Phát triển ngữ điệu tiếng anh của sinh viên năm nhất tại trường đại học ngoại ngữ huế thông qua kỹ thuật shadowing với các phân đoạn hoạt hình ngắn

HUE UNIVERSITY OF FOREIGN LANGUAGES DEVELOPING ENGLISH INTONATION OF FRESHMEN STUDYING AT HUE UNIVERSITY OF FOREIGN LANGUAGES BY USING SHADOWING TECHNIQUE WITH SHORT CARTOON SEGMENTS ĐỖ HOÀNG THIÊN HOÀI SUPERVISOR: MR PHAN QUANG BẢO, M.A Hue, June 2020 HUE UNIVERSITY OF FOREIGN LANGUAGES DEVELOPING ENGLISH INTONATION OF FRESHMEN STUDYING AT HUE UNIVERSITY OF FOREIGN LANGUAGES BY USING SHADOWING TECHNIQUE WITH SHORT CARTOON SEGMENTS ĐỖ HOÀNG THIÊN HOÀI SUPERVISOR: MR PHAN QUANG BẢO, M.A Hue, June 2020 STATEMENT OF AUTHORSHIP This study is claimed to be my own work All the data and statistics are guaranteed to be authentic Đỗ Hoàng Thiên Hoài i ABSTRACT The objective of this study is to examine the effectiveness of Shadowing technique towards English intonation improvement by freshmen at HUFL with the help of short cartoon segments It also seeks to address students’ challenges when applying this method and their potential solutions The research was conducted with 20 freshmen at HUFL in 14 days All of them took the questionnaires, pre-test and post-test Among them, students were chosen to participate in the interview All of the data and statistics were analyzed quantitatively and qualitatively The findings of this research illustrated how effective Shadowing technique was towards English intonation enhancement Some aspects which were proven to be positively affected were intonation, pronunciation, speaking, listening skills and vocabulary enlargement All of the participants expressed their preference for applying this technique in the future Also, the study indicated some challenges that students often met Some of them could be listed as time management skill, the ability to recognize the intonation patterns, lack of motivation and the difficulty of imitating the native speakers To solve the above mentioned problems, students came up with a number of suggestions including arranging time reasonably, listening more to the audio, practicing more, increasing motivation and looking up new words in a dictionary In conclusion, the findings offered an insight to Shadowing application to freshmen at HUFL All of the results could become potentially beneficial for improving students’ intonation and speaking skill in general at HUFL ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor – Mr Phan Quang Bao for his insightful comments and suggestions during the planning and development of this research Without his guidance and persistent help, this thesis would have not completed on time He is one of the most dedicated and knowledgeable lecturers that I have had a chance to work with Besides my supervisor, I would like to show my appreciation to all of the freshmen who participated in the research They managed to complete all of the tasks, questionnaires and interviews despite their tight schedule Also, their responses have greatly contributed to the success of this research Next, I am also deeply grateful to my family and my friends at HUFL whose encouragements were invaluable to me They were always by my side and supported me during the whole process of this research Special thanks to my dear friends – Nhat Ly and Hanh Nguyen for giving me useful advice when I got stuck Lastly, I would like to express my sincere gratitude to Faculty of English at HUFL for giving me the opportunity to conduct the graduation thesis which is one of the milestones at university I wish that the results of this research can serve as a helpful source for the pedagogical development at HUFL, especially speaking skill improvement iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Background .1 1.2 Significance 1.3 Aims of the research 1.4 Research questions CHAPTER 2: LITERATURE REVIEW 2.1 Intonation 2.1.1 Definition 2.1.2 The 3T’s 2.1.3 Functions of intonation 2.2 Previous studies about teaching intonation 2.3 Shadowing 2.3.1 Definition 2.3.2 Shadowing technique’s application in previous research .9 CHAPTER 3: METHODOLOGY 12 3.1 Participants 12 3.2 Data collection instruments 12 3.2.1 Questionnaire 12 3.2.2 Interview .13 3.2.3 Tests 14 3.3 Data collection procedure .15 3.3.1 Data sources 15 iv 3.3.2 Procedure 15 3.4 Data analysis 15 CHAPTER 4: FINDINGS AND DISCUSSIONS 17 4.1 Introduction .17 4.2 Students’ background experience of intonation .17 4.3 The effectiveness of Shadowing technique towards English intonation improvement 19 4.3.1 Students’ background experience of Shadowing 19 4.3.2 Students’ self-evaluation .20 4.3.3 PRAAT evaluation 26 4.3.4 The effect of Shadowing instruction .31 4.3.5 The effect of short cartoon segments 32 4.4 Students’ challenges and solutions 33 4.4.1 Students’ challenges 33 4.4.2 Students’ solutions 35 CHAPTER 5: CONCLUSION .38 5.1 Conclusion 38 5.2 Implications 39 5.3 Limitations of the study 39 5.4 Recommendations for further research 40 REFERENCES 41 APPENDIXES 44 APPENDIX 44 APPENDIX 49 APPENDIX 52 APPENDIX 53 APPENDIX 54 v LIST OF ABBREVIATIONS CEFR : Common European Framework of Reference of Languages HUFL : Hue University of Foreign Languages IPA : International Phonetic Alphabet vi LIST OF TABLES Table 1: List of five students joining the interview Table 2: Students’ perception of intonation Table 3: Students’ background experience with Shadowing method Table 4: Pitch and duration of students’ pre-test recordings Table 5: Pitch and duration of students’ post-test recordings Table 6: Students’ average time of making one recording vii LIST OF FIGURES Figure 1: Students’ difficulties when learning intonation Figure 2: Students’ evaluation of their pre-test and post-test according to the resemblance of audio Figure 3: Students’ evaluation of their intonation in the pre-questionnaire and postquestionnaire Figure 4: Students’ evaluation of Shadowing technique towards intonation improvement Figure 5: The reasons for applying Shadowing in the future Figure 6: Sound wave form of the original recording Figure 7: Sound wave form of S1’s recording Figure 8: Sound wave form of S19’s recording in the pre-test Figure 9: Sound wave form of S19’s recording in the post-test Figure 10: Students’ evaluation of Shadowing instruction Figure 11: Students’ evaluation of the difficulty level of cartoon segments Figure 12: Students’ challenges when applying Shadowing technique Figure 13: Students’ suggested solutions to solve difficulties viii Secondly, the duration of the treatment was not long enough to examine the effect of Shadowing towards intonation improvement The duration of the experiment only lasted 14 days Thirdly, due to unavoidable situation, all of the procedure steps were conducted online, which limited some interactions of the researcher and participants The first step of introduction and giving instruction would have been more effective if there were face-to-face conversations with the students Last but not least, this study did not reflect on teachers’ perspectives due to the variety of students’ speaking class Besides, the students studied through online platform at the beginning of the semester, so it was hard for teachers to pay close attention to each student’s speaking compared to when they were in offline classes Thus, the differences of students’ intonation might be vague to be assessed by their teachers 5.4 Recommendations for further research From the limitations, the necessity of future studies is raised In order to attain broader and more insightful results, the research should be conducted in a longer period of time with larger scale of students This can ensure the objectivity of the study Furthermore, researchers can hold one or two face-to-face meetings with participants to help them directly with the instruction or any difficulties Lastly, to obtain well-rounded results, teachers’ perspective should be collected through questionnaires or interviews, especially those teaching Speaking classes 40 REFERENCES Chung, D U (2010) The Effect of Shadowing on English Listening and Speaking Abilities of Korean Middle School Students English Teaching, 65(3) Cruttenden, A (1997) Intonation Cambridge University Press De Bot, K., & Mailfert, K (1982) The teaching of intonation: Fundamental research and classroom applications Tesol Quarterly, 16(1), 71-77 Gilbert, J B (2018) Issues in teaching pronunciation: Prosody, intonation, and vowels The TESOL encyclopedia of English language teaching, 1-9 Hamad, P I., & Muhammad, H A (2018) Teaching Stress and Intonation from Students’ Perspective Al-Fatih journal, 14(74), 1-33 Hamada, Y (2018) Shadowing for pronunciation development: Haptic-shadowing and IPA-shadowing Journal of Asia TEFL, 15(1), 167 Hamada, Y (2019) Shadowing: What is It? How to Use It Where Will It Go? RELC Journal, 50(3), 386-393 Horiyama, A (2012) The development of English language skills through shadowing exercises Journal of Bunkyo Gakuin University of Foreign Studies, Bunkyo Gakuin Junior College, 12, 113-123 Hsieh, K T., Dong, D H., & Wang, L Y (2013) A preliminary study of applying shadowing technique to English intonation instruction Taiwan Journal of Linguistics, 11(2), 43-65 Jenkins, J (2004) research in teaching pronunciation and intonation Annual review of applied linguistics, 24, 109-125 Luo, D., Minematsu, N., Yamauchi, Y., & Hirose, K (2008, December) Automatic assessment of language proficiency through shadowing In 2008 6th International Symposium on Chinese Spoken Language Processing (pp 1-4) IEEE Luo, D., Shimomura, N., Minematsu, N., Yamauchi, Y., & Hirose, K (2008) Automatic pronunciation evaluation of language learners' utterances generated 41 through shadowing In Ninth Annual Conference of the International Speech Communication Association Mori, Y (2011) Shadowing with oral reading: Effects of combined training on the improvement of Japanese EFL learners' prosody Language Education & Technology, 48, 1-22 Mortimer, C (1985) Elements of pronunciation: intensive practice for intermediate and more advanced students (Vol 1) Cambridge University Press Omar, H M., & Umehara, M (2010) Using'A Shadowing'Technique'to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners Journal of Asia TEFL, 7(2) Orion, G F (1997) Pronouncing American English Cengage Learning Roach, P (2000) Phonetics and phonology: A Practical course Cambridge: Cambridge Rodero, E (2011) Intonation and emotion: influence of pitch levels and contour type on creating emotions Journal of voice, 25(1), e25-e34 Sharp, A E (1958) Falling-rising intonation patterns in English Phonetica, 2(3-4), 127-152 Shiki, O., Mori, Y., Kadota, S., & Yoshida, S (2010) Exploring differences between shadowing and repeating practices: An analysis of reproduction rate and types of reproduced words ARELE: Annual Review of English Language Education in Japan, 21, 81-90 42 Shockley, K., Sabadini, L., & Fowler, C A (2004) Imitation in shadowing words Perception & psychophysics, 66(3), 422-429 Spaai, G W., & Hermes, D J (1993) A visual display for the teaching of intonation Calico Journal, 19-30 Sumarsih (2017) The Impact of Shadowing Technique on Tertiary EFL Learners' Listening Skill Achievements International Journal of English Linguistics, 7(5), 184-189 Tench, P (2011) Transcribing the sound of English: A phonetics workbook for words and discourse Cambridge University Press Tench, P (2015) The intonation systems of English Bloomsbury Publishing Wang, X (2017, December) The Study of Shadowing Exercise on Improving Oral English Ability for Non-English Major College Students In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017) Atlantis Press Wells, J C (2006) English intonation PB and Audio CD: An introduction Cambridge University Press Weltens, B., & De Bot, K (1984) The visualisation of pitch contours: Some aspects of its effectiveness in teaching foreign intonation Speech Communication, 3(2), 157-163 Yavari, F., & Shafiee, S (2019) Effects of Shadowing and Tracking on Intermediate EFL Learners' Oral Instruction, 12(1), 869-884 43 Fluency International Journal of APPENDIXES APPENDIX QUESTIONNAIRE (PRE-TEST) Bộ câu hỏi thiết kế nhằm thu thập liệu cho đề tài “Phát triển Ngữ điệu tiếng Anh cho sinh viên năm trường Đại học Ngoại ngữ thông qua kỹ thuật Shadowing đoạn phim hoạt hình ngắn” Các thơng tin số liệu thu thập từ khảo sát sử dụng để phục vụ nghiên cứu, mục đích khác Vì vậy, tơi mong nhận giúp đỡ bạn I CÂU HỎI CHUNG Tên: .Lớp: Theo bạn, ngữ điệu tiếng Anh có quan trọng khơng? A Không quan trọng B Khá quan trọng C Quan trọng D Khơng biết Theo bạn, ngữ điệu có ảnh hưởng đến q trình nghe hiểu tiếng Anh khơng? A Có B Khơng C Khơng biết Ngữ điệu tiếng Anh ảnh hưởng đến trình nghe hiểu mức độ nào? A Rất ảnh hưởng B Ảnh hưởng C Không ảnh hưởng D Không ảnh hưởng 44 Bạn có bắt chước ngữ điệu giáo viên khơng? A Có B Khơng C Thỉnh thoảng Trong q trình học từ phổ thơng bạn gặp vấn đề Ngữ âm nói chung ngữ điệu nói riêng Và bạn làm để khắc phục điều đó? Bạn có biết IPA (International Phonetic Alphabet) khơng? A Có B Khơng Trên thang điểm 10, tự đánh giá khả ngữ điệu Những khó khăn việc học ngữ điệu bạn gì? (Có thể chọn nhiều phương án) A Khơng có người hướng dẫn B Khơng có tài liệu tin cậy C Thiếu phương pháp học D Không biết cách đọc phát âm nhấn trọng âm E Cách phát âm ngữ điệu bị “Việt hóa” 45 F Khác Bạn thường học ngữ điệu nào? 10 Bạn có biết kỹ thuật Shadowing khơng? Nếu có, tiếp tục trả lời từ câu 11 Nếu khơng, trả lời từ câu 13 A Có B Khơng 11 Bạn có thường xun áp dụng khơng? A Thường xuyên B Thỉnh thoảng C Hiếm 12 Kỹ thuật có hiệu khơng? A Rất hiệu B Hiệu C Không hiệu 13 Bạn có thường bắt chước bạn nghe từ người xứ phim ảnh, TV không? A Thường xuyên B Thỉnh thoảng C Hiếm 46 14 Những khó khăn bạn bắt chước người xứ gì? (Có thể chọn nhiều phương án) A Khơng hiểu họ nói B Tốc độ nhanh nên khó bắt chước C Không biết cách đọc từ vựng D Khác 15 Những nguồn bạn thường sử dụng để bắt chước người xứ? (Có thể chọn nhiều phương án) A Phim ảnh B Phim hoạt hình C Youtube D Audio sách giáo khoa E Radio/Podcast F Khác: II CÂU HỎI VỀ BÀI TEST 16 Trên thang điểm 10, đánh giá độ khó hoạt động bắt bước người xứ audio? 17 Bạn có hiểu audio khơng? A Có Khoảng % B Khơng 18 Bạn bắt chước người xứ audio lần nghe thứ bao nhiêu? 47 19 Sau lần nghe, đánh giá bạn bắt chước người xứ phần trăm? 48 APPENDIX QUESTIONNAIRE (POST-TEST) Bộ câu hỏi thiết kế nhằm thu thập liệu cho đề tài “Phát triển Ngữ điệu tiếng Anh cho sinh viên năm trường Đại học Ngoại ngữ thông qua kỹ thuật Shadowing đoạn phim hoạt hình ngắn” Các thơng tin số liệu thu thập từ khảo sát sử dụng để phục vụ nghiên cứu, khơng có mục đích khác Vì vậy, tơi mong nhận giúp đỡ bạn Tên: .Lớp: Trên thang điểm 10, đánh giá ngữ điệu tiếng Anh bạn (sau áp dụng Shadowing) Hãy đánh giá bạn bắt chước người xứ audio post-test phần trăm Trong trình luyện tập, bạn thực ghi âm? A B C Hãy đánh giá độ khó video mẫu: A Dễ B Khá dễ C Khó D Rất khó Hãy đánh giá tác dụng tài liệu hướng dẫn: A Khơng hữu ích 49 B Bình thường C Hữu ích D Rất hữu ích Bạn dành trung bình thời gian cho ghi âm? (tính phút) Trên thang điểm 10, đánh giá độ hiệu phương pháp Shadowing việc phát triển ngữ điệu bạn Những khó khăn bạn gặp trình thực phương pháp Shadowing gì? (Có thể chọn nhiều phương án) A Tốn nhiều thời gian để thực video B Tốc độ nói video mẫu nhanh C Khơng có thời gian để làm video D Khơng có động lực E Khơng biết cách nhấn trọng âm ngữ điệu câu F Khác: Theo bạn, giải pháp để giải vấn đề gì? 50 10 Bạn có tiếp tục áp dụng phương pháp Shadowing để phát triển ngữ điệu khơng? Vì sao? 51 APPENDIX INTERVIEW Phương pháp Shadowing giúp bạn tiến ngữ âm ngữ điệu tiếng Anh? Những khó khăn trình thực phương pháp gì? Giải pháp bạn cho khó khăn gì? Bạn có tiếp tục áp dụng phương pháp Shadowing khơng? Vì sao? 52 APPENDIX TRANSCRIPT (PRE-TEST & POST-TEST) A: Hi, welcome to the museum B: Thanks I’m very interested in Mia Pearlman’s art A: Well, let me tell you a little about her B: Okay A: Mia is very interested in the world we’re living And she was always interested in the world even when she was a little girl B: Really? What you mean? A: Well, for example, when little girls play with dolls like Barbie dolls, they usually make up stories about them right? B: Sure A: But when Mia played with her dolls, she didn’t that She was only interested in making the place where Barbie lived B: You mean like a Barbie house? A: No, it was bigger than a house It was really a big space like a Barbie world B: That’s very unusual A: Yes, Mia is an unusual person even when she was a child, she understood the world is very big and people are just a very small part of it (Trích từ sách NorthStar 1) 53 APPENDIX SHADOWING INSTRUCTION Bước 1: Nghe toàn video để hiểu ý video Bước 2: Ghi lại từ vựng mới, tìm nghĩa cách đọc từ điển, luyện tập đọc từ Bước 3: Nghe lại video thật kỹ đánh dấu theo bảng ký hiệu STT Ký hiệu Ý nghĩa Ví dụ Ngữ điệu lên Ngữ điệu xuống I love Where? it ˄ Ngữ điệu lên – xuống ˄ Awesome ˅ Ngữ điệu xuống – lên ˅ Beautiful Ngữ điệu ngang A B / Fine Nối âm Is it great? Ngắt câu Tomorrow/ I will go to school/ and hang out with my friends Bước 4: Bắt chước giọng nhân vật video Tập luyện nhiều lần để bắt chước giống ngữ âm, ngữ điệu, tốc độ nói, cảm xúc nói video Bước 5: Ghi âm bắt chước nhân vật Sau đó, đối chiếu ghi âm video gốc để chỉnh sửa thêm Lưu ý: Đây bước gợi ý Thời gian để thực hết bước tùy vào tốc độ bắt chước bạn 54