Will listening to native speakers improve the english learners’ awareness and their pronunciation of english linking sounds graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGE ‐‐‐‐‐‐ GRADUATION THESIS Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds? STUDENT NAME: HO THI THUY TIEN ID NUMBER: 17026681 CLASS CODE: DHAV13B COHORT: 2017-2021 SUPERVISOR NAME: DO THI KIM HIEU M.A HCMC,06/2021  MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGE ‐‐‐‐‐‐ GRADUATION THESIS Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds? STUDENT NAME: HO THI THUY TIEN ID NUMBER: 17026681 CLASS CODE: DHAV13B COHORT: 2017-2021 SUPERVISOR NAME: DO THI KIM HIEU M.A HCMC,06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGE ‐‐‐‐‐‐ Student’s name: Ho Thi Thuy Tien Student’s ID: 17026681 Class code: DHAV13B Cohort: 2017-2021 Supervisor name: Do Thi Kim Hieu M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism Date submitted: 20/06/2021 Signed: Word count: 8992 words THE TITLE Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds? ABSTRACT The study investigates whether the method of listening to native speakers is useful for secondyear English majors It analyzes their awareness and pronunciation related to English linking The information acquired through recordings and questionnaires with the help of 10 volunteers The results showed that the students’ linking pronunciation has improved after using the listening method Besides, students also had positive perceptions about actively using linking in English The study's findings will aid teachers and students in determining the most appropriate and successful way for learning pronunciation in general and pronunciation linking in particular By finding positive changes after adopting the method of listening to native speakers, teachers can incorporate this method into the teaching process to help students improve their perception and pronunciation of linking in English In addition, students can gradually improve their pronunciation in general and their English connecting in specific by reducing linking errors In short, the study showed the listening method really has a positive effect on the students’ awareness and pronunciation of linking However, applying the listening method alone is not enough to improve all pronunciation errors that need further research and study conducted Keywords: Native speakers, Awareness, Linking ACKNOWLEDGEMENT Throughout the period of graduation thesis, I received a plenty of enthusiastic help and support that guide and encourage me to overcome all difficulties and finish this hard but meaningful time Firstly, I would like to express thanks to the School Board of Industrial University of Ho Chi Minh city and the Faculty Foreign Languages creating really good condition for me to carry out my research Secondly, I sincerely thanks Ms Do Thi Kim Hieu - my supervisor for giving me useful guidance and advice that helped me to finish my graduation thesis successfully Further more, she also provided me opportunities to send out questionnaires and conduct recordings in her class Thanks to this enthusiastic help, I could receive the data that was extremely valuable for my study Besides, I greatly appreciate the help of all of beloved students of DHAV15 who contributed the success of this research They provided the writer reliable and valid results of questionnaires and recordings enthusiastically and truthfully Last but not least, I would like to express my heartfelt to my partners who have accompanied and contributed ideas throughout the period of graduation thesis In brief, I am eternally grateful to all people helping me to finish the graduation thesis TABLE OF CONTENT CHAPTER I: INTRODUCTION 1.1 Rationale .1 1.2 Research objectives 1.3 Research questions 1.4 Scope of study CHAPTER II: LITERATURE REVIEW 2.1 Language awareness 2.2 Linking 2.3 Types of linking 2.3.1 Consonant-vowel linking .5 2.3.2 Consonant-consonant linking 2.3.3 Vowel-vowel linking 2.4 Vietnamese students’ difficulties in learning pronunciation especially linking sounds .8 2.5 Pronunciation learning methods and strategies 2.5.1 Pronunciation learning methods 2.5.2 Pronunciation learning strategies 10 2.6 The influence of listening method on pronunciation learning 11 CHAPTER III: RESEARCH DESIGN 12 3.1 Research context 12 3.2 Participants 12 3.3 Methodology .13 3.4 Methods 13 3.5 Data collection procedure 14 3.5.1 Data collection from recording 14 3.5.2 Data collection from questionnaires 14 3.6 Data analysis procedure 14 CHAPTER IV: FINDINGS AND DISCUSSION 15 4.1 Finding from recordings 15 4.1.1 Data analysis in ability to produce types of linking 16 4.1.2 Data analysis in ability to produce items of linking 17 4.1.2.1 Consonant-vowel linking 17 4.1.2.2 Linking /r/ 17 4.1.2.3 Intrusive /w/ 18 4.1.2.4 Intrusive /j/ 18 4.1.2.5 Changing sound /tʃ/ 19 4.1.2.6 Changing sound /dʒ/ 20 4.2 Finding from questionnaires .20 4.3 Discussions 23 CHAPTER V: CONCLUSION 25 5.1 Conclusion 25 REFERENCES APPENDICES LIST OF TABLES AND FIGURES I Tables Table 4.1: Data from pre-test and post-test 15 Table 4.2: The participant’s responses to the questionnaires 21 Table 4.3: The participant’s responses to the question 21 II Figures Figure 4.1: Ability to produce types of linking 16 Figure 4.2: Ability to produce items of consonant-vowel linking 17 Figure 4.3: Ability to produce items of linking /r/ 17 Figure 4.4: Ability to produce items of intrusive /w/ 18 Figure 4.5: Ability to produce items of intrusive /j/ 19 Figure 4.6: Ability to produce items of changing sound /tʃ/ .19 Figure 4.7: Ability to produce items of changing sound /dʒ/ 20 Figure 4.8: Factors influence the linking pronunciation 23 Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 CHAPTER I: INTRODUCTION 1.1 Rationale English is evidently a popular language in the world Most countries have English learners For English learners, the ability to speak and listen English is the main goal they need to achieve To reach that goal they need to be good at pronunciation If a person is good at pronunciation, he or she can speak English like a native speaker; If a person is good at pronunciation, he or she can understand what foreigners say easily However, in fact, many people try to pronounce every single word, so when they speak a long sentence, the listeners feel unnatural On the other hand, the learners also cannot listen to native speakers when they speak with high speed So, pronunciation is often a big problem for English learners to have fluency in speaking and accuracy in listening One of the reasons why Vietnamese are not fluent in English pronunciation is the difference in language English is a poly-syllabic language and native speakers often have linking sounds, while Vietnamese is a monosyllabic language Because of the above reason, Vietnamese people have formed a habit of speaking English without connecting sounds It leads to unnatural communication Vietnamese learners take time to understand, even misunderstand or not understand these linking sounds in foreigners’ speech Furthermore, if they not produce linking sounds in speaking, their speech will not be smooth and the effectiveness in communication is not high Thus, linking is an important issue to be addressed In addition, Vietnamese people are not exposed much native English, so they not have many opportunities to listen native speaker voice Gradually, they seemed to pay less attention to linking The perception of connecting sounds in pronunciation was no longer important If the learner still does not change their perception of connecting sounds, they will face many language difficulties in the future For example, in study or communication they cannot use English fluently to communicate with people around, especial with foreigners; In employment, an English speaker will not convince the employer or compete with others when they are not fluent and flexible in using English To apply good sound linking in pronunciation and communication, learners need to adopt a suitable method For English learners, a native speaker's voice is considered the standard for learners to target So, the writer suggests a method of listening to native speakers in learning to Supervisor: Do Thi Kim Hieu M.A Submitted by: Ho Thi Thuy Tien 15 Definitions of key terms/concepts (5) Definition of key concepts is insufficient Key concepts are recognized The key concepts related to the research topic are defined The key concepts related to the research topic are also clearly defined Review of previous studies The previous studies are inadequately relevant with the research topic and inappropriatel y summarized The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriately summarized The previous studies are adequately relevant with the research topic and appropriately summarized (5) Referencing (5) 10 Student’s ID: 17026681 Research Methodology and Methods (10) References are of poor quality The format and layout are inconsistent and not in line with APA style The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style The author displays such a low level of research methodology and methods that it can be regarded as unacceptable The author correctly presents the research methods and shows good organization and application of research methodology The author justifies his/her The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology Supervisor: Do Thi Kim Hieu choice of analysis methods and demonstrates effective application of relevant research methodology Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Collecting and analyzing data (5) The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method Relevance between research findings and objectives The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study The author demonstrates Researc h findings 15 (5) Evaluating and discussing the findings (5) The thesis does not succeed in making contribution to the knowledge base of the Supervisor: Do Thi Kim Hieu a satisfactory understanding in the analysis of the research findings The research findings may be adequate but not as described The research findings make a minor contribution to the knowledge base of the discipline and field The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data The author demonstrates adequate levels of understanding in the analysis of the research findings The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study The research findings are adequate relevant to the objectives of the study The research findings make a good contribution to the knowledge base of the discipline and The research findings make a significant contribution to the knowledge base of the Submitted by: Ho Thi Thuy Tien discipline and field of study 10 Conclusion & Reconmmendati on (10) No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research August 29, 2020 Second Revision Vice Dean: Phan Thi Tuyet Nga, Ph.D Supervisor: Do Thi Kim Hieu Student’s ID: 17026681 of study The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research field of study The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates the purpose and findings of the study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research discipline and field of study The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicates the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Rubrics for Oral Presentation (10%) Item/ Weight Unsatisfactory Developing Satisfactory Exemplary 10 Content Organizational Organizational Appropriate Organizational (3) structure present structure present organizational pattern but unclear with clearly pattern used and compelling underdeveloped introduction, easy to follow moves audience introduction, body with through body and with and A and speech introduction, with understandable Introduction Transitions are body draws awkward satisfying audience conclusion Main conclusion points satisfying Main conclusion conclusion developed is few transitions part and are smoothly ease in the and is points are clearly connected with transitions made and smoothly connected with transitions Performance Very (3) gestures or eye little Adequate use of Effective use of or eye contact gestures, gestures, contact Monotone voice contact, Monotone voice or language, or volume insufficient volume gestures insufficient poise Reading notes Little of reliance Little Heavy on eye contact, voice and Limited vivid language, and voice add to oral fillers and interest to speech nonverbal Poised with use of notes for reference only notes Abundant distractions Speech is often oral fillers and Uses unintelligible nonverbal range Supervisor: Do Thi Kim Hieu eye a wide of only fillers No oral and Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 distractions pronunciation nonverbal Mispronunciatio features distractions Clear ns are frequent pronunciation and cause some difficulty for the listener Time No regard for Presentation Presentation Presentation given management time constraints given within given within two within (10minutes) six or seven four five or three minutes constraints (from (2) minutes above minutes above above or below 9-11 minutes) or Questions response (2) below the or or below the allotted time allotted time Unable to respond many questions Most questions are responded competently Supervisor: Do Thi Kim Hieu time the allotted time Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a weak Students show an Students show Students show a ation skill communication skill in adequate a good very good meetings with the communication skill communication communication supervisor and group in meetings with the skill in members supervisor and group meetings with with the members the supervisor supervisor and and group group members (2) skill in meetings members Punctuality (2) Students are always late Students are Students are Students are in meetings with the sometimes late in usually always punctual supervisor meetings with the punctual in in meetings with supervisor meetings with the supervisor the supervisor Continuous Students show an Students show a Students show Students show a improveme unwilling attitude positive attitude a positive willing attitude nt towards assigned work, towards assigned attitude towards assigned complete work late often work, complete towards work, complete and make no reference work late sometimes assigned work, work on time or from the supervisor and can make a complete work make alternative relevant reference on time or arrangement and from the supervisor make make a good alternative reference from arrangement the supervisor (6) and make a good reference Supervisor: Do Thi Kim Hieu Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 from the supervisor Supervisor: Do Thi Kim Hieu Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: Ho Thi Thuy Tien Student code: _17026681 Item/ Weight Unsatisfactory Group Planning & Decision There is no planning & decision making process, decisions are made by individuals Roles & Distribution The group does not establish roles for each member and/or the workload is unequally distributed Scheduled meetings minutes are rarely Meeting Minutes recorded and the efforts are scattered Supervisor: Do Thi Kim Hieu Developing Satisfactory A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals The group establishes informal roles for each member The workload could be distributed more equally Scheduled Exemplary 10 A clear procedure for planning & making decisions in research work is informally established by all members of the group A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally meetings minutes are often recorded Scheduled meetings minutes and the are usually contribution of recorded and the contribution of each team each team members members are NOT are identified identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: _Ho Thi Thuy Tien _ Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project (10) to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking responsibility does not have (10) anything constructive to say; relies on others to the work; Rarely listens to, shares with, and Working with supports the others (10) efforts of others; often uses inappropriate language; often is not a good team member Developing Satisfactory Collects information when Collects basic, prodded; tries to useful information offer some ideas, related to the but not well research, developed, and not occasionally offers clearly expressed, useful ideas to meet to meet team's the team's needs; needs; Performs assigned tasks but needs many reminders; The group attends meetings establishes regularly but clear and formal generally does not roles for each say anything member and constructive; distributes the sometimes expects workload equally others to his/her work; Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Evaluator's name: Le Thi Minh Anh Date of evaluation: 20/06/2021 Supervisor: Do Thi Kim Hieu Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group Performs all tasks very effectively; attends all meetings and participates enthusiastically; Scheduled meetings minutes are always recorded and the contribution of each team members are identified Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: _Ho Thi Thuy Tien _ Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project (10) to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking responsibility does not have (10) anything constructive to say; relies on others to the work; Rarely listens to, shares with, and Working with supports the others (10) efforts of others; often uses inappropriate language; often is not a good team member Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; 10 Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Scheduled meetings minutes are always recorded and the contribution of each team members are identified Evaluator's name: Pham Thi My Hang Date of evaluation: 20/06/2021 Supervisor: Do Thi Kim Hieu Exemplary Submitted by: Ho Thi Thuy Tien Updated in July 2019 Prepared by: Le Thi Thuy, M.A Head of the Division: Tran Kieu My An, Ph.D Supervisor: Do Thi Kim Hieu Student’s ID: 17026681 Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 PROGRESS FORM GRADUATION THESIS Research title: Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds? Student name: Ho Thi Thuy Tien Student ID No.: 17026681 Supervisor name: Do Thi Kim Hieu M.A Week Date (11/01/2021- 13/1/2021 17/01/2021) 24/1/2021) 7/2/2012) an outstanding subject - Choosing an ideal topic from - Making tables of content - Thinking of the logical 20/1/2021 (1/2/2021- Introducing how to think of the list of the given ones (18/1/2021- Content outline for the topic - Correcting the tables of content 3/2/2021 - Bring up a method to develop ideas according to the subject’ goal (22/4/202128/4/2021) - Discussing the sentences for recording 20/4/2021 Supervisor: Do Thi Kim Hieu - Discussing the questionnaire Supervisor’s comments & Signature Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 - recording and questionnaire (8/3/202114/3/2021) 10/3/2021 (29/3/20214/4/2021) Correcting the sentences for 30/4/2021 - Writing chapter - Making outline of chapter - Writing chapter - Correcting chapter - Making outline of chapter - Conducting the investigation - Correcting chapter - Pointing out the mistake (12/4/202118/4/2021) 15/4/2021 (26/4/20212/5/2021) 27/4/2021 Check - Work completion: …60… % Progress - Continue or not? …continue……………… 5/5/2021 Supervisor: Do Thi Kim Hieu -writing chapter and Submitted by: Ho Thi Thuy Tien Student’s ID: 17026681 (3/5/20219/5/2021) 10 (10/5/202116/5/2021) - Correcting chapter and - Pointing out the mistakes in format 12/5/2021 11 (24/5/2021- - Writing chapter - Giving the helpful instruction 29/5/2021) 20/5/2021 12 - the final time (31/5/20216/6/2021) Examining the written thesis 2/6/2021 - Offering the useful advice The supervisor’s approval of the students’ submission (Yes/ No): ……………………………… Date: …………………………… Supervisor (Signature & Full name) ……………………………… Supervisor: Do Thi Kim Hieu Submitted by: Ho Thi Thuy Tien Updated in July 2018 Prepared by: Le Thi Thuy, M.A Head of the Division: Tran Kieu My An, Ph.D August 29, 2020 Second Revision Vice Dean: Phan Thi Tuyet Nga, Ph.D Supervisor: Do Thi Kim Hieu Student’s ID: 17026681