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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO TEACHERS'''' AND LEARNERS'''' PERCEPTIONS TOWARDS[.]
VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO TEACHERS' AND LEARNERS' PERCEPTIONS TOWARDS DRILLING TECHNIQUE IN PHONEMIC TRANSCRIPTION LEARNING AT A SUBURBAN LANGUAGE CENTER A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master's degree in TESOL By PHAM DINH SANG Supervised by CAO THI QUYNH LOAN, Ph.D HO CHI MINH CITY, JULY 2022 ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my thesis supervisor, Dr Cao Thi Quynh Loan, for understanding my difficulties and providing me with constructive feedback and insightful comments I deeply appreciate how carefully she read and commented on my thesis Without her perseverance, encouragement and professional expertise, I would not have completed the thesis I am also thankful to the Faculty of English Linguistics and Literature and all the instructors in the MA courses at the University of Social Sciences and Humanities of Ho Chi Minh City for providing me with the opportunity to pursue this postgraduate program, thereby enhancing my knowledge, language skills, and teaching techniques I acknowledge the great support of the center administrators, my colleagues, and my classmates Without their help, I could not get valuable information and data that played a vital role in this study Last but not least, my heartfelt appreciation also extends to my family, who have been there for me no matter what, have been a source of motivation for me, and have given me their unwavering support ii STATEMENT OF AUTHORSHIP This is to certify the authorship of the thesis entitled AN INVESTIGATION INTO TEACHERS' AND LEARNERS' PERCEPTIONS TOWARDS DRILLING TECHNIQUE IN PHONEMIC TRANSCRIPTION LEARNING AT A SUBURBAN LANGUAGE CENTER The thesis has not been submitted for the award of any degrees or diplomas in any other institutions The thesis's content, except where clearly acknowledged within the text, has not been published by other authors Ho Chi Minh City, July 2022 PHẠM ĐÌNH SANG iii RETENTION OF THE USE OF THE THESIS I hereby state that I, PHẠM ĐÌNH SANG, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master's Thesis deposited in the library In terms of these conditions, I agree that the originality of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, July 2022 PHẠM ĐÌNH SANG iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ii STATEMENT OF AUTHORSHIP iii RETENTION OF THE USE OF THE THESIS iv LIST OF TABLES vii LIST OF FIGURES viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims of the study 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Phonemic transcription 2.1.1 Definition 2.1.2 The differences between phonemic transcription and phonetic transcription 2.1.3 Benefits of learning phonemic transcription 2.1.4 Difficulties in teaching and learning phonemic transcription 2.2 Drilling technique 10 2.2.1 Definition of drilling 10 2.2.2 Types of drilling techniques 12 2.2.3 Advantages and disadvantages of using drilling techniques 16 2.3 Using drilling technique in learning phonemic transcription 18 2.4 Previous studies on using drilling techniques in teaching and learning phonemic transcription 20 2.5 The conceptual framework of the study 22 2.6 Chapter summary: 23 CHAPTER 3: METHODOLOGY 24 3.1 Research design 24 3.2 Research site 25 3.3 Research participants 25 3.4 Research instruments 26 v 3.4.1 Learners' questionnaire 27 3.4.2 Learners' focus-group interview 27 3.4.3 Observations 28 3.4.4 Teachers' group interview 28 3.5 Data collection procedure 29 3.5.1 Distributing the learners' questionnaire 29 3.5.2 Conducting the learners' interview 30 3.5.3 Observations 30 3.5.4 Conducting the teachers' interview 30 3.6 Data analysis schema 30 3.7 Chapter summary 32 CHAPTER 4: FINDINGS AND DISCUSSIONS 33 4.1 Students' responses to the questionnaire 33 4.2 Students' responses to the interview 35 4.3 Findings from observations 37 4.4 Teachers' responses to the interview 38 4.5 Discussions 39 4.5.1 Discussions on students' perceptions on the drilling techniques 39 4.5.2 Discussions on teachers' perceptions on the drilling techniques 40 4.5.3 Discussions on learners' difficulties in pronunciation sessions 41 4.6 Chapter summary 41 CHAPTER 5: CONCLUSIONS 43 5.1 Conclusion of the study 43 5.2 Implications of the study 44 5.3 Limitations of the study 45 5.4 Recommendations for further studies 46 REFERENCES 47 APPENDICES 52 Appendix 1: A sample lesson plan 52 Appendix 2: Learners' questionnaire 54 Appendix 3: Teacher’s group interview 56 Appendix 4: Observation field notes 57 vi LIST OF TABLES Table Phonemic versus phonetic transcription………………………7 Table Examples of mobility drill……………………………………14 Table Examples of comparative drill……………………………… 14 Table The summary of participants………………… …………….26 Table The summary of the research instruments………………… 29 Table 6: Summary of students’ perceptions on teaching sessions and activities…………………………………………………………… …34 Table 7: Summary of students’ responses in the interviews………… 36 vii LIST OF FIGURES Fig The conceptual framework of the study……………………… …22 Fig The thematic network for data analysis of the study…………… 31 viii ABSTRACT Pronunciation is a crucial aspect of every language as it determines the success of communication Drilling technique has been proved effective in teaching foreign languages, especially in teaching and learning pronunciation Phonemic transcription learning has numerous benefits in improving learners' pronunciation Drilling technique could greatly assist teaching phonemic transcription in order to enhance learners' pronunciation This study was conducted with 63 participants (60 learners and teachers) in a suburban language center in Ho Chi Minh City Through the use of the four research instruments namely learners' questionnaire, learners' interview, teachers' interview, and observations, the research examined the teachers' and learners’ perceptions towards the drilling technique in teaching and learning phonemic transcription, and the difficulties the learners encountered in the phonemic transcription and pronunciation learning sessions The teacher reported that the drilling technique was extremely useful in teaching phonemic transcription and pronunciation The majority of the learners gave positive feedback towards the use of the drilling technique, while only a few learners believed that the sessions with drilling technique were not appealing In addition, the learners encountered some difficulties while learning phonemic transcription with the drilling technique such as the disparity in their peers' pronunciation ability and the difficulties of some of the activities in the sessions The study also provided some pedagogical implications and directions for further studies Keywords: perceptions, drilling technique, phonemic transcription ix CHAPTER 1: INTRODUCTION An overview of the study including background to the study, statements of problems, aims of the study and research questions, significance of the study and the scope of the study are presented in this chapter 1.1 Background to the study In this century, English is one of the international languages used for communication between people from various countries It plays a crucial part in numerous realms of endeavor, including the economics, technology, politics, and most crucially, education For these reasons, English is taught in schools in a number of nations around the globe In Vietnam, English has become a compulsory subject in schools' national curriculum Due to the current necessity to learn English, English has been incorporated into the primary curriculum at all grade levels in our country The ultimate objective of teaching and learning English is to enable pupils to communicate in English There are two aspects of communication: receiving (listening and reading) and producing (speaking and writing) language To attain this ultimate objective, however, learners must first master pronunciation All listening, speaking, and reading skills will become much more doable if pronunciation is accurate In contrast, incorrect or imprecise pronunciation will cause the listener to misunderstand or not comprehend the speaker's message (Morley, 1991 and Julia, 2002) One of the challenges faced by English language learners, particularly Vietnamese speakers, is directly tied to their listening and speaking abilities Numerous individuals who are aware of their deficiencies have enrolled in communication classes to strengthen these two skills However, they are unaware that the difficulty in pronouncing the language has prevented them from achieving the desired results The Listening and Speaking abilities cannot be as proficient as expected if the pronunciation is poor In public schools, there are pronunciation sections in the curriculum, but the pronunciation is often skipped or overlooked Teachers and students pay more attention to the grammar and other skills which are the main focus in important exams (Hoang, 2016) CHAPTER 5: CONCLUSIONS This final chapter wraps up the whole study First, the chapter gives answers to the research questions of the study, followed by the implications of the study Next, the limitations of the study are presented Last but not least, this chapter suggests and recommends directions for further research on using the drilling technique in teaching pronunciation in general and in teaching phonemic transcription in particular 5.1 Conclusion of the study This study aimed to explore learners' and teachers' perceptions towards drilling technique in teaching and learning phonemic transcription and possible difficulties learners and teachers may encounter during the teaching and learning process A qualitative survey design with the use of four research instruments namely learners' questionnaire, learners' focus-group interviews, teachers' semistructured interviews, and teacher's observations were employed The study included the participations of 40 adolescent learners in two classes and three teachers who were using drilling technique in teaching and learning phonemic transcription in a suburban language center in Ho Chi Minh city This study has achieved its aims and been able to provide the answers to the following research questions: (1) What are EFL teachers' and learners' perceptions towards the drilling technique in teaching and learning phonemic transcription in pronunciation sessions? (2) What are the difficulties that the students might experience in pronunciation sessions in which the drilling technique was applied? To the first research question, what are EFL teachers' and learners' perceptions towards the drilling technique in teaching and learning phonemic transcription in pronunciation sessions? In terms of EFL teachers' perceptions towards the drilling technique in teaching and learning phonemic transcription, teachers strongly believed the drilling technique was extremely useful and effective in teaching phonemic 43 transcription in particular, and in teaching and improving learners' pronunciation in general if the technique was used appropriately Concerning the learners' perceptions toward the drilling technique, the majority of the learners gave possible feedback towards the technique and the activities in the pronunciation teaching sessions Students reported that the drilling activities were appealing and helpful in improving their pronunciation Besides the positivity, a few learners did give neutral and negative feedback on the technique and the phonemic transcription teaching sessions It was said that the activities in the sessions were quite repetitive and difficult for learners To the second research question: What are the difficulties the students might experience in pronunciation sessions in which the drilling techniques were applied? During the course, with data collected from all of the four research instruments of this study, the researcher has found a number of difficulties that his learners encountered while learning phonemic transcriptions in the pronunciation sessions First, the learners were not familiar with drilling activities and phonemic transcription learning, so they were reluctant to the activities in the first teaching sessions Next, some learners were not able to catch up with their peers in practicing pronunciation, as there were differences in learners' pronunciation ability Finally, some of the drilling activities were reported to be difficult for the learners 5.2 Implications of the study The findings of the study have provided some pedagogical implications Indeed, the application of drilling technique in teaching phonemic transcriptions in the classroom is worth further research First of all, the study reveals that the teachers and learners positively perceived the drilling technique in teaching the phonemic transcription in particular, and in teaching pronunciation in general This finding is worthy for language teachers who are using or want to use the drilling technique as the 44 technique is not only effective in teaching and improving learners’ pronunciation, but it is also received positive feedback from the teachers and learners Next, the teachers and students who participated in the study reported several difficulties they encountered in the phonemic transcription and pronunciation course These findings have provided pedagogical backgrounds for the language teachers using the drilling technique Teachers should be mindful in creating pronunciation activities that suit learners’ ability, and be creative in designing a variety of appealing practice activities in the phonemic transcription teaching sessions, so that the learners will be capable of completing the tasks, and will not get bored Indeed, the use of phonemic transcriptions as a teaching method is a potential field of future research when trying to help students find ways to improve their pronunciation skills and become well understood when communicating with other speakers of English in today's world of globalization Providing them with such helpful aid can reinforce analytically the information the learners may have received imperfectly by ear, which in turn, may have positive learning outcomes 5.3 Limitations of the study The study examined EFL teachers' and learners' perceptions towards the drilling technique in phonemic transcription teaching and learning and investigated learners' difficulties in teaching and learning the technique However, it is important to acknowledge the fact that this study has a number of drawbacks that need to be improved in further studies First, despite being a survey study, this study could not attempt to seek generalization in EFL teachers' and learners' perceptions towards the drilling technique; instead, this study helped the researcher gain in-depth information of a selected small-scale case in his two adolescent classes in a language center in a suburban area Next, the study was conducted in a limited time, within a two-month period, and both the learners and teachers were not familiar with the drilling technique Therefore, learners might encounter several problems coping up with the drilling 45 technique while learning in the pronunciation sessions, as well as the teachers might face multiple challenges when using the technique Ultimately, this study could not provide clear enough evidence proving the students' improvement in pronunciation after the course The learners themselves, the researcher and other teachers, through observations, confirmed the fact that their learners' pronunciation was improved 5.4 Recommendations for further studies This study has provided a number of remarkable findings, which could be used as theoretical grounds and directions for further studies First, in further studies, it is suggested that the drilling technique can be used in teaching pronunciation to other age groups, such as young learners, older adolescents (aged from 15 to 19), and adults, and in other educational contexts, in public schools, for example Next, it is recommended that other teachers and researchers should be mindful when using the drilling technique in teaching phonemic transcription in particular and in teaching and improving learners' pronunciation in general The researcher should have careful plans in designing the research approaches and teachers should be well prepared to deliver their lessons so that they may result in the most effective use of the drilling technique Finally, research tools to evaluate students' pronunciation before and after the course are strongly recommended as they help provide evidence in learners' improvement in pronunciation 46 REFERENCES Allen, H B., & Campbell, R N (1972) Teaching English as a Second Language United States of America: Mc Graw-Hill Book Company Aini, N., Khoyimah, N., & Santoso, I (2020) Improving students’ speaking ability through Repetition Drill PROJECT (Professional Journal of English Education), 3(1), 26-35 Andarbeni, T K (2010) The use of drills to improve the students' speaking ability (Classroom action research in the first grade of MTs NU Salatiga in the academic of 2009/2010) State Islamic Studies Institute (STAIN), Salatiga Asih, N S F (2007) Efektivitas penggunaan metode Oral Drill untuk latihan kemampuan berbicara bahasa jepang di kelas dasar Lingua Cultura, 1(1), 5763 Atkielski, A (2005) Using Phonetic Transcription in class Retrieved on 05/08/2016 from http://documents.mx/documents/phonetics-using-phonetictranscription-inclasspdf.html Attride-Stirling, J (2001) Thematic networks: An analytic tool for qualitative research Qualitative Research, 1(3), pp 385-405 Basuki, Y (2018) The use of drilling method in teaching phonetic transcription and word stress of pronunciation class Karya Ilmiah Dosen, 1(1) Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy New-York: Longman Carley, P & Mees, I M (2021) American English phonetic transcription New York: Routledge – Taylor and Francis Group Caskey, M M., & Anfara, V A., Jr (2007) Research summary: Young adolescents’ developmental characteristics Retrieved on 6/14/2013, from http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacter istics/tabid/1414/Default.aspx Clarey, M E., & Dixson, R J (1963) Pronunciation exercises in English: including drills for the correction of faulty accent and intonation (No 421.52) Regents Pub Co., 47 Creswell, J W (2011) Educational research – Planning, conducting, and evaluating quantitative and qualitative research (4th eds) Boston MA: Pearson Education Fernando (2011) Improving students' ability in forming degrees of comparison by using Substitution Drill Master's Thesis Retrieved on 03/02/2022 from https://repository.uinjkt.ac.id/dspace/bitstream/123456789/2734/1/FERNAN DO-FITK.pdf Forel, C & Puskás,G (2011) Phonetics and phonology reader for first year English linguistics Genève: The University of Geneva Press Groves, R M., Fowler, F J., Couper, M P., Lepkowski, J M., Singer, Eleanor & Tourangeau, R (2004) Survey methodology Hoboken, NJ: John Wiley & Sons Handoko, K & Mindari, R (2016) Using drilling to teach pronunciation to the seventh graders (Undergraduate thesis) Widya Mandala Catholic University Surabaya, Indonesia Retrieved on 05/02/2022 from http://repository.wima.ac.id/6424/ Hanson, A (Ed.) (2008) Brain-friendly strategies for developing student writing skills Corwin Press Harmer, J (2008) How to teach English ELT journal, 62(3), 313-316 Hardiyanti, M (2020) Students' perception toward drilling technique in English reading classroom department of IAIN Palangka Raya (Unpublished master's thesis) State Islamic Institute of Palangka Raya Haryanto, E (2012) Improving students' pronunciation through communicative drilling technique at Senior High School (SMA) International Journal of Humanities and Social Science 2(21), 82-87 Haycraft, J (1978) An introduction to English language teaching Longman Publishing Group Hoang, V V (2016) The role and status of English in the period of international integration and some implications for foreign language policy making in Vietnam VNU Journal of Science: Foreign Studies, 46, 12-27 48 Hoang, V V (2018) The current situation and issues of the teaching of English in Vietnam 立命館言語文化研究 22 (1), 7-18 Iivonen, A (1998) Vieraan kielen fonetiikan opetuksen näkökohtia Helsinki: University of Helsinki Jansen, H (2010) The logic of qualitative survey research and its position in the field of social research methods Forum Qualitative Social Research (11), Retrieved on 07/02/2021 https://doi.org/10.17169/fqs-11.2.1450 Julia, G (2002) Introducing English rhythm in Chinese EFL classrooms: A Literature Review Published by the Faculty of Education at the University of Melbourne, Australia 3(1), 26-42 Knight, R A (2012) Phonetics: A coursebook Cambridge University Press Kelly, G (2000) How to teach pronunciation United Kingdom: Bluestone Press Kholifah, Nur (2006) Improving the vocabulary of the second year students of Sma Negeri I Makassar through substitution drill Unpublished Thesis Program: State University of Makassar Lamsal, P C (2011) Effectiveness of oral drill in teaching grammar (Doctoral dissertation, Central Department of Education Kirtipur, Kathmandu, Nepal) Larsen-freeman, D (1987) Twenty-five years of language-teaching methodology Reflections, 25(4), 2-18 Lintunen, P (2004) Pronunciation and phonemic transcription: A study of advanced Finnish learners of English Turku: University of Turku Lubin, M (2019) How to quickly create effective esl pronunciation lessons with short readings Retrieved on 12/07/2011 from https://www.fluentu.com/blog/educator-english/esl-pronunciation-lessonsplans/ Lyon, G R., Shaywitz, S E., & Shaywitz, B A (2003) A definition of dyslexia Annals of Dyslexia, 53, 1–14 Maharida, M (2014) Using substitution drill technique to improve students' pronunciation ability Exposure, 3(2), 178-191 Marín, I (2008) Drilling and color-coding systems: A comparative analysis of two pronunciation techniques to improve L2 learners' production of the -(e)d 49 inflectional ending Filología y Lingüística 34(2), 143-163 Retrieved on 07/03/2021 from http://revistas.ucr.ac.cr/index php/filyling/article/view/1297/1360 Morley, J (1991) The pronunciation component in teaching English to speakers of other languages, TESOL Quarterly, 25(1), 51-74 Morris-Wilson, I (2009) English pronunciation exercises for Finns Oulu: Oulu University Press Nasr, R T (1982) The teaching of Arab students Britain: Longman Pachina, E (2020) Drilling as a teaching method: pros and cons Retrieved on 07/03/2021 from https://www.teflcourse.net/blog/drilling-as-a-teachingmethod-pros-andcons/#:~:text=DISADVANTAGES%20OF%20DRILLING,is%20effective% 20on%20basic%20knowledge Paulston, C B., & Bruder, M N (1976) Teaching English as a second language Techniques and procedures Pelttari, J (2015) Use of phonemic transcription as a teaching method in Finnish schools Unpublished undergraduate thesis, University of Oulu, Oulu Richards, J, C and Rodgers, T S (1986) Approaches and methods in language teaching: A description and analysis Cambridge: Cambridge University Press Riswanto & Haryanto, E (2012) Improving students’ pronunciation through communicative drilling technique at senior high school (SMA) 07 South Bengkulu, Indonesia International Journal of Humanities and Social Science, 2(21), 82-87 Roach, P (2009) English phonetics and phonology: a practical course UK: Cambridge University Press Robinson, G C., Mahurin, S L., Richards, K L., & Justus, B (2011) Predicting difficulties in learning phonetic transcription: Phonemic awareness screening for beginning speech-language pathology students Contemporary Issues in Communication Science and Disorders, 38(Spring), 87-95 50 Rochmis, L., D.Doob (1970) Speech therapy New York: The John Day Company Sari, K (2019) The effectiveness of drilling technique in enhancing students pronunciation proficiency (A quasi-experimental research at second grade students of Sma Plus N Kota Bengkulu in academic year 2016/2017) (Doctoral dissertation, IAIN BENGKULU) Şenel, M (2006) Suggestions for beautifying the pronunciation of EFL learners in Turkey Journal of language and linguistic studies, 2(1), 111-125 Shaywitz, S E (2003) Overcoming dyslexia: A new and complete science based program for reading problems at any level New York, NY: Alfred A Knopf Suomi, K., J Toivanen & R Ylitalo (2008) Finnish sound structure: Phonetics, phonology, honotactics and prosody Oulu: University of Oulu Tergujeff, E (2012) English pronunciation teaching in Finland Jyväskylä: University of Jyväskylä Wells, J (1996) Why phonetic transcription is important Retrieved on November 21, 2015 http://www.phon.ucl.ac.uk/home/wells/whytranscription.htm Wells, J.C (2004) Phonetic transcription and analyses London: U.K press Webster (1989) Webster dictionary Great Clarendon Street: Webster University Press Yuwanda, D (2017) ‘The use of the choral drill technique to improve students speaking skills An experimental study in Madrasah Tsanawiyah Assalafi Susukan the eighth grade students in the academic years 2016/2017’, Master's thesis English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga Zenger S K (1997) 57 Ways to teach A quick reference for teachers Los Angeles: Crescent Publication 51 APPENDICES Appendix 1: A sample lesson plan LESSON PLAN: /ɪ/ AND /I:/ SOUNDS Phase Content Phase (6 minutes) - /ɪ/ and /i:/ sounds Words contain /ɪ/ sound: It /ɪt/ Sit /sɪt/ Six /sɪks/ Ship /ʃɪp/ Him /him/ /i:/ sound: Eat /iːt/ See /siː/ Sea /siː/ Sheep /ʃiːp/ Seat /siːt/ Phase (14 minutes) Applying drilling techniques - Word-association drill: Which words contain /ɪ/ and /i:/ sounds Word list: meal, venue, village, clean, line, bit, bite, client, wise, mind, discipline, engineer, scene, key, beer, time, dine, free, shortage Teachers' Students' activities activities - Introduce two - Look at sounds, how to the pronounce these sounds, sounds write down the - Say out loud sounds two sounds, ask students to listen - Listen and repeat and repeat - Show students the words, highlight the sounds in the words - Say out loud the words, ask students to listen and repeat - Call student(s) to say these words - Look at the sounds, write down the words - Listen and repeat - Show students the vocab, say a sound and ask students to find the words with that sound /ɪ/: bit, engineer, discipline, village, shortage /i:/ meal, - Read the words, try to pronounce and choose the words belong to each sound 52 clean, scene, key, free - Saturation drill: Find the words with /ɪ/ and /i:/ sounds at the initial, medial and final positions - Some examples: /ɪ/ sound Initial Medial Final igloo hit easy example bit heavy /i:/ sound Initial Medial Final easy meal key eat scene free - Substitution drill: From the word "hit" and "meal", make new words by changing sound but keep the /ɪ/ and /i:/ sounds - Ask students to find the words with /ɪ/ and /i:/ sounds at the initial, medial and final positions - Correct the wrong answers - Say out loud the words, ask students to notice the positions of the sounds - Find the words with these two sounds - Say out loud the words - - Divide class into teams - Each team goes to the board and write as many words as possible - Correct the answers - Work in teams, discuss and find the new words 53 Appendix 2: Learners' questionnaire Vietnamese version BẢNG CÂU HỎI Các bạn vui lòng trả lời câu hỏi buổi học phát âm tiếng Anh phía Tất câu trả lời bạn giữ bí mật Độ tuổi: Giới tính: Số năm học tiếng Anh: Câu 1: Bạn có thích buổi học phát âm qua bảng phiên âm buổi học gần không? Tại bạn thích hay khơng thích ? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Câu 2: Bạn cảm nhận hoạt động học phát âm thời gian gần đây? …………………………………………………………………………………… …………………………………………………………………………………… Câu Nêu hoạt động mà bạn thích nhất, bạn thích hoạt động …………………………………………………………………………………… …………………………………………………………………………………… Câu Nêu hoạt động mà bạn khơng thích, bạn khơng thích …………………………………………………………………………………… …………………………………………………………………………………… Câu 5: Điều gây khó khăn cho bạn học buổi học phát âm? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Chân thành cảm ơn bạn ! 54 English version QUESTIONNAIRE Please kindly answer the following questions about the pronunciation sessions you have had recently All of your answers will be kept confidential Age: Gender: Years of learning English: Question 1: Do you like the recent pronunciation sessions with the phonemic transcription? Why or why not? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 2: What you think about the activities in those lessons? …………………………………………………………………………………… …………………………………………………………………………………… Question Name an activity that you enjoy the most, and why you like it …………………………………………………………………………………… …………………………………………………………………………………… Question Name an activity you not really enjoy, and why you not like it …………………………………………………………………………………… …………………………………………………………………………………… Question 5: What gave you the most difficulty while taking the pronunciation lessons? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Thank you for your cooperation! 55 Appendix 3: Teacher’s group interview Question 1: What you think about the drilling technique in teaching and learning the phonemic transcription? Follow up questions: 1.1 In what ways the technique is effective in teaching the phonemic transcription in particular and in teaching pronunciation in general? 1.2 In what ways the technique is not effective in teaching the phonemic transcription in particular and in teaching pronunciation in general? Question 2: Could you please share what you have been observing on how well your learners can in your pronunciation teaching sessions and learners’ perceptions toward the technique? Question 3: In your pronunciation teaching sessions, your learners encounter any difficulties in learning? 56 Appendix 4: Observation field notes Setting: Class…… Time: …… Length of observation: …… Descriptive notes: Reflective notes: Students' participation While teacher teaching: ……………………………………… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… While students doing activities ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………………… Classroom atmosphere ……………………………….…… ……………………………….…… ……………………………….…… …………………………….…… ……………………………….…… ……………………………….…… ……………………………….…… ……………………………………… Students' improvement …………………………….……… …………………………….…… …………………………….……… ……………………………….…… …………………….…………… ……………………………….…… Other notes …………………………….……… …………………………….……… …………………………….……… …………………………….……… 57