Difficulties encountered by vietnamese efl learners at east europe language school in articulating the english fricative in syllabic context m a 60 14 10
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VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE DIFFICULTIES ENCOUNTERED BY VIETNAMESE EFL LEARNERS AT EAST EUROPE LANGUAGE SCHOOL IN ARTICULATING THE ENGLISH FRICATIVES IN SYLLABIC CONTEXT Submitted to the Department of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By LE NHU THAO Supervised by NGUYEN THU HUONG, Ph.D HO CHI MINH CITY, JULY 2013 CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: DIFFICULTIES ENCOUNTERED BY VIETNAMESE EFL LEARNERS AT EAST EUROPE LANGUAGE SCHOOL IN ARTICULATING THE ENGLISH FRICATIVES IN SYLLABLE CONTEXT in terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee This thesis has not previously been submitted for any degree or diploma at Universities and Institutions Ho Chi Minh City, July 2013 LE NHU THAO i RETENTION AND USE OF THE THESIS I hereby state that I, LE NHU THAO, being a candidate for the degree of Master of Arts in TESOL, accepted the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Masters’ Thesis deposited in the Library should be accessible for purposes 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 2013 LE NHU THAO ii ACKNOWLEDGEMENTS Firstly, I would like to express my deepest appreciation to my supervisor, Dr Nguyen Thu Huong who has spent much time giving me valuable support as well as dedicated guidance and beneficial advice He also provided me many references that related to my topic as well as supported and corrected my study at every stage Without his guidance and support, I could not finish this thesis Secondly, I also would like to give my special thank to all lecturers in the MA courses in TESOL 2008 at USSH for their useful instruction and dedication Thirdly, I would like to thank sincerely to Mr Robert A Singh (B.A), Mr Paul Gardiner Kelley (B.A) and Mr Nguyen Hung Vu (M.A), who were willing to spend their time evaluating the pronunciation voice recording which made my data analysis more accurate Fourthly, my deepest gratitude and special thanks are sent to my friends for their comments, suggestions and advice Especially, I am indebted to Mr Huynh Phong Nhuan (M.A), Ms Nguyen Thi Ngoc Minh (M.A), Mr Nguyen Hung Vu (M.A) and Ms Nguyen Thi Nhu An (M.A), who were willing to spend their time proofreading language used in this thesis I am also indebted to all of forty non-major participants from East Europe Foreign Language Center for their generous taking part in the voice recording and questionnaire so that I can collect the data Last but not least, I am sincerely grateful to my parents and my older sister and also my husband who were always by my side for great encouragement and motivation Without their love and support, all of this would have been impossible iii ABSTRACT The thesis aimed at investigating Vietnamese EFL learners’ difficulties in pronouncing English fricatives (interdental fricatives: /θ/, /ð/, alveolar fricatives: /s/, /z/, labiodental fricatives: /f/, /v/ and post-alveolar fricatives: / /, /ʒ/) in the syllable context The participants taking part in this study were 40 learners at East Europe Language School They were classified into two groups: elementary group and advanced group Each group was composed of 20 participants The major instruments were questionnaire and recording The questionnaire aimed to elucidate students’ opinions on fricatives problems and their attitudes towards L1 transfer and teachers’ instruction Whereas, the recording clarified subjects’ pronunciation difficulties of the fricatives and explored pronunciation differences of each factor in level, gender and regional dialect The findings revealed that the students encountered pronunciation difficulties of the fricatives and with reference to place of articulation, the students ran into the most challenge with the interdental fricatives (/ð/, /θ/) and the post-alveolar fricatives (/ʒ/, / /) Specifically, they met more problems in lenis sounds in comparison with fortis counterparts Additionally, the students’ pronunciation failure resulted in the influence of L1 transfer and teachers’ instruction The statistical analysis of the recording results also demonstrated that there was a significant difference between the elementary and the advanced groups However, there was no significant difference between the participants of the gender and the regional dialect in articulating the fricatives The results from this study serve as a foundation for the improvement of learning and teaching fricatives in particular and teaching pronunciation in general iv TABLE OF CONTENTS Page Certificate 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 and charts xi List of abbreviations xii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aims of the study .3 1.3 Research questions 1.4 Research hypotheses 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical concepts 2.1.1 The definition of consonants classification 2.1.1.1 Voicing 2.1.1.2 Place of articulation .7 2.1.1.3 Manner of articulation 2.1.2 Fricative descriptions 2.1.2.1 Interdental fricatives: /θ/ and /ð/ 2.1.2.2 Alveolar fricatives: /s/ and /z/ .9 2.1.2.3 Labiodental fricatives: /f/ and /v/ 10 2.1.2.4 Post-alveolar fricatives: / / and /ʒ/ 10 2.1.3 Reasons for ESL learners’ difficulties in pronouncing the fricatives .11 v 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 2.1.3.1 The Influence of L1 Transfer 12 2.1.3.2 The Contrastive Analysis Hypothesis (CAH) 13 2.1.3.3 The Markedness Differential Hypothesis (MDH) .13 2.1.3.4 Teachers’ instruction 14 2.1.3.5 Time of exposure 15 2.1.3.6 The Gender 16 2.1.3.7 Regional dialect 17 2.2 Empirical research 17 2.2.1 Studies about ESL/EFL learners’ pronunciation rather than Vietnamese 18 2.2.2 Studies about Vietnamese EFL learners’ pronunciation 23 2.3 Conceptual framework 38 2.4 Summary 39 CHAPTER 3: METHODOLOGY .40 3.1 Research Design 40 3.2 Study Setting 40 3.3 Participants 40 3.4 Research Instruments .41 3.4.1 Questionnaire .41 3.4.2 Recording the word list, the paragraph and the interview 42 3.5 Scoring criteria .43 3.6 Data analysis 45 3.6.1 Frequency analysis .45 3.6.2 Descriptive Statistics 46 3.6.3 T-test 46 3.6.4 One-Way Anova 46 3.6.5 Bivariate correlation 46 3.7 Procedures 47 3.8 Summary 47 CHAPTER 4: RESULTS AND DISCUSSION 48 vi 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 4.1 Statistical analysis of the students’ difficulties in articulating the fricatives 48 4.1.1 Statistical analysis of the students’ errors made in practice 48 4.1.2 Statistical analysis of the students’ report on their fricatives errors 51 4.1.3 Correlation results between the students’ perception of the problem and their problem in practice 55 4.2 Statistical analysis of the students’ recording results on the level, the gender and the regional dialect .56 4.2.1 Statistical analysis of the students’ recording results on the level…56 4.2.2 Statistical analysis of the students’ recording results on the gender 58 4.2.3 Statistical analysis of the students’ recording results on the regional dialect 59 4.3 Statistical analysis on the students’ perception of the difficulties causes….… 60 4.3.1 Statistical analysis on the students’ attitudes towards the influence of L1 transfer .61 4.3.2 Statistical analysis on the students’ attitudes towards the influence of teachers’ instruction 62 4.4 Discussion of the findings .64 4.5 Chapter summary .70 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS .71 5.1 Summary of the key findings 71 5.2 Implications for Teaching of Pronunciation 72 5.3 Limitations of the Study 73 5.4 Recommendations for further research 74 5.5 Chapter Summary 75 REFERENCES 76 APPENDICES 81 APPENDIX 1: Syllabus for pronunciation teaching to elementary level .81 vii 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 for pronunciation teaching to intermediate level 81 APPENDIX 3: Syllabus for pronunciation teaching to advanced level 82 APPENDIX 4A: Questionnaire (English Version) 83 APPENDIX 4B: Questionnaire (Vietnamese Version) 85 APPENDIX 5: Recording in the word list, the context and the interview .87 APPENDIX 5A: Recording in the word list 87 APPENDIX 5B: Recording in the context 88 APPENDIX 5C: Recording in the interview 88 viii 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 LIST OF TABLES Pages Table 3.4.1 Content and distribution of items on the questionnaire .42 Table 4.1.1.a Summary of the students’ fricatives pronunciation 48 Table 4.1.1.b Summary of the students’ fricatives articulation based on the place of articulation 49 Table 4.1.1.c Summary of the students’ articulating of the voicing .50 Table 4.1.1.d Summary of the students’ each sound articulation based on the voicing .51 Table 4.1.2.a Summary of the students’ report on the fricatives pronunciation in general 51 Table 4.1.2.b Summary of the students’ report on the fricatives pronunciation in particular 52 Table 4.1.2.c Summary of the students’ perception on the fricatives pronunciation based on the place of articulation 53 Table 4.1.2.d Summary of the students’ report on the voicing of the fricatives in general 53 Table 4.1.2.e Summary of the students’ report on the voicing of the fricatives in particular .54 Table 4.1.2.f Summary of the student’s report on easy sounds 55 Table 4.1.3.a Correlation between the errors made in practice and the difficulties reported 55 Table 4.2.1.a Summary of the elementary and the advanced students’ pronunciation of the fricatives in the syllable context 56 Table 4.2.1.b Summary of the elementary and advanced students’ pronunciation of each of the fricatives in the syllable context………………… 58 Table 4.2.2 Summary of the male and the female students’ pronunciation of the fricatives in the syllable context 59 Table 4.2.3 Summary of the three regional dialect students’ pronunciation of the fricatives in the syllable context 60 Table 4.3.1.a The students’ report on the influence of L1 transfer .61 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 acquiring the L2 pronunciation Accordingly, it cannot find out whether or not those aspects can affect the participants’ pronunciation Last but not least, on account of the time constraint, in some cases, the researcher just interviewed by asking each question within a group of students That is why students can imitate the answers as well as the pronunciation However, the participants’ pronunciations are not completely the same In spite of the obvious limitations, the findings of this investigation hold a number of the implications for language teaching pedagogy and research, which are summarized, in the above section 5.4 Recommendations for further research On the ground of the above limitations, the researcher formulates the following recommendations for further research To fully examine the pronunciation difficulties of the English fricatives for the Vietnamese EFL learners, other sounds should also need to be concerned besides the fricatives Moreover, in order to minimize the non-native accent of English sounds, not only just four sounds per one context occur but also five or six sounds and more concentration on the students’ intonation, stress should be done Therefore, analyzing and identifying the Vietnamese EFL learners’ production of the English fricative consonants would be complementary to the present one The key point to be noted is that there are no documents relating to the teachers’ difficulties in articulating and teaching the fricatives only, which can be regarded as one of the main causes for the students’ problems in pronunciation as well as generalizing the variety of difficulties that participants encounter when producing the fricatives Finally, it is necessary to concern the factors like the participants’ age, motivation, timid characteristic or their attitudes so as to find out whether those aspects can affect the participants’ pronunciation of the fricatives or not 74 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 5.5 Chapter Summary The major findings of this research presented in this chapter indicate that the fricatives are problematic for the Vietnamese learners and the producing of the fricatives of level students at the outset was different However, the groups of the gender and of the regional dialect performed their pronunciation similarly In addition, the students’ attitudes towards influence of L1 transfer and teachers’ instruction are recapitulated Some implications are also provided along with the limitations and recommendations for further research 75 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 REFERENCES 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English at Information Technology College Ho Chi Minh City HCM City: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Ha, T C (2005) Common pronunciation problems of Vietnamese learners of English Retrieved 2005 from: http://js.vnu.edu.vn/Ngoaingu_1/Bai3.pdf Hewings, M (2004) Pronunciation practice activities Cambridge: Cambridge University Press 77 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 Hinofotis, F & Baily, K (1980) American undergraduate reaction to the communication skills of foreign teaching assistants, TESOL 80: Building Bridges: Research and Practice in TESL, Alexandria, V.A Hoang, T.N (2012) Problem in teaching intonation to English majors at USSH HCM City: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Hoang, Tr & Chu, N M N (2008) Phân tích liệu nghiên cứu với SPSS Nha Xuat Ban Hong Duc Jireghie, A (2012) Communicative language teaching Retrieved from: http://www.uvvg.ro/revad/files/nr8/9.%20Banciu.pdf Johnson, J S & Newport, E L (1989) Critital period effects in second language learning: The influence of maturational state on the acquisition of English as a second language Cognitive psychology, 21, 60-99 Kenworthy, J (1987) Teaching English Pronunciation New York: Longman Publishing Klinger, W (1990) Factors for success in second language learning Retrieved 2007, from: www.ice.usp.ac.jp/~wklinger/wk02-factors.pdf Ladefoged, P (2006) A course in phonetics United States of America: Thomson Wadsworth, a part of Thomson Corporation Larsen-Freeman, D & Long, M.H (1991) An introduction to second language acquisition research New York: Longman Le, L H (2007) Vietnamese EFL learners’ acquisition of the pronunciation of two English interdental fricatives and two lax-tense vowel contrasts, unpublished Master thesis Southern Illinois University MacCarthy, P (1978) The teaching of pronunciation Cambridge: Cambridge University Press Malthus, C (2008) Changing identities Retrieved from: learning.uow.edu.au/LAS2001/LAS2001/malthus.pdf Maria, N & Barros, V (2003) Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of 78 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 puberty Retrieved from: https://eidr.wvu.edu/eidr/documentdata.eIDR?documentid=2937 McMillan, J H & Schumacher, S (2001) Research in education: A conceptual introduction (5th ed.) New York: Longman Nguyen, B K (2009) Pronunciation problems faced by first –year English learners at Mekong University- pedagogical implications HCM City: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Nguyen, D N (2007) Pronunciation focus in the new textbook “ Tiếng Anh 10” a case study at a high school in Pleiku city Ha Noi: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Nguyen, H P (1999) Some pronunciation problems facing the learners of English language at Hue University when speaking English naturally HCM City: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Nguyen, L T (2009) Teaching the fricative to English non- majored students at University of Transport in Ho Chi Minh City: Problems and Solutions HCM City: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Nguyen, Q H (2005) English phonetics and phonology Can Tho University Press Nguyen, Th Th Th (2007) Difficulties for Vietnamese when pronouncing English final consonants Retrieved from: http://dalea.du.se/theses/archive/60dedb5e-7a86-4fc7-b12709b0e99b853c/8256d175-9d1a-4a97-ae9b-fb15ba152a60.pdf Nunan, D (1999) Second language teaching United States of America: An International Thomson Publishing Company Odlin, T (1989) Language transfer Cambridge, NY: Cambridge University Press 79 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 Ohata, K (2004) Phonological differences between Japanese and English: several potentially problematic areas of pronunciation for Japanese ESL/EFL learners Retrieved April 20, 2007 from: http://www.asian-efl- journal.com/Dec_04_ko.pdf Oxenden, C; Koenig, C L & Seligson, P (1996) American English file Oxford: Oxford University Press Rimando (2010) The importance of pronunciation Retrieved from: http://funeasyenglish.com/american-english-pronunciation-the-importanceof-pronunciation.htm Rogers, H (2000) The sounds of language: An introduction to phonetics The United Kingdom: Tottenham Court Road, Londong W1P 0LP Santre, A P (1992) The way South Vietnamese pronounce English Research Master’s Thesis Victoria University, Australia Retrieved March 26, 2007 from: eprints.vu.edu.au/archive/00000320/ - 10k Saylor, S (2011) Importance of English pronunciation Retrieved October 12, 2011 from: http://www.ehow.com/about_6636066_importance-englishpronunciation html Scovel, T (1988) A time to speak: A psycholinguistic inquiry into the critical period for human language Rowley, MA: Newburry House Szynalski, T P (2001) Why you should study English pronunciation Retrieved from: http://www.antimoon.com/how/pronuncwhy.htm Tahta, S., Wood, M., & Loewenthal, K (1981) Foreign accents: Factors relating to transfer of accent from the first language to a second language Language and speech, 24, 265-272 Thompson, I (1991) Foreign accents revised: the English pronunciation of Russian immigrants Language learning, 41, 177-204 Underhill, A (2005) Sound foundations: Learning and teaching pronunciation (2nd ed.) Macmillan Publishers Walsh, T & Diller, K (1991) Neurolinguistics considerations on the optimum age for second language learning In Diller, K (ed.), Individual differences and universals in language learning aptitude (pp.3- 21) Rowley, MA 80 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 APPENDICES APPENDIX 1: Syllabus for pronunciation teaching on elementary level Unit Vowel sounds; word stress; the alphabet, /ər/ and /aʊ/ Unit Consonant sounds; third person –s Unit Vowel sounds; the letter o; the letter h; word stress, /ð/ and /θ/ Unit Sentence stress; /ŋ/; /ɪ/ and /i/; rhyming words Unit Sentence stress, -ed endings Unit /ð/ and /ɛr/; sentence stress; silent letters; verb+-ing; place names Unit The letters ea; /w/, /v/ and /b/; sentence stress; /ʊ/, /u/ and /ʌ / Unit /ər/; sentence stress; consonant groups; adjectives and adverbs Unit Sentence stress; irregular past participles APPENDIX 2: Syllabus for pronunciation teaching on intermediate level Unit Vowel sounds; the alphabet; -s ending; pronunciation in a dictionary Unit -ed ending, irregular verbs; /ə/ and /ər/; /w/ and /h/; pronunciation letter a Unit Sentence stress; contractions (will/ won’t); /ɑ/ and /oʊ/; word stress: two syllable words; sentence stress Unit Vowel sounds; /h/, /y/ and /dʒ/; sentence stress; word stress Unit Word stress; /ŋ/; sentence stress, Unit Vowel; stress and rhythm; sentence stress;-ion endings; /ʊ/ Unit /ɪ/ and /aɪ/; sentence stress; word stress; -ed ending Unit /ɛ/, /oʊ/, /ʌ/; /ʌ/, /u/, /aɪ/, /ɛ/; linking /g/and /ʤ/; vowel and consonants sounds; sentence stress Unit Reviewing of vowel sounds; sentence stress; rhyming verbs 81 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: Syllabus for pronunciation teaching on advanced level Unit /ʊ/ and /u/, understanding phonetics; /ɔr/ and /ər/; prefixes and suffixes Unit Saying numbers; sentence stress, strong adjectives; stress in compound nouns Unit Sentence stress;-eigh,-aigh,-igh; 82 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 4A ENGLISH VERSION QUESTIONNAIRE Dear participants, This questionnaire aims to collect demographic information as well as opinions on the fricative sounds pronunciation Please respond to the following statements or mark the suitable answers The result of this questionnaire will be used for MA thesis in Social Sciences and Humanities, Vietnam National University in Ho Chi Minh City only Your cooperation is greatly appreciated Please answer the questions below: Part I Name: Gender: Male □ Female □ Class: My level: Elementary □ Advanced □ My family’s residence is at: The South □ the Central □ the North □ Part II I have some difficulties in articulating the fricatives (fricatives including /θ, ð, s, z, f, v, , ʒ/) 1.□ extremely not much 2.□ a little bit much 3.□ quite much 4.□ much 5.□ extremely much These following sounds may cause difficulties for you to articulate Labiodental fricatives: /f/ laugh □ /v/ leave □ Interdental fricatives: /θ/ think □ /ð/ either □ Alveolar fricatives: /s/ price □ /z/ peas □ Post-alveolar fricatives: / / shoe □ /ʒ/ treasure □ These following sounds may be easy for you to articulate /f/ laugh □ Labiodental fricatives: 83 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 /v/ leave □ 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 Interdental fricatives: /θ/ think □ /ð/ either □ Alveolar fricatives: /s/ price □ /z/ peas □ Post-alveolar fricatives: / / shoe □ /ʒ/ treasure □ I think that interference L1 transfers (Vietnamese) may cause difficulties to articulate fricatives 1.□ extremely not much 2.□ a little bit much 3.□ quite much 4.□ much 5.□ extremely much These sounds exist in Vietnamese sound system Labiodental fricatives: /f/ laugh □ /v/ leave □ Interdental fricatives: /θ/ think □ /ð/ either □ Alveolar fricatives: /s/ price □ / / shoe □ Post-alveolar fricatives: /z/ peas □ /ʒ/ treasure □ I think that lacking teachers’ instructions cause difficulties to articulate fricatives 1.□ extremely not much 2.□ a little bit much 3.□ quite much 4.□ much 5.□ extremely much Teachers articulate sounds wrongly may cause teaching pronunciation not correctly too Yes □ No □ Before teaching, teachers illustrate and talk about sounds constituent Yes □ No □ If teachers can discriminate sounds constituent clearly, I can articulate well Yes □ No □ THANK YOU FOR YOUR COOPERATION 84 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 4B TRANSLATED VERSION BẢNG KHẢO SÁT Các bạn thân mến, Mục đích bảng bảng thăm dò ý kiến nhằm thu thập thông tin cá nhân việc phát âm âm xát Xin vui lòng trả lời hay đánh dấu vào câu trả lời thích hợp Kết bảng câu hỏi sử dụng cho mục đích nghiên cứu luận văn thạc sĩ Xin chân thành cám ơn Xin vui lòng trả lời câu hỏi đây: Phần I 1.Tên: 2.Giới tính: Nam □ Nữ □ 3.Lớp: 4.Trình độ: sơ cấp □ cao cấp □ 5.Nơi gia đình tơi thuộc khu vực: Miền Nam □ miền Trung □ miền Bắc □ Phần II Tơi gặp số khó khăn việc phát âm âm xát (âm xát bao gồm âm / θ, ð, s, z, f, v, , ʒ/) 1.□ 4.□ 2.□ 3.□ khơng nhiều nhiều 5.□ nhiều Những âm sau gây khó khăn cho bạn phát âm Âm mơi răng: /f/ laugh □ Âm răng: /θ/ think □ Âm nướu: /s/ price □ Âm ngạc lợi: / / shoe □ /v/ leave □ /ð/ either □ /z/ peas □ /ʒ/ treasure □ Những âm bạn thấy dễ dàng để phát âm Âm môi răng: /f/ laugh □ 85 /v/ leave □ 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 Âm răng: /θ/ think □ Âm nướu: /s/ price □ Âm ngạc lợi: /ð/ either □ /z/ peas □ / ʒ/ treasure □ / / shoe □ Tôi nghĩ ảnh hưởng ngôn ngữ mẹ đẻ (tiếng Việt) gây khó khăn để phát âm âm xát 1.□ 4.□ 2.□ 3.□ không nhiều nhiều 5.□ nhiều Những âm sau có hệ thống âm tiếng Việt: Âm môi răng: /f/ laugh □ /v/ leave □ Âm răng: /θ/ think □ /ð/ either □ Âm nướu: /s/ price □ /z/ peas □ Âm ngạc lợi: / / shoe □ /ʒ/ treasure □ Tôi nghĩ khơng có hướng dẫn giáo viên gây khó khăn để phát âm âm xát 1.□ 4.□ 2.□ 3.□ khơng nhiều nhiều 5.□ nhiều Giáo viên phát âm sai dẫn đến việc dạy phát âm sai Đúng □ khơng □ Trước dạy, giáo viên có minh họa nói nguyên tắc cấu thành âm Đúng □ không □ Nếu giáo viên phân biệt rõ cách cấu thành âm bạn phát âm tốt Đúng □ không □ XIN CHÂN THÀNH CÁM ƠN SỰ CỘNG TÁC CỦA CÁC BẠN APPENDIX 5: Recording in the word list, the context and the interview Dear participants, 86 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 In this part, you will be given a list of 32 words and a short reading passage You can take five minutes to read the words and the passage to yourself Besides that, an interview is also conducted without prior reading Afterwards, you will be asked to read each word twice in a loud and clear voice While reading, you will be audio-taped The same procedure will be repeated for the short passage and the interview as well THANK YOU VERY MUCH! APPENDIX 5A: Please read these following words twice: three free viewing half zoo Asia there comes spend decision is vole With shows lobster cloth laugh think love Alice casual she finishing booth Sunday have times that month wish beige feel APPENDIX 5B: Please read the following paragraph: 87 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