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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES DUONG THI NGOC LOAN AN INVESTIGATION INTO ERRORS IN PRONOUNCING ENDING SOUNDS MADE BY STUDENTS AT PHU XUAN UNIVERSITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: NGU THIEN HUNG, PH.D HUE, 2011 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Duong Thi Ngoc Loan i Acknowledgements Firstly, I am greatly indebted to my supervisor, Ph.D Ngu Thien Hung, for his professional guidance and support Without his help, this thesis would be far from reaching this present standard Second, I am very grateful to Dr Truong Vien, for his valuable suggestions and guidance in choosing the topic Third, I would like to express my sincere thanks to participating teachers at Hue College of Foreign languages and students at Phu Xuan University, for their helps during the time I carried out this study Last, but not least, I wish to express my deep thanks to my own small beloved family, parents and friends for all their support and encouragements, helping me overcome the difficulties during the time I was working on this thesis ii TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATIONS AND SYMBOLS viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1.1 Overview 1.2 Rationale 1.2.1 Background of the Research .1 1.2.2 Research aims 1.2.3 Research questions 1.2.4 Research Scope 1.2.5 Research Significance .3 1.2.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Overview 2.2 Background to the pronunciation teaching .5 2.3 Definitions of key terms and concepts 2.3.1 Definition of consonant sounds 2.3.2 Errors and mistakes 2.3.3 Concept of errors and mistakes 2.3.4 The difference between an error and a mistake 10 2.3.5 Error analysis 10 2.4 Previous studies related to the research .11 2.5 Theoretical background 13 2.5.1 Background to English final consonant sounds 13 iii 2.5.2 Background on Vietnamese final consonant sounds 23 2.5.3 A contrastive analysis of English and Vietnamese final consonant sounds 25 2.6 Chapter review 30 CHAPTER 3: METHODOLOGY AND PROCEDURES 31 3.1 Overview 31 3.2 Research design 31 3.3 Hypotheses 31 3.4 Subject selection and description .32 3.4.1 Participants 32 3.4.2 Research site 33 3.4.3 The sample 33 3.5 Method of data collection 33 3.5.1 The questionnaires 33 3.5.2 The diagnostic test 34 3.6 Data collection 34 3.7 Data analysis 38 3.8 Validity and reliability .41 3.9 Summary 42 CHAPTER 4: FINDINGS AND DISCUSSION 43 4.1 Result of data analysis 43 4.1.1 Data collected from students‟ questionnaires 43 4.1.2 Data collected from students‟ diagnostic test 52 4.2 Discussion 54 4.2.1 common mistakes made by first year students (when pronouncing and perceiving words with final sounds in minimal pairs and phrases as well as in conversation using linking sounds) 54 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 63 5.1 Overview 63 5.2 Conclusions 63 5.3 Recommendation 64 iv 5.3.1 For students .65 5.3.2 For teachers .65 5.4 Teaching activities and further application in the classroom .67 5.4.1 Teaching activities have been so used far by teacher‟s teaching pronunciation, especially when they deal with of the English final consonants sounds 67 5.4.2 Recommendation for further teaching activities 68 5.5 Limitations and suggestions for further research .73 5.5.1 Limitations of the study 73 5.5.2 Suggestions for further research 73 5.6 Summary 73 REFERENCES 74 APPENDIX 79 v LIST OF TABLES Table 2.1 Articulatory Representation of English consonant 23 Table 2.2 Vietnamese final consonant sounds distribution 24 Table 2.3 Phonemes stated by Vietnamese letters 25 Table 2.4 Vietnamese final consonant sounds 28 Table 3.1 The students responding to the questionnaire 35 Table 3.2 Problems of the English final consonant sounds revealed by the first year students‟ performance 37 Table 4.1 Information about students‟ background 43 Table 4.2 Students‟ perception towards the learning and practicing of pronunciation at Phu Xuan University 44 Table 4.3 Students‟ perception towards the teaching of pronunciation at Phu Xuan University 45 Table 4.4 Students‟ problems in listening and speaking English 46 Table 4.5 Student‟s listening and speaking problems related to consonant sounds 47 Table 4.6 Students‟ difficulties in practising pronunciation due to various factors 48 Table 4.7 Students‟ knowledge about the English final consonant sounds and linking sounds 48 Table 4.8 Students‟ difficulties in pronouncing final consonant sounds and linking sounds 49 Table 4.9 Students‟ pronunciation in speech 50 Table 4.10 Students‟ attention 50 Table 4.11 Students‟ information about the mini test 52 Table 4.12 Teachers‟ correction 52 vi LIST OF FIGURES Figure 2.1 Internal structure of a syllable “cat” 26 Figure 2.2: Internal structure of the word “drowned” 27 Figure 2.3 Vietnamese syllable 27 Figure 3.1 The Polderbit Sound Recorder 37 Figure 3.2 The Polderbit Sound Editor 38 Figure 3.1 The demonstration of the minimal pair “cash – catch” made by the native English speakers as compared with the first year students at Phu Xuan University 41 Figure 4.1 The demonstration of the minimal pair “advice – advise” made by the native English speakers was compared with the first year students at Phu Xuan University 55 Figure 4.2 The demonstration of the minimal pair “puss – push” made by native English speakers was compared with first year students at Phu Xuan University 56 Figure 4.3 The demonstration of the minimal pair “cash –catch” made by native English speakers was compared with the first year students at Phu Xuan University 57 Figure 4.4 The demonstration of the minimal pair “heath – heat” made by native English speakers was compared with the first year students at Phu Xuan University 58 Figure 4.5 The demonstration of the phrase “drink a cup of tea” made by native English speakers was compared with the first year students at Phu Xuan University 59 Figure 4.6 The demonstration of the phrase “the class of 9” made by the native English speaker was compared with first year students at Phu Xuan University 59 Figure 4.7 The demonstration of the sentence in the conversation “There is not a doctor available They‟re all busy.” made by the native English speaker was compared with first year students at Phu Xuan University 60 vii LIST OF ABBREVIATIONS AND SYMBOLS - List of abbreviations: C : Consonant, Coda L1 : First language L2 : Second language N : Nucleus O : Onset R : Rhyme V : Vowel : Syllable - List of symbols: viii ABSTRACT This study attempts firstly to identify the problems relating to final consonant sounds and sound linking that the tenth-form students in Quang Nam encounter when listening and speaking in English, and secondly, to suggest some teaching activities to help them overcome those problems It is also carried out basing on the contrastive analysis between English and Vietnamese final consonant sounds to generate some hypotheses of Vietnamese students‟ difficulties in listening as well as speaking These hypotheses were tested from the students‟ actual pronunciation performance in the diagnostic tests and the questionnaire to get the practical data The data were analysized in the light of a descriptive, qualitative and quantitative research The study indicates that English final consonant sounds and sound linking are really difficult for them to perform Therefore, some suggestions for the effective pronunciation strategies are put forward to help students get over the problems ix DIAGNOSTIC TEST FOR SOUND PERCEPTION I Tick ( √ ) the words you recognize in the sentences you hear I couldn‟t mash/ match these things up The rope/robe is too short The doctor looked at the rip/ rib He has never made a bet/bed He cut through the lock/log It was full of lice/lies He ran/rang home That‟s a nice cart/card Look at that dirty ass/ ash! That‟s a larch/ large tree Half/ Halve the apple What a small mouse/ mouth! Look at that moss/ mouth on the stone Please warm/ warn the children Which path/ part are you going to take? 90 APPENDIX Minimal pairs rip Transcription Number = 20 Percentage (100%) rip 35 30 rib 35 rip 40 25 35 11 55 45 13 65 35 30 14 70 10 50 10 50 15 40 dvaiz 45 dvais 13 65 25 dvai 10 puz 40 pu 11 55 pus 10 50 25 25 rip rib rib rip heart ht h hard hd h pik pick pi pig pi pi dvai advice dvais advise dvaiz puss push pus pu puz 91 45 30 kz 25 kt 35 25 k 40 l 12 60 25 lt 15 l 11 55 15 l 30 sn 12 60 30 snf 10 sn 11 55 35 10 20 16 80 40 li 12 60 maz 15 10 50 ma 35 mat 15 20 ks cash catch k kt larch lt large ld snip snp sniff snf snp leaf lif li leave mouse liv mas mouth ma 92 breeze ma 13 65 bris 35 20 bri 45 bri 20 10 brit 45 bri 25 10 kob 18 90 kon 35 ko 13 65 briz breathe bri comb kom cone ban bn 20 100 bang b 25 bn 15 75 bri 20 10 brit 45 bri 25 30 bri 14 70 hi 35 20 hit 35 hi 10 10 50 10 50 breathe bri breed brid heath heat hi hit hi 93 Table 4.13 Pronunciation errors made by first year students when they pronounced minimal pairs Phrases P.1 P.2 P.3 P.4 P.5 P.6 P.7 P.8 P.9 P.10 P: Phrase Number = 20 Percentage (100%) R.P 35 S.P 13 65 R.P 40 S.P 12 60 R.P 16 80 S.P 20 R.P 10 S.P 18 90 R.P 30 S.P 14 70 R.P 45 S.P 11 55 R.P 15 S.P 17 85 R.P S.P 19 95 R.P 35 S.P 13 65 R.P 10 50 S.P 10 50 R.P: Requirement pronunciation S.P: Satisfactory pronunciation Table 4.14 Students’ mistakes in performing phrases in each group 94 No Minimal pairs Mash Number = 20 wrong 18 match Rope rip 16 bet 14 10 lock 11 12 13 14 45 70 30 lice 25 lies 15 75 Ran 13 65 Rang 35 Cart 12 60 Card 40 Ass 12 60 Ash 40 Larch 45 11 Half 55 10 50 Halve 10 50 mouse 13 65 mouth 35 Moss 13 65 35 warm warn 15 55 Mouth 14 30 log Large 11 20 70 bed 10 80 rib 90 robe right Percentage (%) 10 10 path part 50 12 50 40 60 Table 4.15 the result of testing students’ perception in sentences 95 APPENDIX IF WE HOLD ON TOGETHER Don't lose your way With each passing day You've come so far Don't throw it away Live believing Dreams are for weaving Wonders are waiting to start Live your story Faith, hope & glory Hold to the truth in your heart If we hold on together I know our dreams will never die Dreams see us through to forever Where clouds roll by For you and I Souls in the wind Must learn how to bend Seek out a star Hold on to the end Valley, mountain There is a fountain Washes our tears all away Words are swaying Someone is praying Please let us come home to stay If we hold on together I know our dreams will never die Dreams see us through to forever Where clouds roll by For you and I When we are out there in the dark We'll dream about the sun In the dark we'll feel the light Warm our hearts, everyone If we hold on together I know our dreams will never die Dreams see us through to forever As high as souls can fly The clouds roll by For you and I 96 APPENDIX Listen to the sounds /s/ and /z/ Notice that in the sound /s/, there is no voice from the throat It sounds like the noise of snake The sound /z/, there is voice from the throat It sounds like the bee Now listen to the tape which sound is loose - lose race - raise advice - advise once- ones lice - lies ice - eyes rice - rise since - sins sauce - saws bus - buzz Listen and complete this conversation using words provided from the box niece knees eyes ice Sid: Alice‟s …(1)… is nice Joe: Are nice, Sid Plural Her …(2)… are nice Sid: I‟m not talking about her …(3)… , I‟m talking about her …(4)…! Joe: Oh, I see, …(5)… with the C Sid: That‟s right She has nice …(6)… Joe: How can …(7)… be nice? It‟s too cold Sid: Not …(8)…., you fool! …(9)….: E-Y-E-S Answer: niece niece ice knees niece ice knees eyes eyes 97 APPENDIX It is the fact that the teacher should design various forms of exercises to make their students interested in the lessons To help them improve their pronunciation of English final consonant sounds, the researcher tried to design a series of pronunciation exercises with the aid of effective software “Hot Potatoes” The researcher also hopes to make pronunciation lessons more lively and interesting There are some typical examples of the exercises put in this modest space of the paper Please refer to the software for further understanding and application Some brief introductions are given through set of pictures This quiz can help students to get used to listening to the target pronunciation of some final consonant sounds from the tape When they answer incorrectly, they are given more opportunities to provide correct answer If there is not enough time in class, the teacher will give them the exercises applying software “Hot Potatoes” to practise by themselves at home They also check their results with the answer in the exercises designed by the teacher 98 99 Basing on the moving format, the matching exercise can inspire students‟ interest in practising pronunciation They can move the items to find the correct answers and the feedback is given to address the accuracy of the response 100 Another type of exercise of matching Please apply the software for further exercises 101 APPENDIX The teacher should show his/ her students a diagram and tables that can help to show students how consonants are produced Sounds Learner - friendly explanations pb Put your lips together Try to breathe out, but not let the air escape Release the air suddenly Do not use your voice Try again and add your voice td Put your tongue against the hard bump behind your teeth Try to breathe out, but not let the air escape Release the air suddenly Do not use your voice Try again and add your voice kg Put the back of your tongue against (the soft bit of) the roof of your mouth Try to breathe out, but not let the air escape Release the air suddenly Do not use your voice Try again and add your voice fv Touch your top teeth with your bottom lip, and breathe out Do not use your voice Hold your sound and add your voice Put the front of your tongue against the back of you top teeth Let the air pass through as you breathe out Do not use your voice Hold the sound, and add your voice sz Put the front of your tongue against the bump behind your teeth Let the air pass through as you breathe out Do not use your voice Hold the sound and add your voice Put the front of your tongue against the bump behind your teeth Let the air pass through as you breathe out, making a /s/ sound Now move your tongue slightly back Do not use your voice Hold the sound and add your voice h Open your mouth and breathe out Do not use your voice, but try to make a noise 102 m Put your lips together Use your voice and let the air escape through your nose n Put the front of your tongue against the bump behind your teeth Use your voice and let the air escape through your nose Put the back of your tongue against the roof of your mouth Use the voice and let the air escape through the nose l Put the front of your tongue against the bump behind your teeth Use your voice and let the air pass out of your mouth r Point the front of your tongue towards the roof of your mouth Use your voice j Make the sound [i:], followed by the sound [ Now put them together and keep the sound short w Make the sound [u:], followed by the sound [] Now put them together and keep the sound short Sounds Ideas to help students articulate sounds pb Hold a small piece of paper in front of your lips Make the sounds The paper should move for [p], but not for [b] td kg Hold a match and lighter in front of your face Make the sounds You should be able to make the flame flicker for [t] and [k], but less for [d] and [g] fv Hold your palm in front of your mouth Make both sounds You should feel some air for [f], but less for [v] Place a finger against your lips Try to touch your finger with your tongue Breathe out Now add your voice ( This exaggerates the position, but will help nonetheless) sz What noise does a snake make? ([s]) Now add your voice What noise you make if you want someone to be quiet? (show “Shh ” gesture if necessary h Hold your palm in front of your mouth Open your mouth and breathe out Do not use your voice, try to make sure you can feel the air on your palm m Link this with “linking something” (e.g food, as in Mmm, nice) n Use a word as an example, with [n] as the last sound Hold the sound and get students to copy Use „ing‟ words as examples ( e.g singing) 103 l Use repeated syllables, as in lalalalala r Point your tongue towards the roof of your mouth, but not let the tip touch Breathe out, using your voice and hold the sound for as long as you can j Smile and say [i:] Now quickly say [] Say the two together, and keep it short w What shape is your mouth if you are going to whistle? Now use your voice and say [w] Try to practise using different vowels after [w] Adapted from Gerald Kelly, 2001: 54-56) 104
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