak, what topic to speak about, and other cultural rules However, the sociolinguistic aspects of language can be difficult to teach because the rules are subtle and not explicitly explained in any rule book of conversation Therefore, the features of informal English can be taught within the context of dialogues Brown and Yule (1983) favor transcripts of actual conversation over scripted dialogues While tape recordings are an invaluable tool for bringing real speech into class, students should also have the opportunity to read the dialogue aloud Textbook dialogues should not, however, be practiced to the point of memorization Instead, they should provide a jumping-off point for role plays and discussions 3.2.4 Some suggested teaching and learning activities In relation with some main features of colloquial English as discussed above and some general rules of teaching colloquial language in the above parts, the researcher suggest some teaching and learning activities as follows LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Small talk: The ability to get along with people in society may correlate somewhat with how well a person can engage in brief, casual conversation with others or an exchange of pleasantries Talk of weather, rush hour traffic, vacations, and sports events etc., may seem “meaningless”, but it functions to create a sense of social communion among peers or other people So, at the initial stage, students should develop skills in short, spontaneous, and interactional exchanges At this stage, the teacher should help students find their way around the sounds and sound reduction of the foreign language, to identify the bits which will give them most information, to help them recognize the most important cues to meaning In addition to listening for the meaning of the message, the students should be instructed to listen to the way the message is being pronounced by the native speaker, and then they can prepare their own mental comments on it Interactive activities: Since most EFL learners learn the target language in their own culture, practice is available only in the classroom So, a key factor in foreign language development is the opportunity given to learners to speak in the language-promoting interaction Teachers must arouse in the learners a willingness and need or reason to speak Specifically, the activities should (1) be based on authentic or naturalistic source materials; (2) enable learners to manipulate and practice specific features of language; (3) allow learners to rehearse, in class, communicative skills they need in the real world; and (4) activate psycholinguistic processes of learning Based on these criteria, the following activities appear to be particularly relevant to eliciting colloquial spoken language production 1- Aural activities: With careful selection and preparation, aural materials such as listening recordings on the website named Elllo.org will be fine-tuned to a level accessible to particular groups of learners These materials can be used in some productive activities as background or as input for interaction In practice, students are directed to listen to taped dialogues or short passages and afterwards to act them out in different ways 2- Visual activities: Because of the lack of opportunity in foreign language settings to interact with native speakers, the need for exposure to many kinds of scenes, situations, and accents as well as voices is particularly critical This need can be met by audiovisual materials such as appropriate films, videotapes, and soap operas While watching, students can observe what levels of formality are appropriate or inappropriate on given occasions Similarly, they can notice the nonverbal behavior and types of exclamations and fill-in expressions that are LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com used Also, they can pay attention to how people initiate and sustain a conversational exchange and how they terminate an interactive episode Subsequent practice of dialogues, role-playing, and dramatizations will lead to deeper learning 3- Material-aided activities: Appropriate reading materials facilitated by the teacher and structured with comprehension questions can lead to creative production in speech Storytelling can be prompted with cartoon-strips and sequences of pictures Oral reports or summaries can be produced from articles in newspapers or from some well designed textbooks such as Culturally Speaking, written by Genzel and Cummings (1994) Similar material input such as hotel brochures can be used for making reservations; menus can be used for making purchases in the supermarket or for ordering in a restaurant In fact, language input for oral activities can be derived from a wide range of sources that form the basis for communicative tasks of one sort or another, which will help learners deal with real situations that they are likely to encounter in the future LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART III – CONCLUSION Summary of the study The findings of this study showed that the four main elements of colloquial English speech, including phonetics features, morphological features, syntactic features and lexical features were used with very low frequency by the majority of FLF English fourth-year major students This result was proved by the fact that their main choices for the prominent features of colloquial English speech were “sometimes”, “seldom” and “never” The frequency columns of “almost always” and “often” normally contained few choices of students This implies that not many of them were familiar with these features, so they could hardly use them in the speaking classes Therefore, the researcher came to the conclusion that most of them were incompetent to use colloquial English effectively with the exploitation of its main features in their classroom speech This conclusion was firmly consolidated by both the assessment of the students and the teachers To find out the reasons why FLF English major students were incompetent to speak colloquial English, the researcher interviewed both the students and teachers and concluded that the factors influencing such inefficiency came from both sides: The learner and the Teacher From the perspective of the learner, this inefficiency was caused by students‟ little exposure to colloquial English, students‟ lack of necessary language condition, their misleading perceptions of colloquial English speech and their negative attitudes towards colloquial English use With regard to the factors from the teacher, it was said that teachers‟ lack of exposure to authentic language, their misconceptions or unawareness about colloquial English speech, the deficiency in their sociolinguistic competence, their lack of expertise in material development and the English teaching curriculum in the university were main causes leading to students‟ incompetence of using colloquial English in the speaking classes After that, some general rules of teaching colloquial language with specific teaching and learning activities in the high correlation with the four main features of colloquial English style were discussed These rules and activities mainly focused on the authenticity of the materials and the learning situations, the notion of appropriateness in English communications and the teaching of social parameters in the speaking classes Limitation and suggestions for further research LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Although the study has certain strengths, it is obvious that the study has got a number of drawbacks Firstly, the study scope of the minor thesis is too broad, so it is difficult to cover all of the main features in details Secondly, the number of students involved in the survey is still limited, so the findings may, to some extent, not be generalized to all students Thirdly, close-ended questions are only used in the questionnaire for students Therefore, they can not reflect the other in-depth thoughts of students Fourthly, the students‟ self-assessment may not reflect the truth of their current learning issue However, like any study, weaknesses are unavoidable With the following suggestions, further research may be made more practical Firstly, the thesis scope will be restricted to the study of each main feature of colloquial English speech Secondly, surveys will be conducted with a larger sample population and wider sources of activities Thirdly, more open-ended will be used to explore other ideas from students Fourthly, there will be more studies on the practical use of the colloquial English speech in the classroom to eliminate the theoretical results Thus, further experimental study may be conducted With the above suggestions, it is hoped that the research will be more practical and help students gain native-like speeches as what the purpose of this research mentioned at the initial of the thesis LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com REFERENCES Arnold I.V., (1981), Stylistics of Modern English, Moscow University Bradford B.P., (2010), The Acquisition of Colloquial Speech and Slang in Second Language Learners in EL Paso, Texas The University of Texas Brown G., (1982), Teaching and Assessing Spoken Language, TESL Talk: Conference Proceedings TESL 81, II, pp 3-13 Brown G., Yule, G., (1984), Teaching the Spoken Language: An Approach Based on the Analysis of Conversational English, Cambridge: Cambridge University Press, p.4 Burke D., (2000), The Slangman Guide to Street Speak 1, Slangman Publishing, USA Chang H.W., (2004), Colloquial English, Taiwan University Courtney R., (1998), Longman dictionary of phrasal verbs, Longman Dickey E., Chahoud A., (2010), Colloquial and Literary Latin, Cambridge Engkent L.P., (1986), Real People Don‟t Talk Like Books: Teaching Colloquial English, TESL Canada Journal, Issue pp 229-231 Fowler H.W., Fowler F G., (1990), The Concise Oxford Dictionary, Oxford University Harmer, J., (2001), The Practice of English Language Teaching, Longman Joos M., (1967), The Five Clock, New York: Harcourt, Brace and World, p.29 Klett E S, (2007), Cambridge International Dictionary of Phrasal Verbs, Cambridge Kuznetz M D., Skrebnev Y M., (1960), Stylistics of the English Language, Moscow: Progress Publishers Leech G., Svartvik J., (1975), A Communicative Grammar of English, Longman Long H.T., (1979), Longman Dictionary of English Idioms, Longman Maltsev Y N., (1973), Language Stylistics, Moscow Morokhovsky A N., Vorobyova O P., (1984), Stylistics of the English Language, Kiev Quirk R., Greenbaum S., (1973), A University Grammar of English, London University Řeřicha V (2000), Colloquial Style Course, Czech University R.R Bowker Company, (2004), Microsoft Encarta 97 Encyclopedia Oxford Advanced Learner‟s Compass Dictionary Siyanova A., Schmitt N., (2007), Native and Non-native Use of Multi-Word vs One Word Verbs, IRAL 45, pp 119-139 Skrebnev Y.M., (1994), Fundamentals of English Stylistics, Moscow Suksriroj A., (2009), A Study of Informal English Used in the Movie “The Holiday”, Malaysian University LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The Corpus of Contemporary American English (COCA), (2000), the U.S.A Weinstein J.N., (2001), Whaddaya say?: Guided Practice in Relaxed Speech, Longman pp 15-45 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX SURVEY QUESTIONNAIRE FOR STUDENTS ABOUT THE SURVEY This survey questionnaire is an attempt to some research on colloquial English speech used by fourth-year English major students who are studying in Foreign Language Faculty (FLF) – Thai Nguyen University This questionnaire is composed of four parts Part I asks for your personal information and your language background Part II raises statements pertaining to your perceptions of colloquial English speech Part III consists of some other statements to explore your attitudes toward colloquial English usage in your speaking classes Part IV is your self-assessment of the frequency of colloquial English used by you It will take you 15 – 20 minutes to complete the questionnaire There is no correct or best response to the questions Please answer them based on your thinking at this time Your effort in completing this questionnaire would be highly appreciated and of great use to my study Thank you ever so much in advance Introduction: ‘ Colloquial English speech is a speech style belonging to or proper to ordinary or familiar conversations, not formal or literary’ (Fowler and Fowler, 1995) PART I – PERSONAL INFORMATION AND LANGUAGE BACKGROUND Please tick your answers for each question below (Please choose only one option to each question) What is your gender? female male What type of high school did you graduate from? General high school Specialized high school How many years have you been learning English? 10 years What is your most favorite skill among reading, writing, listening and speaking skills? Do you think your English speaking is good enough to make the native understand you? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Yes No Do you think your classroom speaking is as natural as the native‟s speaking? Yes No Have you ever heard of colloquial English before? Yes No Have you ever been taught colloquial English when making conversations in the class? Yes No PART II - YOUR PERCEPTIONS OF COLLOQUIAL ENGLISH SPEECH Please specify the degree you agree or disagree with the statements on the concepts of colloquial English speech If you strongly agree, please tick in the table If you agree, please tick If you disagree, please tick If you strongly disagree, please tick in the table Choose only one option, please (4) strongly agree (3) agree (2) disagree (1) strongly disagree Statements Colloquial English speech is used only in casual Disagree Agree 4 4 4 conversations and small talks 10 Colloquial English speech is not much used by the native speaker 11 Colloquial English speech makes my English less standard and therefore hardly helps me improve my language skills 12 Colloquial English speech is likely to help me speak naturally like the native 13 The way to speak colloquial English is the same as to read out written English 14 In terms of phonetic and phonological features, colloquial English speech is marked by careful pronunciation without sound reduction and ellipses LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 15 In terms of morphological features, colloquial English speech 4 4 contains words spoken in their abbreviated forms 16 Strictly organized syntax is the syntactic feature of colloquial English speech 17 An important lexical feature of colloquial English speech is a set of words with emotional meaning such as interjections, vulgarism, evaluating adjectives 18 Speaking colloquial English means just using idioms, proverbs and slang PART III - YOUR ATTITUDES TOWARD COLLOQUIAL ENGLISH USAGE IN CLASSROOM Please specify your agreement or disagreement on the following statements as in the previous part Choose only one option, please (4) strongly agree (3) agree (2) disagree (1) strongly disagree Statements 19 I like this style of English, for it can help me become a good Disagree Agree 4 4 English speaker 20 I want to learn this style of English in the class if it helps me cope with real life situations better 21 I think it is necessary to learn colloquial English speech so that non-native speakers can use it appropriately in different speaking situations 22 It will be okay if colloquial English is taught in the class but I don‟t think I will use it much in my speaking lessons 23 It‟s no use learning colloquial English because I don‟t have the intention of studying abroad 24 I am afraid that this style of English will affect my academic LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com English 25 I am not satisfied with the teacher‟s instructions of colloquial English speech in the class PART IV- YOUR COLLOQUIAL ENGLISH SPEECH IN THE CLASSROOM General instruction: Please assess your competence of using colloquial English speech by putting the tick () in the frequency scale: Almost Often Sometimes Rarely Never always 26 How often your students apply the following phonetic and phonological features into the classroom conversations with their friends? Frequency Almost Phonetics Often Sometimes Seldom Never always Fast, reduced speech e.g Yeah/ Yep (Yes), izzy (Is he), gonna (going to), wanna (want to), whaddaya say (what you say) Elision e.g /'kɔz/ (because), /'wudʒu/ (would you), /'mæəm/ (madam), /ən/ (and) Linking e.g a cup of tea /ə kʌpəv ti:/ Stress Intonation, rhythm 27 How often your students use the following form of the words or phrases in their classroom conversations with their friends? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Frequency Almost Morphology Often Sometimes Seldom Never always Abbreviated forms e.g dorm, grandma, grandpa, sis, univ Contracted forms e.g we‟ll, I‟ve, you‟d, she‟s, etc 28 How often your students practice with the following syntactic features in their classroom conversations with their friends? Frequency Almost Syntax Often Sometimes Seldom Never always Ellipsis e.g Wanna tea?, Enjoy?, What about you? Finished your homework? Active voice e.g I‟m doing my homework (NOT my homework is being done by me.) Coordination (parataxis) e.g And, but, so Short or chopped and simple sentences e.g Sure!, Definitely! OK 29 How often your students use the following lexical features in their classroom conversations with their friends? Frequency Almost Lexicology Often Sometimes Seldom Never always Interjections LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com e.g oh, yeah, wow Fillers e.g kind of, sort of, like, you know, well, actually Parenthetical elements e.g indeed, sure, no doubt, no way Hesitation markers e.g uhm, err Idioms, slang e.g to die for, cool, buck Phrasal verbs e.g flip out, turn up, get on with 30 In general, how can you assess your competence of speaking colloquial English in the classroom? Very good Good Fair Poor Very poor = The end = Thank you very much for your cooperation! LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX INTERVIEW QUESTIONS FOR TEACHERS How you understand “colloquial English speech”? Can you give me some definitions of this term? Do you think it is important to teach colloquial English speech in the EFL classroom? In what ways is it important? Have you taught colloquial English speech in the classroom? - If yes, what are the reasons for your choice of colloquial English speech to teach students in the classrooms? - If no, what are the reasons you avoid teaching colloquial English speech to students? How you assess your students‟ competence of speaking colloquial English in the classroom? What factors influence students‟ competence of using colloquial English speech in the EFL classroom? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... competence of using colloquial English in their speaking classes Then, the study focuses on investigating the factors influencing the use of colloquial English in the classroom setting so that... find out the frequency of informal language produced by English major students in their speaking classes The participants are all fourthyear students majoring on English in Foreign Language Faculty. .. definitely not the reason for the unimportance in teaching and learning colloquial English in the classroom 2.2.2.3 The teaching of colloquial English speech in Foreign Language Faculty When being
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