Thông tin tài liệu
MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES - NGUYEN THI THAO AN INVESTIGATION INTO STUDENTS’ ENGLISH PRONUNCIATION LEARNING AT HA TINH UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI THAO AN INVESTIGATION INTO STUDENTS’ ENGLISH PRONUNCIATION LEARNING AT HA TINH UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HONG ANH, Ph.D HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ THẢO NGHIÊN CỨU VỀ VIỆC HỌC PHÁT ÂM TIẾNG ANH CỦA HỌC SINH Ở TRƯỜNG ĐẠI HỌC HÀ TĨNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HỒNG ANH HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nguyen Thi Thao Date: ………………………… i ABSTRACT This study aims to investigate students’ English pronunciation learning at Ha Tinh University Specifically, it intends to investigate the reality of English pronunciation learning at Ha Tinh University and examine students’ perceptions of pronunciation learning as well as of intelligible pronunciation as the target of learning The results of the investigation indicate that there is an increasing awareness of students of their interlocutors in the future and of the existence of different varieties of English in terms of pronunciation However, native-like pronunciation still establishes a dominant position in pronunciation mastery of students in the study because of the firm belief for a standard, prestige and legitimate model of the natives The findings also show students’ understanding of the need to understand and be understood in the context of international communication; therefore, intelligible pronunciation can be realized as a suitable aim in English pronunciation learning for students in the study Finally, the study gives some implications for English pronunciation teaching and learning as well as some recommendations for practice ii Acknowledgements I wish to express my sincere gratitude and appreciation to people who have advised and supported me, and made constructive criticism during the research Thanks are extended to Dr Pham Hong Anh, my supervisor for her professional guidance and support Without her professional support and encouragement, this thesis could not reach this present standard I am very grateful to students at Ha Tinh University who helped me to complete the questionnaires and sincerely provided me with valuable information for this research in the interviews My very special thanks go to the Board of Director, the Library Staff of Hue University of Foreign Languages for their dedicated helps during the time I carried out this research I wish to express my deep thanks to my parents and friends for all their support as well as motivation during the time I was conducting this project iii TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS vii LIST OF ABBREVIATIONS viii CHAPTER I INTRODUCTION .1 1.1 Background of the study 1.2 Rationale for the study 1.3 The aims and research questions of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the thesis CHAPTER II LITERATURE REVIEW .10 2.1 Introduction 10 2.2 Background of pronunciation learning 10 2.2.1 Definition of pronunciation .10 2.2.2 The development and current trend of pronunciation teaching and learning in English Language Teaching 12 2.2.3 Teaching and learning pronunciation in Vietnam 17 2.3 Varieties of English in terms of pronunciation 20 2.3.1 Three circles of English 20 2.3.2 Nativeness principle and intelligibility principle 22 2.3.3 Intelligibility and Lingua France Core 24 2.4 Previous studies related to the research .26 2.5 Summary 29 CHAPTER III METHODOLOGY 30 3.1 Introduction 30 iv 3.2 Research approaches 30 3.3 Research context and participants 32 3.3.1 Research context .32 3.3.2 Participants 33 3.4 The design and implementation of data collection instruments 35 3.4.1 Questionnaire 35 3.4.1.1 The design 35 3.4.1.2 The implementation .37 3.4.2 Interview 37 3.4.2.1 The design 37 3.4.2.2 The implementation .38 3.5 Data analysis 39 3.6 Summary 39 CHAPTER IV FINDINGS AND DISCUSSION 40 4.1 Introduction 40 4.2 Findings 40 4.2.1 The reality of English pronunciation learning at Ha Tinh University 40 4.2.2 Students’ perceptions of English pronunciation learning at Ha Tinh University 43 4.2.3 Students’ perceptions of intelligible pronunciation as the target of learning 55 4.3 Discussion 58 4.3.1 The orientation toward a native-like pronunciation model .59 4.3.2 Intelligible pronunciation as an aim of pronunciation learning 62 4.4 Summary 64 CHAPTER V CONCLUSION AND IMPLICATIONS .65 5.1 Introduction 65 5.2 Summary of the answers of the research questions 65 5.3 Implications 66 5.3.1 For pronunciation teaching and learning 66 5.3.2 Recommendations for practice 68 v 5.3.3 Limitations and suggestions for further studies 70 REFERENCES 71 APPENDIX 80 APPENDIX 84 vi LIST OF TABLES AND CHARTS LIST OF TABLES Table No Name of Tables Page 3.1 General profile of participants 34 4.1 Frequency of the use of English 42 LIST OF CHARTS Chart No Name of Charts Page 4.1 The kind(s) of English pronunciation being taught at 41 school 4.2 The reality of the use of English at work 41 The importance of English pronunciation learning 43 4.4 The preference for the kind of pronunciation being taught 44 4.5 Exposure to different varieties in terms of pronunciation of 45 English in class 4.6 The existence of other varieties in terms of pronunciation 47 in the world 4.7 The kind(s) of English pronunciation being standard 48 4.8 The preference when communicating in English 49 4.9 The importance of having a native-like pronunciation in 50 English 4.10 The preference of learning a non-native variety in terms of 52 pronunciation of English 4.11 The suitable kind(s) of English pronunciation for the target of instruction in the current international context vii 54 2016) Hence, with respect to teacher training, EFL teachers should receive full training to teach pronunciation and be provided with linguistic and pedagogic knowledge and skills that enable them to promote intelligible pronunciation in the classroom Besides, teacher education also needs to recognize the need to provide future teachers with adequate education and training on intelligibility in ELF rather than drill them in a native speaker accent (Thir, 2016) 5.3.3 Limitations and suggestions for further studies The scope of this study was limited in terms of the number of participants and settings Since the study was limited to students at Ha Tinh University in the context of Ha Tinh, it was not possible to draw broader conclusions of views of students of pronunciation learning in other contexts Besides, using Gmail Chat which is an unconventional instrument for qualitative results seemed to be a weakness of this study Therefore, more research needs to be conducted with larger numbers of participants in a wider range of contexts and using more varied methodologies In addition, this study was limited by the absence of the ways to develop students’ awareness of the English varieties in terms of pronunciation Hence, further research on classroom and out-of-classroom activities to raise the awareness of pronunciation variation should be carried out Besides, an issue that was not addressed in this study was how to help students to achieve intelligible pronunciation as well as explore some real and common problems that students encounter in acquiring intelligible pronunciation Therefore, it is recommended that further research be undertaken in these above areas to facilitate the process of achieving that aim of learners in the future Last but not least, more research is required to determine the possibility of teaching different varieties in terms of pronunciation of English in the classroom along with the willingness as well as the readiness to set different varieties in terms of pronunciation as the target for teaching by teachers 70 REFERENCES Al-Azzawi, M B., & Barany, L K S (2015) Teaching pronunciation: Revisited Arab world English Journal, (4), 153-165 Aliaga, M & Gunderson, B (2002) Interactive statistics Thousand Oaks: Sage Andersson, L & Trudgill, P (1990) Bad Language Oxford: Basil Blackwell Ltd Atieno, O P (2009) An analysis of the strengths and limitation of qualitative and quantitative research paradigms Problems of Education in the 21st century, 13, 13-18 Baker, A., & Murphy, J (2011) Knowledge base of pronunciation teaching: Staking out the territory TESL Canada Journal, 28 (2), 29-50 Bolton, K (2004) World Englishes In A Davies & C Elder (Eds.) The handbook of applied linguistics (pp 369-396) Oxford, England: Blackwell Celce-Murcia, M., Brinton, D., & Goodwin, J (1996) Teaching pronunciation: A reference for teachers of English to speakers of other languages Cambridge: Cambridge University Press Chan, J Y & Evans, S (2011) Choosing an appropriate pronunciation model for the ELT classroom: A Hong Kong perspective The Journal of Asia TEFL, 8(4), 1-24 Chan, J Y (2013) Towards a lingua franca pedagogical model in the Hong Kong classroom: A sociolinguistic enquiry Asian EFL Journal, 15(3), 180-214 Cook, V (1999) Going beyond the native speaker in language teaching TESOL Quarterly, 33, 185-209 Coskun, A (2010) Whose English should we teach? Reflections from Turkey ESP World, 1(27) Retrieved May 5, 2016, from http://www.esp-world.info Coskun, A (2011) Future English teachers’ attitudes toward EIL pronunciation Journal of English as an International language, 6(2), 46-68 Crystal, D (2003) English as a global language (2nd ed.) Cambridge: Cambridge University Press 71 Crystal, D (2010) Should English be taught as a “global” language? Macmillan Publishers Ltd Dauer, R (2005) The Lingua Franca Core: A New Model for Pronunciation Instruction? TESOL Quarterly, 39(3) Derwing, T M & Munro, M J (2005) Second language accent and pronunciation teaching: A research-based approach TESOL Quarterly, 39, 379-397 Deterding, D (2005) Emergent patterns in the vowels of Singapore English English World Wide, 26, 179-197 Retrieved August 30, 2016, from http://dx.doi.org/10.1075/eww.26.2.04det Do Huy Thinh (1999) Foreign language education policy in Vietnam: the emergence of English and its impact on higher education In J Shaw, D Lubelska and M Noullet (Eds.), Proceedings of the Fourth International Conference on Language and Development Hanoi Farrell, T.S.C & Martin, S (2009) To teach Standard English or World Englishes? A balanced approach to instruction English Teaching Forum, 47(2) Flege, J., & Freida, E (1995) Amount of native-language (L1) use affects the pronunciation of an L2 Journal of Phonetics, 25, 169-186 Frechtling, J., Frierson, H (2012) The User-Friendly Handbook for Project Evaluation NSF 43-62 Arlington, VA: NSF Gagliardi, C., & Maley, A (2010) EIL, ELF, global English: Teaching and learning issues Bern, Switzerland: Peter Lang Gass, S., & Varonis, E M (1984) The effect of familiarity on the comprehensibility of nonnative speech Language Learning, 34, 65–89 Gilakjani, A.P (2011) A study on the situation of pronunciation instruction in ESL/EFL classrooms Journal of Studies in Education, 1(1), 1-15 Gilakjani, A.P (2012) The significance of pronunciation in English language teaching English language teaching, 5(4), 96-107 Retrieved June 20, 2016, from http://dx.doi.org/10.5539/elt.v5n4p96 72 Goodwin, J (2001) Teaching pronunciation In M Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.; pp 117-137) Boston: Heinle & Heinle Griffee, D T (2012) An introduction to second language research methods: Design and Data Berkeley: CA: TESL-EJ Publications Retrieved June 20, 2016, from www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf Habib, R B (2013) (Un) intelligibility in EIL pronunciation: an analysis IOSR Journal of Humanities and Social Science, 14 (4), 21-26 Harmer, J (1993) The practice of English language teaching New York, NY: Longman He, D., & Zhang, Q (2010) Native speaker norms and China English: From the perspective of learners and teachers in China TESOL Quarterly, 44, 769-789 Retrieved June 20, 2016, from http://dx.doi.org/10.5054/tq.2010.235995 Hickey, R (2014) A dictionary of varieties of English Malden, MA and Oxford: Wiley Blackwell Hismanoglu, M (2006) Current perspectives on pronunciation learning and teaching Journal of Language and Linguistic studies, 2(1), 101-110 Honna, N., & Takeshita, Y (2000) English language teaching for international understanding in Japan English Australian Journal, 18, 60-78 Howatt, A.P.R (1984) A history of language teaching Oxford: Oxford University Press Jenkins, J (2000) The phonology of English as an International Language Oxford: OUP Jenkins, J (2003) World Englishes: A reference book for students New York, NY: Routledge Jenkins, J (2004) Research in teaching pronunciation and intonation Annual review of Applied Linguistics, 24, 109-125 Jenkin, J (2009) Unpleasant? Incorrect? Unintelligible? ELF speakers’ perceptions of their accents In A Mauranen, & E Ranta (Eds.), English as a lingua 73 franca: studies and findings Newcastle upon Tyne: Cambridge Scholars Publishing Jindapitak, N & Teo, A (2013) The emergence of World Englishes: implications for English language teaching Asian Journal of Social Sciences & Humanities, 2(2), 190-199 Jindapitak, N (2015) English as a Lingua france: Learners’ views on pronunciation Electronic Journal of Foreign Language Teaching, 12(2), 260275 Kachru, B (1982) The other tongue Illinois: University of Illinois Press Kachru, B (1992) Teaching world Englishes In Kachru, B (ed.) The other tongue: English across Cultures (2nd ed) Chicago: University of Illinois Press Kachru B B (1997) World Englishes and English-using communities Annual Review of Applied Linguistics, 17, 66-87 Kachru, Y., & Smith, L.E (2008) Cultures, contexts and world Englishes New York: Routlege Kanellou, V (2011) The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece Unpublished Doctoral dissertation Wales: Cardiff University Kang, K (2015) Learners’ perceptions toward pronunciation instruction in three circles of World Englishes TESOL Journal, 6(1), 59-80 Kawanami, S., & Kawanami, K (2009) Evaluation of world Englishes among Japanese junior and senior high school students Second language studies, 27(2), 1-69 Kenworthy, J (1987) Teaching English Pronunciation London: Longman Ketabi, S., & Saeb, F (2015) Pronunciation teaching: past and present International Journal of Applied Linguistics & English literature, 4(5), 182189 Retrieved from http://dx.doi.org/10.7575/aiac.ijalel.v.4n.5p.182 74 Kirkpatrick, A (2007) Setting attainable and appropriate English language targets in multilingual settings: A case for Hong Kong International Journal of Applied Linguistics, 17(3), 376-391 Kirkpatrick, A (2008) English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies English Today, 94, 27-34 Kopperroinen, A (2011) Accents of English as a lingua franca: a study of Finnish textbooks International Journal of Applied Linguistics, 21, 71-93 Lado, R (1964) Language Teaching McGraw-Hill Larsen-Freeman, D (2000) Techniques and principles in language teaching (2ndEd) Oxford: Oxford University Press Lenneberg, E (1967) Biological foundations of language New York: Wiley Levis, J.M (2005) Changing contexts and shifting paradigms in pronunciation teaching TESOL Quarterly, 39, 369-377 Retrieved July 2, 2016, from http://dx.doi.org/10.2307/3588485 Levis, J., & Sonsaat, S (2016) Pronunciation materials In M Azarnoosh, M Zeraatpishe, A Favani& H R Kargozari, (Eds.), Issues in materials development Rotterdam: Sense Publishers Matsuda, A (2003) Incorporating World Englishes in Teaching English as an International language TESOL Quarterly, 37(4) Matsumoto, Y (2011) Successful ELF communications for ELT: Sequential analysis of ELF pronunciation Modern Language and implications negotiation strategies Journal, 95, 97-114 Retrieved July 2, 2016, from http://dx.doi.org/10.1111/j 1540- 4781.2011.01172.x Matsuura, H (2007) Intelligibility and individual learner differences in the EIL context System, 35, 293-204 Maykut, P., Morehouse, R (1994) Beginning Qualitative research: A Philisophic and Practical guide London: The Falmer press 75 McKay, S.L (2002) Teaching English as an international language Oxford: Oxford University Press Miles, M B., Hubberman, A.M (1994) Qualitative Data analysis (2nd Ed) Newbury Park, CA: Sage Ministry of Education and Training (MOET) (2006) A scheme for foreign language education in the Vietnamese educational system for the 2006-2010 period Unpublished manuscript Moedjito (2015) Factors determining global intelligibility of EFL learners in Asian contexts Research on Humanities and Social Sciences, 5(4), 155-163 Monfared, A & Safarzadeh, M M (2014) Pronunciation issues and varieties of English from an EIL perspective: a survey of Outer and Expanding circle learners’ belief International journal of applied linguistics & English literature, 3(6), 212-223 Morley, J (1991) The pronunciation component in teaching English to speakers of other languages TESOL Quarterly, 25, 481-520 Moyer, A (1999) Ultimate attainment in L2 phonology: The critical factors of age, motivation and instruction Studies in Second Language Acquisition, 21, 81-108 Muijs, D (2004) Doing quantitative research in education with SPSS London: Sage Munro, M., & Derwing, T (1999) Foreign accents, comprehensibility, and intelligibility in the speech of second language learners Language Learning, 49 (Supp.1), 285- 310 Munro, M J., Derwing, T M., & Sato, K (2006) Salient accents, covert attitudes: Consciousness-raising for pre-service second language teachers Prospect, 21(1), 67–79 Nakazawa, K (2012) The effectiveness of focused attention on pronunciation and intonation training in tertiary Japanese language education on learners’ confidence International Journal of Learning, 18(4), 181-192 Retrieved May 30, 2016, from http://hdl.handle.net/1959.14/195126 76 Nation, I S P., & Newton, J (2009) Teaching ESL/EFL listening and speaking Routledge, Taylor & Francis Nazari, M (2012) Intelligibility and listeners' attitude in the EIL context Retrieved May 15, 2015, from http://confbank.um.ac.ir/modules/conf_display/conferences/llt/cd30.pdf Nguyen Quang Tien (2008) Awareness of World Englishes of Vietnamese users of English Annuals of USSH, 44 Nunan, D (2003) Practical English Language Teaching (2nd ed.) McGraw-Hill Companies, Inc Paulus, T., Lester, J N., & Dempster, P (2014) Digital tools for qualitative research London, UK: Sage Pham Hoa Hiep (2006) The global spread of English: Ethical and pedagogic concerns for ESL/EFL teachers The Journal of Asia TEFL, 3(1), 21-37 Phan Le Ha (2005) Toward a critical notion of appropriation of English as an international language Asian EFL Journal, 7(4), 34-46 Ren, W (2014) Can the Expanding Circle own English? Comments on Yoo’s ‘nonnative teachers in the Expanding Circle and the Ownership of English’ Applied Linguistics, 35(2), 208-212 Richards, J., Platt, J., & Weber, H (1985) Longman dictionary of applied linguistics Longman Scheuer, S (2005) Why Native Speakers are (Still) Relevant In K DziubalskaKolaczyk & J Przedlacka (eds.), English Pronunciation Models: A Changing Scene (pp.111-130) Bern: Peter Lang Scovel, T (1995) Differentiation, recognition, and identification in the discrimination of foreign accents In J Archibald (Ed.), Phonological acquisition and phonological theory (pp.169-181) Hillsdale, NJ: Lawrence Erlbaum Seidlhofer, B (2004) Research perspectives on teaching English as a lingua franca Annual Review of Applied Linguistics, 24, 209-239 77 Setter, J (2006) Speech rhythm in world Englishes: The case of Hong Kong TESOL Quarterly, 40, 763-782 Seargeant, P (2012) English in the world today In P Seargeant& J Swann (Eds.), English in the world (pp.5-35) New York: Routlege Seidlhofer, B (2005) Language Variation and Change: The Case of English as a Lingua Franca In K Dziubalska-Kolaczyk & J Przedlacka (eds.), English Pronunciation Models: A Changing Scene (pp59-76) Bern: Peter Lang Seferoglu, G (2005) Improving students’ pronunciation through accent reduction software British Journal of Educational Technology, 36(2), 303-316 Skopintseva, T S (2015) Looking for an EIL pronunciation standard: A literature review and classroom experience from the Russian L1 perspective Journal of Language and Education, 1(1), 19-25 Smith, L (1987) Language spread and issues of intelligibility Georgetown University Round Table on Languages and Linguistics Washington, DC: Georgetown University Smith L E & Nelson, C (2006) World Englishes and issues of intelligibility In K Braij, K Yamuna, & C Nelson (Eds), The Handbook of World Englishes Blackwell Publishing Smith L E & Rafiqzad, K (1979) English for cross-cultural communication: The question of intelligibility TESOL Quarterly, 13(3), 371-380 Takagaki, T (2005) Raising students’ awareness of the varieties of English English Teaching Forum, 43(2) The Economist, 20 December, 2001, The triumph of English A world empire by other means Retrieved May 16, 2016, from http://www.economist.com/node/883997 Thir, V (2016) Rethinking pronunciation teaching in teacher education from an ELF perspective VIEWS, 25, 1-28 Timmis, I (2002) Native-speaker norms and international English: A classroom view ELT Journal, 56(3), 240-249 78 Ton Nu Nhu Huong & Pham Hoa Hiep (2010) Vietnamese teachers’ and students’ perceptions of global English Language Education in Asia, 1(1), 48-61 Tran Thi Lan (2000) A Vietnamese perspective on World Englishes Teacher’s edition, 26-32 Van den Doel, R (2007) International intelligibility in EIL Asian EFL Journal, 9(4), 28-38 Wach, A (2012) Native-speaker and English as a lingua franca pronunciation norms: English majors' views Studies in Second Language Learning and Teaching, 1, 247-266 Walker, R (2001) Pronunciation for international intelligibility English Teaching Professional, 21 Wang, L.Y (2012) Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English Asian EFL Journal, 14(2), 46-78 Wells, J.C (2005) Goals in teaching English pronunciation In K.Dziubalska Kolaczyk & J Przedlacka (Eds.), English pronunciation models: a changing scene (pp.101-110) Bern: Peter Lang Widdowson, H G (1994) The ownership of English TESOL Quarterly, 31, 377389 79 APPENDIX QUESTIONNAIRE (English version) This questionnaire is done to collect information for my research with the title: “AN INVESTIGATION INTO STUDENTS’ ENGLISH PRONUNCIATION LEARNING AT HA TINH UNIVERSITY” I would be grateful if you could spend a little time to help me complete my research by giving answers to the following questions Your cooperation will be of great importance for the success of my research, and the data collected will be used for this research only Learner Background: Name (optional) : Major : Please tick √ your answers: Gender : Male Female Age : 18- 24 24-30 30+ 0-1 1-5 5-10 10+ Years of learning English experience: Year in school : First (freshman) Second (sophomore) Third (junior) Forth (senior) Directions: The questions below explore different aspects of your perceptions of English pronunciation learning Please put a tick √ in the box you choose and provide your answer where appropriate I The reality What kind(s) of English pronunciation are you taught at school? Standard British English Standard American English I am not sure Others (please specify) 80 With whom will you mainly use English at work? Nativespeakers (eg: American, British, Australian, etc) Non-native speakers (eg:Chinese, Korean, Japanese, etc) Nativespeakers and non-native speakers I am not sure Others (please specify) How often will you use English to native speakers? Always Very often Regularly Rarely Never How often will you use English to nonnative speakers? Always II Very often Regularly Rarely Never Your perceptions How importantis it for you to learn English pronunciation? Extremely Very Fairly Not much Not at all Briefly give reasons for your answer: What kind(s) of English pronunciation you want to be taught in class? Standard British English Standard American English Others (please specify) Briefly give reasons for your answer: 81 Would you like to be exposed to different varieties in terms of pronunciation of English in your class? Yes No Briefly give reasons for your answer: Is there the existence of other varieties of English in terms of pronunciation in the world? Yes No If your answer is yes, list other varieties of English in terms of pronunciation that you know: In your view, what kind (s) of English pronunciation is considered standard? Standard British English Standard American English I am not sure Others (please specify) Briefly give reasons for your answer: 10 When communicating in English, you would like to Sound like a native speaker Keep my own accent Others (please specify) 82 Briefly give reasons for your answer: 11 How important is it for you to have a native-like pronunciation in English? Extremely Very Fairly Not much Not at all Briefly give reasons for your answer: 12 Do you prefer to learn a non-native variety in terms of pronunciation of English? Yes No Briefly give reasons for your answer: 13 In your view, what kind(s) of English pronunciation is suitable for the target of instruction in the current international context? Standard British English Standard American English Others (please specify) Briefly give reasons for your answer: -Thank you 83 APPENDIX INTERVIEW QUESTIONS (English version) Interviewee’s name (optional) : Major : Gender : Age : Years of learning English experience: Year in school : Date of interview : What is your purpose of learning English pronunciation? Is it acceptable to learn the kind of English pronunciation that helps you to easily communicate with both native and non-native speakers all over the world? Sounding like a native or non-native speaker is unimportant as long as you are understood by others What is your opinion about this? Can intelligible pronunciation be your aim in learning pronunciation in the future? Why? 84
Ngày đăng: 30/08/2023, 18:09
Xem thêm:
