Comparing english mono phonemic diphthongs with vietnamses ones pronunciation problems facing vietnamese speakers of english

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES # " NGUYỄN VŨ PHƯƠNG COMPARING ENGLISH MONO-PHONEMIC DIPHTHONGS WITH VIETNAMESE ONES – PRONUNCIATION PROBLEMS FACING VIETNAMESE SPEAKERS OF ENGLISH A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) HO CHI MINH CITY - 2006 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES # " NGUYỄN VŨ PHƯƠNG COMPARING ENGLISH MONO-PHONEMIC DIPHTHONGS WITH VIETNAMESE ONES – PRONUNCIATION PROBLEMS FACING VIETNAMESE SPEAKERS OF ENGLISH A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) SUPERVISOR TO MINH THANH, Ph.D HO CHI MINH CITY - 2006 i Table of Contents Introduction 0.1 REASON OF THE STUDY 0.2 CONTENT AND SCOPE OF THE STUDY .2 0.3 RESEARCH DESIGN AND METHODOLOGY 0.3.1 Research design 0.3.2 Methodology 0.4 SCIENTIFIC AND PRACTICAL SIGNIFICANCE 0.4.1 Scientific significance 0.4.2 Practical significance 0.5 ORGANIZATION OF THE STUDY Chapter Literature Review 1.1 ARTICULATORY DESCRIPTION 11 1.1.1 English diphthongs .11 1.1.2 Vietnamese diphthongs 12 1.2 ACOUSTIC DESCRIPTION 17 1.2 Acoustic terms and concepts 17 1.2.1.1 Waves 17 1.2.1.2 Speech sounds 18 1.2.1.3 Formants 21 1.2.1.4 Waveforms 23 1.2.2 Acoustic measurements 24 1.2.3 Spectrographic analysis 24 1.2.3.1 Spectrography 24 1.2.3.2 Spectrographic representations of diphthongs .26 1.3 THEORY OF TEACHING ENGLISH PRONUNCIATION 27 1.3.1 Discrete sounds 27 1.3.2 Connected sounds .28 1.3.2.1 Vowel reduction 28 1.3.2.2 Linking 30 1.3.2.3 Elision 31 1.3.2.4 Combining .31 1.3.3 Approaches in teaching pronunciation .31 1.3.3.1 The intuitive-imitative approach to teaching pronunciation 32 1.3.3.2 The analytic-linguistic approach to teaching pronunciation 33 1.3.4 Techniques in teaching pronunciation 34 Chapter 39 Vietnamese and English Mono-phonemic Diphthongs 39 2.1 ENGLISH MONO-PHONEMIC DIPHTHONGS .39 ii 2.1.1 System of English Pure Vowels 39 2.1.2 Classification of English Pure Vowels .39 2.1.3 System of English Diphthongs 41 2.1.4 Classification of English Diphthongs 42 2.1.5 Allophones of English Diphthongs 46 2.2 VIETNAMESE MONO-PHONEMIC DIPHTHONGS 50 2.2.1 System of Vietnamese Pure Vowels 50 2.2.2 Classification of Vietnamese Pure Vowels 51 2.2.3 System of Vietnamese Diphthongs 52 2.2.4 Classification of Vietnamese Diphthongs 55 2.2.5 Allophones of Vietnamese Diphthongs .58 Chapter 64 Similarities and differences between English and Vietnamese diphthongs: Hypothesised pronunciation problems .64 3.1 SIMILARITIES AND DIFFERENCES .64 3.1.1 Similarities 64 3.1.2 Differences 64 3.1.3 English diphthongs and their equivalents and non-equivalents in Vietnamese 66 3.1.3.1 The English /16/ vs the Vietnamese /ie/ or /i^/ 66 3.1.3.2 The English /e6/ vs the Vietnamese /_/ 67 3.1.3.3 The English /$6/ vs the Vietnamese /uo/ or /u^/ 68 3.1.3.4 The English /e1/ vs the Vietnamese /VGi/ or /^i/ .69 3.1.3.5 The English /a1/ vs the Vietnamese /ai/ .70 3.1.3.6 The English /01/ vs the Vietnamese /0i/ .72 3.1.3.7 The English /6$/ vs the Vietnamese /o/ and /VGu/ 73 3.1.3.8 The English /a$/ vs the Vietnamese /au/ 75 3.2 PRONUNCIATION PROBLEMS 76 3.2.1 Problems with diphthongs in isolated words .76 3.2.1.1 Emphasize the second element of the diphthongs .76 3.2.1.2 Ignore the second element of diphthongs 76 3.2.1.3 Replace diphthongs with pure vowels 77 3.2.1.4 Make the first element of the diphthongs tenser and longer 77 3.2.2 Problems with diphthongs in combination with the schwa 77 3.2.3 Problems with diphthongs in connected speech 77 Chapter 79 Findings and Teaching Implications 79 4.1 FINDINGS 79 4.1.1 Learners’ recognition 79 4.1.1.1 Pronunciation and spelling 79 4.1.1.2 Careful speech and natural speech 80 4.1.1.3 Word stress and reduction .81 iii 4.1.1.4 Troublesome diphthongs .82 4.1.1.5 Linking 84 4.1.2 Learners’ performance 87 4.1.2.1 English diphthongs in isolated mono-syllabic words 87 4.1.2.2 English diphthongs in connected speech .88 4.1.2.3 Diphthongs and linking 90 4.1.2.4 Pronunciation of diphthongs in combination with the schwa91 4.2 FINDING ANALYSIS .92 4.2.1 English diphthongs in isolated mono-syllabic words 92 4.2.2 English diphthongs in connected speech 98 4.2.3 Diphthongs and linking 111 4.2.4 Pronunciation of diphthongs in combination with the schwa in connected speech 126 4.3 TEACHING IMPLICATIONS .134 4.3.1 Discrete sounds 135 4.3.2 Connected sounds .138 4.3.2.1 Stress and vowel reduction 138 4.3.2.2 Linking .139 4.3.3 Classroom activities 142 Conclusion 145 CONTRIBUTIONS 146 LIMITATION 148 RECOMMENDATION 148 Appendix .149 Bibliography 156 iv CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled COMPARING ENGLISH MONO-PHONEMIC DIPHTHONGS WITH VIETNAMESE ONES – PRONUNCIATION PROBLEMS FACING VIETNAMESE SPEAKERS OF ENGLISH In terms of the Statements of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, December, 2005 NGUYỄN VŨ PHƯƠNG v ACKNOWLEDGEMENTS I would like to express my gratitude to my respective supervisor, Tô Minh Thanh, Ph.D (University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City) for her enthusiasm, consideration, support and invaluable instruction through the birth of this thesis My great thanks are sent to Đinh Ngọc Thanh, Ph.D., Associate Professor (University of Natural Sciences, Vietnam National University of Ho Chi Minh City) and my colleagues who organised a number of seminars on acoustics These helped me to get a sound knowledge of sound waves which was important for the research to be conducted I wish to thank my family and my dear teacher, Phạm Thi Tùng, who gave me material and mental support In addition, I would like to send my thanks to my dear friend, Võ Bá Minh Luân, who helped me to look for a software program and gave instructions to use it for processing the sound signals related to the survey I am grateful for my students’ helping me with the sound recording (Course of English 2005, Class 05E) All offered me a chance to get considerable progress and accomplishment in carrying out the paper vi Abbreviations Cf: final consonant Ci: initial consonant F1: the first formant F2: the second formant F3: the third formant F4: the fourth formant ESL: English as a Second Language RP: Received Pronunciation USSH: University of Social Sciences and Humanities List of symbols / : or = : primary stress + : with, add - : secondary stress – : without, subtract 10 ~ : velarised = : result 11 * : linking ± : with or without 12 * : unacceptable 13 //: phonemic transcription V : shortened (e.g /V0/) 14 []: phonetic transcription : syllable boundary Introduction 0.1 REASON OF THE STUDY Vietnamese learners of English have had difficulty in leaning English pronunciation It is certain that pronouncing English vowels in general and English diphthongs in particular is a problem facing the learners To solve the problem, the thesis aims at searching for the similarities and/or differences between English diphthongs and Vietnamese ones Vietnamese learners of English often replace a diphthong with a pure vowel or make a “Vietnamese transcription” to draw out Vietnamese sounds equivalent to those in English For instance, reading aloud the sentence They didn’t go out because it was snowing at that time, a number of Level A students of English at Hai Ba Trung Center of Foreign Languages drew in their notebook something like đit-đân gơ ao bì-kho it quơi snô-ing át đát tham In fact, they sound like /5e1 =d1dnt =9o b1=k0:z 1t w4s =snôôo17 `t 5`t =tam/ instead of /5e1 =d1dnt =96$ b6=k0:z 1t w6z =snôô6$17 6t 5`t =ta1m/ Firstly, the second element, not the first one, of the English diphthong /e1/ is emphasized; secondly, two English diphthongs are replaced by the so-called Vietnamese equivalents: /6$/ by /o/, and /a1/ by /a/; last but not least, there is no reduction of unstressed pure vowels: /æ/ in at and /1/ in because are reduced into /6/ This thesis sets a foundation for teaching English diphthongs to Vietnamese learners studying English as a foreign language, especially to the learners whose major is English like those at the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City Correctly pronouncing a new word, especially the one containing a diphthong, the learners may acquire the new word more easily because they (1) know both its written form and its sound form and (2) can manage to avoid the interference of their mother tongue on their pronunciation of the word The urgent need of improving the learner’s pronunciation leads to this M.A thesis, the empirical research of which is more or less related to the fields of phonetics and phonology The author of the thesis hopes that he will be able to find some practical and applicable solutions to his specific task of teaching pronunciation in general and helping his learners to produce English diphthongs precisely in particular 0.2 CONTENT AND SCOPE OF THE STUDY There have been a few studies with great focus on comparing and contrasting the diphthong systems of the two languages up to the present time Basing on and inheriting from the achievements of the previous studies describing the articulation of diphthongs in English and in Vietnamese, the thesis aims at comparing English diphthongs with their Vietnamese equivalents in respect of articulatory and acoustic descriptions of the sounds First of all, the thesis focuses on analyzing the articulation of English and Vietnamese diphthongs with special emphasis on the diphthongs’ quality through their diverse formant patterns shown on spectrograms Next, the thesis examines the gliding process (via transitions in the formant patterns) and the distance of the glide (via vowel quadrants) as well as all the changes the diphthongs might undergo when combined with other sounds in a syllable Hopefully, these analyses and findings may shed light on the similarities and differences between English and Vietnamese diphthongs Based on articulatory and acoustic analyses, the thesis is a great effort to make use of the findings from comparing/contrasting English and Vietnamese diphthongs Then, the findings are practically applied to raise some suggestions to the process of teaching pronunciation The thesis aims at answering these research questions: 143 learners to compare the visual display of their spoken output with that of native speaker, receiving immediate objective feedback on their production Although it is slightly troublesome for learners to access a new way of learning, this spectrographic device holds much promise for the teaching of pronunciation It helps learners with fossilized pronunciation to adjust their speech habits and finetune their vocal apparatus to make their speech more intelligible to native speakers of English To sum up, the author of the thesis believes that either of the two abovementioned approaches (intuitive-imitative and analytic-linguistic approaches) is appropriate for a certain type of learners Which method and which technique should be used in classroom depend on learners’ levels, psychology, as well as teaching facilities, and so on The teacher is supposed to determine classroom activities 144 Conclusion As mentioned so far, pronunciation plays a very important role in communicative competence; therefore, in addition to mastering the structure and the lexicon of a language, acquiring the sound patterns of the language is a must to foreign language learners Pronunciation should be taken into great consideration The findings point out the common errors Vietnamese learners of English usually make when speaking English, especially their mispronouncing English diphthongs These are the clues for teachers of English to find out some solutions, and then modify their materials as well as lesson plans and to help the learners overcome the problems in pronunciation The findings also prove that Vietnamese learners’ mispronunciation is caused by the interference of the sound patterns of their mother tongue Like a number of English pure vowels, English diphthongs are also troublesome to Vietnamese learners of English One reason is probably some English diphthongs not have their real equivalents in Vietnamese Most English diphthongs are phonologically different from Vietnamese two-sound sequences, but they are somewhat phonetically similar 95; or slightly different from each other in a certain phonetic feature As a result, Vietnamese learners pronounced English sounds in general and English diphthongs in particular just like Vietnamese ones Yet, the problem can be solved if the teacher explicitly points out the similarities and differences between English diphthongs and their Vietnamese equivalents as well as non-equivalents Making slight modification to a number of Vietnamese two-sound sequences is necessary in order to adjust them to sound more like English diphthongs The thesis shows that there is a gap between linguistic competence and linguistic performance; the learners cannot pronounce English diphthongs properly in connected speech even though they may have known some aspects of 95 Refer back to Section 2.2.4.2 145 connected speech Such a gap does exist between sound perception and sound production 96 When the learners listen to two similar sounds which are only different from each other in just a certain phonetic feature, they could not make a distinction between the sounds The findings point out how English diphthongs are perceived and produced; thus, setting up a certain foundation for teaching pronunciation to Vietnamese learners of English CONTRIBUTIONS Theoretical contributions c The thesis inherits and extends the achievements of the previous researches done in articulatory and acoustic phonetics, especially the description of vowel phonemes in English and Vietnamese d The thesis proposes an accurate way of comparing and contrasting speech sounds by using a software program functioning as a spectrograph English diphthongs and their Vietnamese counterparts are much better compared thanks to this modern technical device e The thesis emphasizes on the similarities and marks the total or partial differences in pronouncing English and Vietnamese diphthongs f The thesis strongly supports the statement that, in term of sonority, the eight English diphthongs and their equivalent including three diphthongs as well as several two-sound sequences in Vietnamese are similar: their first element is louder than their second part Although some Vietnamese two-sound sequences are phonemically different from English diphthongs, they may be phonetically similar or slightly different in a certain aspect 96 Perception (found in PHONETICS and PSYCHOLINGUISTICS) “refers to the process of receiving and decoding SPEECH input The process requires that listeners take into account not only the ACOUSTIC CUES present in the speech signal, but also their own knowledge of the sound patterns of their LANGUAGE, in order to interpret what they hear.” (Crystal, 1991: 253) Production “refers to the process of planning and executing the act of speech.” (Crystal, 1991: 279) 146 g The thesis also asserts that the mutual relationship between theoretical research in linguistics and its applications for practical purposes such as teaching and leaning English pronunciation, writing textbooks, etc Practical contributions c The thesis also identifies the problems facing a number of Vietnamese learners of English when pronouncing English diphthongs Basing on the defined difficulties, the thesis suggests possible ways to help the learners solve these problems Although the subjects of the thesis are Vietnamese learners of English, native speakers of English can also find some interesting points when learning Vietnamese d The thesis provides several practical clues to the pronunciation teaching of English diphthongs to Vietnamese learners of English as a foreign language e The thesis can be a reference for all the students who major in English at USSH, Vietnam National University – Ho Chi Minh City f The thesis sends a message to language teachers: when teaching English pronunciation, it is better (1) to identify sounds in the target language, comparing and contrasting them with those in the learners’ mother tongue; and (2) to find ways to solve the problems caused by either major or minor differences which are the real obstacles in the process of mastering English pronunciation g The thesis highlights the importance of contrastive analysis that employs both theoretical knowledge and practical application of articulatory and acoustic phonetics This helps to link linguistics to other fields such as physics, computer science, teaching methodology, etc., resulting in better English pronunciation observed in successive generations of Vietnamese learners of English LIMITATION 147 Many Vietnamese linguists not agree with one another on the phonemic transcription of the Vietnamese vowel system This causes some slight trouble to the author of the thesis Moreover, they also have different ideas on how to classify Vietnamese vowels The author’s viewpoint on Vietnamese was affected by a certain linguist, therefore, defects are unavoidable Since recording sounds faced a lot of trouble, the thesis has got some limitation Firstly, recording required a lot of time, so the survey could not be done in samples of larger size The statistics might not represent all the facts in details, yet they meet the demand, that is, they show the difficulties Vietnamese learners of English facing when they pronounce English diphthongs Secondly, the condition for sound recording was not perfect; therefore, some aspect of information was lost while some unnecessary information was added by the interference of noise Some spectrograms were not clear enough, but the majority of them were suitable for the analyses on our objective RECOMMENDATION In addition to articulatory phonetics, acoustic phonetics is another branch that helps language teachers view sounds in another aspect It helps to solve some problems and perceive sounds more accurately Hopefully, more researches on this field will establish the convenient foundation for systemizing the sound patterns of both Vietnamese — the learners’ mother tongue, and English — the learners’ target language for successful pronunciation teaching 148 Appendix Appendix QUESTIONNAIRE Which of the following categories causes you the most difficulty to communicate orally? a Grammar … – 25 % … 26 – 50% … 51 – 75% … 76 – 100% b Vocabulary … – 25 % … 26 – 50% … 51 – 75% … 76 – 100% c Pronunciation … – 25 % … 26 – 50% … 51 – 75% … 76 – 100% Can you make any distinctions between speaking English carefully (in careful speech) and speaking English naturally (in natural speech)? … Yes Reason: …………………………………………………… … No Reason: ……………………………………………………… Do you find it hard to pronounce a word from its spelling? … Yes … No What are your possible weaknesses when you speak English? … No link occurs between sounds … Phonological rules, especially those concerning adapting or omitting sounds are rarely applied in connected speech … Others:………………………………………………………………… Which of the following difficulties you often have in pronouncing diphthongs in connected speech? … No distinction between careful speech and natural speech … Lack of knowledge of word stress … Wrong pronunciation of weak form … Ignorance of reduction rules How can you pronounce the vowel in italic and bold in the following words? Photograph … /6$/ … /0:/ … /6/ Photography … /6$/ … /0:/ … /6/ Photographic … /6$/ … /0:/ … /6/ 149 What are your weaknesses relating to sound link? … The link between a consonant and a vowel … Both of them … The link between a vowel and a vowel … Neither of them How can you pronounce these words in rapid connected speech? a player … /=ple16/ … /=ple’6/ … /=ple1/ b tired … /=ta16d/ … /=ta’6d/ … /=ta1d/ c employer … /1m=pl016/ … /1m=pl0’6/ … /1m=pl01/ d lowered … /=l6$6d/ … /=l6’6d/ … /=l6$d/ e flour … /=fla$6/ … /=fla’6/ … /=fla$/ Do you really link the following pairs or trios of words in your utterance? a I don’t need to say any more, I suppose? … yes … no b Why all the fuss about Willy? … yes … no c Surely you don’t want to destroy our ancient trees? … yes … no d Let’s go into the next room … yes … no e How old is he? … yes … no f We can’t see in here, and yet the sun’s shining … yes … no g Where are you going, by the way? … yes … no h I’m sure our parcel was properly packed … yes … no 10 Do you think English diphthongs are similar to Vietnamese ones in terms of pronunciation? … Yes … No 11 Which of the following diphthongs cause you trouble when you speak English? (You can choose more than one answer.) … Closing diphthongs ending in /1/: /a1, e1, 01/ as in wife, case, enjoy … Closing diphthongs ending in /$/: /a$, 6$/ as in how, home … Centring diphthongs /16, e6, $6/ as in beer, careful, tourist … All of them 150 12 What trouble you have with these diphthongs? … Replacing them by pure vowels … Pronouncing them just like Vietnamese diphthongs … Ignoring the second part of the diphthongs because you can’t hear it clearly … Others:…………………………………………………………………… ……………………………………………………………………… 13 Do you know when a diphthong is reduced into a schwa /6/? … In a primarily stressed syllable … In a secondarily stressed syllable … In an unstressed syllable … Others: …………………………………………………………………… ……………………………………………………………………… 14 Are the following English diphthongs pronounced the same as their Vietnamese equivalents? a day – yes no b I – yes no c toy – thoi yes no d sew – xô yes no e how – hao yes no f beer – bia yes no g care – khe yes no h tour – tua yes no 15 How you learn to pronounce English diphthongs? … By inferring from their Vietnamese equivalents … By studying English phonetic transcriptions … By imitating native speakers of English … Others:…………………………………………………………………… ……………………………………………………………………… 151 Appendix 2a SOUND RECORDING English mono-syllabic words containing a diphthong: day I, eye toy sew how beer care tour English poly-syllabic words containing a diphthong: sailing bridegroom enjoy sewing outwards steering careful touring English sentences containing words with a diphthong: They’re sailing their boat next week The bridegroom was looking out of the window on the fifth floor They all enjoy swimming Excuse me! I’m looking for some sewing cotton Feel your ribs move outwards as you breathe in The driver of that car is steering at us Be careful! He’s thinking Most package tours in April are fully booked English sentences containing words with a triphthong: And are you still a champion chess player? Vera’s job is boring, and she always feels tired My employer has given me time off to go to the doctor The pilot’s just lowered the wheels Pieces of fruit, rolled in flour, and deep fried 152 Diphthongs and linking: 5.1 A closing diphthong + a vowel: I don’t need to say any more, I suppose? Why all the fuss about Willy? Surely you don’t want to destroy our ancient trees? Let’s go into the next room How old is he? 5.2 A centring diphthong + the linking /r/ + a vowel: We can’t see in here, and yet the sun’s shining Where are you going, by the way? I’m sure our parcel was properly packed 153 Appendix 2b SOUND RECORDING WITH PHONEMIC TRANSCRIPTIONS English mono-syllabic words containing a diphthong: day /de1/ I, eye /a1/ toy /t01/ sew/s6$/ how /ha$/ beer /b16/ care /ke6/ tour /t$6/ English poly-syllabic words containing a diphthong: sailing /=se1l17/ enjoy /1n=d201/ outwards /=a$tw6dz/ careful /=ke6fl/ bridegroom /=bra1d9ru:m/ sewing /=s6$17/ steering /=st16r17/ touring /=t$6r17/ English sentences containing words with a diphthong: They’re sailing /=se1l17/ their boat next week The bridegroom /=bra1d9ru:m/ was looking out of the window on the fifth floor They all enjoy /1n=d201/ swimming Excuse me! I’m looking for some sewing /=s6$17/ cotton Feel your ribs move outwards /=a$tw6dz/ as you breathe in The driver of that car is steering /=st16r17/ at us Be careful /=ke6fl/! He’s thinking Most package tours /=t$6z/ in April are fully booked English sentences containing words with a triphthong: And are you still a champion chess player /=ple16/? Vera’s job is boring, and she always feels tired /=ta16d/ My employer /1m0pl016/ has given me time off to go to the doctor The pilot’s just lowered /=l6$6d/ the wheels Pieces of fruit, rolled in flour /=fla$6/, and deep fried Diphthongs and linking: 5.1 A closing diphthong + a vowel: I don’t need to say any /se1j en1/ more, I suppose? Why all /wa1j 0:l/ the fuss about Willy? 154 Surely you don’t want to destroy our /d1str01j a$6r/ ancient trees? Let’s go into /96$w 1nt6/ the next room How old /ha$w 6$ld/is he? 5.2 A centring diphthong + the linking /r/ + a vowel: We can’t see in here, and /h16r 6n/ yet the sun’s shining Where are /we6r 6/ you going, by the way? 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