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VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE TEACHING INTONATION TO FRESHMAN MAJORS OF THE DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES - HO CHI MINH CITY Submitted to the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By ĐẶNG HOÀI PHƯƠNG Supervised by NGUYỄN THỊ PHƯƠNG TRANG, PhD HO CHI MINH CITY, JUNE 2012 STATEMENT OF ORIGINALITY I certify that this thesis, entitled “Teaching intonation to freshman majors of Department of English Linguistics and Literature at the University of Social Sciences and Humanities – Ho Chi Minh City” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, June 30, 2012 Dang Hoai Phuong I RETENTION AND USE OF THE THESIS I hereby state that I, ĐẶNG HOÀI PHƯƠNG, being a candidate for the degree of Master of Arts in TESOL, accept the requirements of the university relating to the retention and use of Master’s Thesis deposited in the University Library I agree that the original of my Master’s Thesis deposited in the University Library should be accessible for the purpose of the study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, June 30, 2012 Dang Hoai Phuong II ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my thesis supervisor, Dr Nguyen Thi Phuong Trang, for her invaluable guidance, devoted support and great patience during the preparation and completion of the thesis Without her devotion, I could not have finished the thesis I would like to send my special thanks to Dr Nguyen Thi Kieu Thu, Dean of DELL – USSH – my beloved professor as well as respectful senior colleague, for her continuous encouragement and precious advice towards my thesis I am grateful to Ms Vo Thi Nu Anh for her indispensible consultation which helped me form initial ideas for the thesis I also owe the big debt to Pham Ngoc Phuong Trang, Nguyen Xuan Trieu, Tran Trung Nguyen and Tran Thi Quynh Nga, young lecturers at DELL – USSH, who helped me collect unique data for the thesis Many thanks are also sent to Nguyen Thi Thu, Ho Thi Thuy Kieu and Luong Thien Phuc, who supported me as the role of coordinators to run the process of data collection smoothly and continuously I would like to show my gratitude to all of my professors for their immense knowledge and dedicated instruction I am also in debt to freshman majors at DELL – USSH who play a very important role in data collection Last but not least, I am indebted to my family and my husband, who are always beside me and encourage me to complete the thesis III ABSTRACT The thesis investigates the perception, comprehension and production of English intonation in terms of tonality, tonicity and tone by Vietnamese freshman majors of the Department of English Linguistics and Literature at the University of Social Sciences and Humanities – Ho Chi Minh City (DELL – USSH) The research aims at answering the questions whether they are able to perceive, comprehend and produce English intonation in the situation that they have finished the course of English Pronunciation in the first semester of the 4-year undergraduate program The thesis is a quantitative descriptive research It employs questionnaires, perception tests, comprehension tests, read-aloud tasks and course-related materials in the data collection process in order to have the general picture of the students’ performance of English intonation 227 students participate in the perception and comprehension tests whereas only 10 are involved in read-aloud tasks Despite the humble number of students in read-aloud tasks, certain observations can be made about the students’ production of English intonation The findings show that most of the students are able to perceive English intonation patterns regarding tone unit segmentation, focus placement and tone use However, to some extent, the native language perception and their assumption hinder correct perception of English intonation Furthermore, it is revealed that the students are able to comprehend neutral features of English intonation whereas they still struggle in interpreting the marked ones or those they not expect or find unusual The students’ production shows the influence of their first language on learning the second language and needs appropriate care to have similar patterns with native speakers Therefore, the research suggests that perception training should be a start for the learning process Besides, English intonation should be taught in a comprehensive and systematic way with the context involvement Visual presentation of intonation is recommended to enhance students’ production Specific recommendations to DELL – USSH, teachers and students are also mentioned Intonation teaching resources are reviewed and recommended IV TABLE OF CONTENTS Statement of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables ix List of figures x Abbreviations xi INTRODUCTION 0.1 RATIONALE OF THE RESEARCH 0.2 AIM OF THE RESEARCH 0.3 SIGNIFICANCE OF THE RESEARCH 0.4 ORGANIZATION OF THE REMAINDER OF THE RESEARCH CHAPTER BACKGROUND TO THE STUDY 1.1 CURRICULUM OF ENGLISH LINGUISTICS AND LITERATURE 1.2 COURSE OF ENGLISH PRONUNCIATION 1.3 INTONATION CONTENTS IN THE SYLLABUS 12 1.3.1 Intonation contents in the course book English Pronunciation in Use by Hancock (2003) 12 1.3.2 Intonation contents in the course book Ship or Sheep? An intermediate pronunciation course (3rd edition) by Baker (2006) 14 1.4 SUMMARY 18 CHAPTER LITERATURE REVIEW 19 2.1 THEORETICAL BACKGROUND TO THE RESEARCH 19 2.1.1 Definition of intonation 19 2.1.2 System of tonality, tonicity and tone 21 2.1.2.1 Tonality 22 V 2.1.2.2 Tonicity 25 2.1.2.3 Tone 28 2.1.3 Structures of tone units 31 2.1.3.1 Definition of a tone unit 31 2.1.3.2 Internal structure of a tone unit 32 2.1.3.3 Pitch movements with tone units 33 2.1.4 Functions of intonation 38 2.1.5 Vietnamese tones and intonation 39 2.2 PREVIOUS RESEARCH ON TEACHING ENGLISH INTONATION TO SECOND/FOREIGN LANGUAGE LEARNERS 41 2.3 SUMMARY 51 CHAPTER METHODOLOGY 52 3.1 RESEARCH QUESTIONS 52 3.2 RESEARCH DESIGN 53 3.2.1 Participants 55 3.2.1.1 Research subjects 55 3.2.1.2 Native speakers 60 3.2.2 Instruments 61 3.2.2.1 Questionnaires 61 3.2.2.2 Perception tests 61 3.2.2.3 Comprehension tests 62 3.2.2.4 Read-aloud tasks 63 3.2.2.5 Course-related materials 63 3.2.3 Data collection procedures 65 3.2.4 Data analysis procedures 66 3.3 SUMMARY 67 CHAPTER DATA ANALYSIS AND DISCUSSION OF FINDINGS 68 4.1 DATA ANALYSIS 68 4.1.1 Perception test 68 VI 4.1.1.1 Tonality 68 4.1.1.2 Tonicity 69 4.1.1.3 Tone 71 4.1.2 Comprehension test 74 4.1.2.1 Tonality 74 4.1.2.2 Tonicity 78 4.1.2.3 Tone 81 4.1.3 Read-aloud task 84 4.1.3.1 Focus placement 85 4.1.3.2 Tone choice 87 4.1.3.3 Intonation patterns 88 4.1.3.3.1 TS 90 4.1.3.3.2 (PH) + (H) + TS 90 4.1.3.3.3 (PH) + (H) + TS + 1-syllable T 92 4.1.3.3.4 (PH) + (H) + TS + more-than-one-syllable T 95 4.2 DISCUSSION OF FINDINGS 97 4.2.1 Students’ perception of English intonation 97 4.2.2 Students’ comprehension of English intonation 98 4.2.3 Students’ production of English intonation 100 4.2.4 Interrelationship among students’ perception, comprehension and production of English intonation 101 4.3 SUMMARY 103 CHAPTER IMPLICATIONS AND RECOMMENDATIONS 104 5.1 TEACHING IMPLICATIONS 104 5.2 RECOMMENDATIONS 106 5.2.1 Recommendations to DELL – USSH 106 5.2.2 Recommendations to teachers 107 5.2.3 Recommendations to students 107 5.3 INTONATION TEACHING RESOURCES 107 VII 5.3.1 Hancock, M (2003) English Pronunciation in Use The United Kingdom: Cambridge University Press 108 5.3.2 Grant, L (2002) Well said: Pronunciation for clear communication The USA: Cengage Learning 110 5.3.3 Hewins, M (2004) Pronunciation practice activities: A resource book for teaching English pronunciation The United Kingdom: Cambridge University Press ……………………………………………………………………………111 5.2.4 Boersma, P (2001) Praat, a system for doing phonetics by computer Glot International 5:9/10, 341-345 112 5.4 SUMMARY 113 CONCLUSION 114 REFERENCES 117 APPENDICES 122 Appendix 1: Program of English Linguistics and Literature 122 Appendix 2: Syllabus of English Pronunciation course 128 Appendix 3: Questionnaire 132 Appendix 4: Perception test 134 Appendix 5: Comprehension test 136 Appendix 6: Read-aloud task 139 VIII C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLE Chapter Table 1.1: Syllabus of English Pronunciation course 11 Table 1.2: Section C in English Pronunciation in Use by Hancock (2003) 13 Table 1.3: Summary of intonation contents in the course book by Baker (2006) 15 Chapter Table 2.1: Summary of previous studies on teaching English intonation to second/ foreign language learners 48 Chapter Table 3.1: Year of birth 56 Table 3.2: Gender 56 Table 3.3: Places where students went to high school 57 Table 3.4: Age when students started studying English 57 Table 3.5 Information about whether students study English outside class or not 58 Table 3.6: Places where students study outside class 58 Table 3.7: Students’ self-assessment on their pronunciation 59 Table 3.8: Students’ self-assessment on their English sounds 59 Table 3.9: Students’ self-assessment on their intonation 59 Table 3.10: Data for analysis in read-aloud tasks 64 Chapter Table 4.1: Students’ perception of tonality 68 Table 4.2: Students’ performance in Question 69 Table 4.3: Students’ perception of tonicity 70 Table 4.4: Students’ perception of tone… 71 Table 4.5: Students’ performance in Questions – 10 72 Table 4.6: Students’ comprehension of tonality 75 IX Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 2: SYLLABUS OF ENGLISH PRONUNCIATION COURSE ĐẠI HỌC QUỐC GIA TP HỒ CHÍ MINH TRƯỜNG ĐH KHOA HỌC XÃ HỘI VÀ NHÂN VĂN p húc KHOA NGỮ VĂN ANH CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lậ p – T ự – Hạ nh ĐỀ CƯƠNG CHI TIẾT MÔN HỌC Tên môn học: ENGLISH PRONUNCIATION LUYỆN PHÁT ÂM TIẾNG ANH Số tín chỉ: 03 TC (lý thuyết: 02 TC, thực hành: 01 TC) Trình độ: Sinh viên năm 1; thuộc khối kiến thức chung ngành, bắt buộc Phân bổ thời gian: - Lý thuyết: 30 tiết - Thực hành: 30 tiết Tổng số tiết: 60 tiết Điều kiện tiên quyết: Sinh viên khoa Ngữ văn Anh Mục tiêu học phần: Học phần nhằm giúp sinh viên: - Phát âm xác âm tiếng Anh thông qua việc nghe, nhận biết phân biệt phụ âm nguyên âm (nguyên âm đơn nhị trùng âm) - Nhận biết, luyện tập thực hành cách phát âm mạnh hay yếu (strong forms hay weak forms), cách đặt dấu nhấn từ câu (stress), cách nối âm (linking) cách nói với ngữ điệu phù hợp (rhythm intonation) - Nâng cao khả nghe nói tiếng Anh nhằm thực hành giao tiếp hiệu - Tạo tảng kiến thức ngữ âm học Mô tả vắn tắt nội dung học phần: Học phần giới thiệu nguyên âm phục âm tiếng Anh nhằm giúp sinh viên nhận biết, phân biệt phát âm cách xác Học phần giới thiệu hướng dẫn cách phát âm mạnh hay yếu, cách đặt dấu nhấn từ câu, cách nối âm cách nói có ngữ điệu Sinh viên thực hành phát âm học hướng dẫn giáo viên, đồng thời làm tập nhà với hướng dẫn giáo viên, đồng thời làm tập nhà với trợ giúp thiết bị nghe (máy cassette máy nghe đĩa CD) Nhiệm vụ sinh viên: - Dự lớp thực hành lớp theo hướng dẫn giáo viên - Làm tập Tài liệu học tập: 9.1 Tài liệu chính: - Hancock, M (2003) English pronunciation in use The United Kingdom: Cambridge University Press - Baker, A (2006) Ship or Sheep? An intermediate course (New Edition) The United Kingdom: Cambridge University Press 9.2 Tài liệu tham khảo: 128 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an - Ladefoged, P (1994) A course in Phonetics (3rd ed.) New York: Hartcourt Brace Jovanovich - O’Connor, J D & Fletcher, C (1989) Sounds English Longman - Mortimer, C (1985) Elements of Pronunciation CUP 10 Tiêu chuẩn đánh giá sinh viên: Kết khố học bao gồm: − Điểm thi kỳ 30 % − Điểm cuối kỳ 70%, đó: o Bài thi cuối kỳ 60 % o Tham gia hoạt động lớp 20 % o Làm tập 20 % 11 Thang điểm: 10 12 Nội dung chi tiết môn học: Chương Tên chương Introduction Consonants: /p/ & /b/ Consonants: /t/ & /d/ /k/ & /g/ Consonants: /f/ & /v/ / /&/ / Consonants: /s/ & /z/ / /&/ / /t / & /d / Consonants: /m/, /n/, / / /w/, /l/, /r/ Consonants: /h/ & /j/ Consonant clusters: beginning, middle and ending of words Schwa sound / / Weak forms Pure vowels: / / & / :/ / /&/ /&/ / Pure vowels: / :/ & / :/ / / & / :/ / / & / :/ 10 Diphthongs: / /&/ /&/ / / /&/ / / /&/ /&/ / Linking 11 Stress time Rhythm 12 Intonation 129 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 13 Kế hoạch giảng dạy học tập cụ thể Số Số Nội dung môn học Nội dung học tập sinh viên buổi tiết Introduction Giới thiệu môn học, cách đánh giá Consonants: /p/ & /b/ chương trình học Unit 1: Bye, buy – Introducing letters and sounds (EP) Unit 3: Back, pack + sound pair (EP) Unit 24 & 25 /p/ & /b/ (Ship & sheep) Consonants: /t/ & /d/ Unit 5: Down town (EP) /k/ & /g/ Unit 9: Gate, Kate (EP) Sound pairs (EP) Unit 26, 27, 28, 29: /t/, /d/, /k/, /g/ (Ship & sheep) Consonants: /f/ & /v/ Unit 8: Few, view (EP) / /&/ / Unit 17: Arthur’s mother (EP) Sound pairs (EP) Unit 36, 37, 41, 42: /f/ & /v/; / / & / / (Ship & Sheep) Consonants: /s/ & /z/ Unit 4: Rice, rise (EP) / /&/ / Unit 12: Sheep, jeep, cheap (EP) Sound pairs (EP) /t / & /d / Unit 30, 31, 32, 33, 34, 35: /s/ & /z/; / / & / /; /t / & /d / (Ship & sheep) Consonants: Unit 15: Some, sun, sung (EP) /m/, /n/, / / Unit 12: Flies, fries (EP) Sound pairs (EP) /l/, /r/ Unit 43, 44, 45, 46, 47, 48, 49 /m/, /n/, / / & /l/, /r/ (Ship & sheep) Consonants: Unit 10: Hear, we’re, year (EP) /h/ & /j/ & /w/ Sound pairs (EP) Consonant clusters: The sounds /h/, /j/, /w/ (Ship & sheep) beginning, middle and Unit 24, 25, 26 & 27: Syllables (EP) ending of words Unit 7: Carrot, cabbage (EP) Schwa sound / / Unit 32 – 37 (EP) Weak forms Pure vowels: / / & / :/ Unit 6: Meet & met (EP) Unit 2B & Unit 18A (EP) / /&/ /&/ / Sound pairs (EP) Unit 1, 2, 3, 4, / / & / :/; / / & / / & / / 130 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Số tiết 10 10 10 10 10 10 10 10 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Pure vowels: / :/ & / :/; / / & / :/; / / & / :/ 10 Diphthongs: / /&/ /&/ / /&/ / / /&/ /&/ 11 12 Linking Stress time Rhythm Intonation 5 / / 5 TRƯỞNG KHOA (Ship & sheep) Unit 14A, Unit 6B, Unit 18B, C, Unit 19 (EP) Sound pairs (EP) Unit 6, 8, 9, 10, 11, 12 / :/ & / :/; / / & / :/; / / & / :/(Ship & sheep) Unit 2A, Unit 11A, Unit 14B, Unit 16A, Unit 20A (EP) Sound pairs (EP) Unit 15 - 23 / /&/ /&/ /; / / &/ /, /Unit /38, & /39, 40 / &(EP) / /(Ship & sheep) Unit 28, 29, 30, 31 (EP) Section C: Conservation (EP) 10 10 10 10 Tp Hồ Chí Minh, ngày 20 tháng năm 2010 TRƯỞNG BỘ MÔN NGƯỜI BIÊN SOẠN TS Nguyễn Thị Kiều Thu ThS Nguyễn Thị Thu Ngân ThS Nguyễn Thị Thu Ngân CN Đặng Hoài Phương 131 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 3: QUESTIONNAIRE Background information survey Year of birth Gender Male Female Where did you go to high school? city town countryside mountainous area remote rural area Other (please specify) Do you study English outside the class? Yes No If you are studying English outside the class, where are you studying? I am studying at the language center I am studying at home I am studying with my friends at school I am studying with a tutor Other (please specify) When did you start studying English? Below years old 132 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an - 11 years old 11 - 15 years old 15 - 18 years old Other (please specify) How you assess your English pronunciation? Very bad Bad Ok Good Very good How you assess your pronouncing English sounds? Very bad Bad Ok Good Very good How you assess your producing English intonation? Very bad Bad Ok Good Very good 133 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 4: PERCEPTION TEST Instruction: Listen and choose what you hear from the recordings Part A Recognizing the intonation phrases (recognizing the pauses between the units) : the pause between the units or during the speech A Do you like pawpaw? – I’m sorry, I don’t know B Do you like pawpaw? – I’m sorry, no A You can have cheese salad B You can have cheese salad I don’t, or quiche or quiche C You can have cheese salad or quiche A The competitors who finished first received a goody bag B The competitors who finished first bag received a goody Part B Recognizing the focus Hey (the underlined syllable/ word): the focus of each unit, the most important information which you want to highlight during your speech A I need some new running shoes B I need some new running shoes C I need some new running shoes D I need some new running shoes A Do you object to dogs? – No, I adore dogs B Do you object to dogs? – No, I adore dogs C Do you object to dogs? – No, I adore dogs A You may have started your essay, but have you finished your essay? B You may have started your essay, but have you finished your essay? C You may have started your essay, but have you finished your essay? 134 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Part C Recognizing the tones F: the falling tone 135 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an R: the rising tone FR: the fall – rise tone Bill could ask a friend? A F Who? B RWho? C FRWho? A ToFday we’re going to grammar B ToRday we’re going to grammar C ToFRday we’re going to grammar A Sorry I just wanted to use the Fphone B Sorry I just wanted to use the Rphone C Sorry I just wanted to use the FRphone 10 A So I’ve missed your birthday When Fwas it? B So I’ve missed your birthday When Rwas it? C So I’ve missed your birthday When FRwas it? 136 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 5: COMPREHENSION TEST Instruction: Read the situation and choose the most suitable saying Part A Recognizing the intonation phrases (recognizing the pauses between the units) : the pause between the units or during the speech Which of the following sentences means he spoke to me in the honest manner? A He spoke to me honestly B He spoke to me honestly In which of the following sentences, so means thus or consequently? A The reader will find them unusual and so puzzling B The reader will find them unusual and so puzzling In which of the following sentences, bread and butter are two separate items? A We need milk some bread B She ate some soup and butter some bread and butter and a piece of cake In which of the following sentences, the speaker means that he has only one brother? A My brother who lives in Nairobi B My brother who lives in Nairobi is going to visit me is going to visit me Which of the following sentences means “in order to save time, tell him”? A Tell him to save time B Tell him to save time In which of the following sentences, you know is acting as a means of linking adjunct? A You know it’s important B You know it’s 137 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an important In which of the following sentences, hair is the direct object of the two verbs washed and brushed? A She washed and brushed her hair 138 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an B She washed and brushed her hair Part B Recognizing the focus Hey (the underlined syllable/ word): the focus of each unit, the most important information which you want to highlight during your speech Mary: Good morning A Peter: Very well how are you? thank you you? B Peter: Very well and how are thank you and how are you? It’s not what I think … A … but what you think B … but what you think 10 Man 1: He was taken with the rest of them in the police van A Man 2: No he wasn’t He was taken in the police car B Man 2: No he wasn’t He was taken in the police car 11 Shopkeeper: It costs eighty-three pounds A Customer: Eighty-three pounds did you say B Customer: Eighty-three pounds did you say 12 Friend 1: How many tea bags did you use? A Friend 2: I don’t use tea bags B Friend 2: I don’t use tea bags C Friend 2: I don’t use tea bags 13 John: What should I now? A David: Shoot John B David: Shoot John Part C Recognizing the tones F: the falling tone 139 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an R: the rising tone FR: the fall – rise tone 14 He simply got Rup 140 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A The speaker finishes his utterance B The speaker is going to speak more 15 He didn’t go to Fbed though he was Rtired A The major information is in the first clause B The major information is in the second clause 16 UnFRfortunately he can’t Fcome A The fall-rise means that the speaker is going to speak more B The fall-rise means that the speaker wants to highlight the comment adjunct ‘unfortunately’ 17 It is FRcheap A The fall-rise means that the speaker wants to ask whether it is cheap or not B The fall-rise means that the speaker thinks that “it is cheap but it …” 18 I FRmight be able to play A The speaker is certain B The speaker is not certain 19 RWhat did you say you’re going to do? A The speaker is asking for information B The speaker is repeating the question he has just asked before 20 Can you pay me by Fcheck please? A The speaker asks whether the hearer can pay him by check B The speaker wants the hearer to pay him by check 141 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn
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