An investigation into the teaching of problematic connected speech in tieng anh 10 at gio linh high school in quang tri province

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRAN THI QUYNH TRANG AN INVESTIGATION INTO THE TEACHING OF PROBLEMATIC CONNECTED SPEECH IN “TIENG ANH 12” AT GIO LINH HIGH SCHOOL IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: Assoc Prof Dr TRAN VAN PHUOC HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ TRẦN THỊ QUỲNH TRANG KHẢO SÁT VIỆC DẠY ÂM KẾT NỐI KHÓ TRONG SÁCH GIÁO KHOA TIẾNG ANH 12 Ở TRƯỜNG THPT GIO LINH, TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS TRẦN VĂN PHƯỚC HUE, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is the result of my own research except as cited in the references The data and findings discussed in this thesis are true, used with permission from associates and have not been published elsewhere Author Tran Thi Quynh Trang iii ABSTRACT This study was concerned with the teaching of problematic connected speech in “Tieng Anh 12” at Gio Linh High School in Quang Tri Province The aim of the study is to understand the nature of connected speech and problems related to connected speech The participants of the study were 100 twelfth form students and English teachers at Gio Linh high school in Quang Tri Province The main instrument of data collection consisted of questionnaires and recordings The findings showed the teachers‟ treatment in teaching connected speech and the problematic connected speech to twelfth form students Although both teachers and students had strong perceptions of the importance of connected speech, they still shared the same view that students had problems with aspects of connected speech such as “linking”, “contraction”, “elision” and “weakening” With the result, some suggestions made for teachers and students with the desire of helping improve the teaching connected speech as well as helping students communicate effectively iv ACKNOWLEDGEMENTS During the time for completing this thesis, I have received a great deal of help and encouragement from lectures in College of Foreign Languages, Hue University, teachers and students at Gio Linh High School in Quang Tri Province, family and friends Without their great assistance and encouragement, I could have been unable to fulfill my thesis First of all, I would like to express my deepest gratitude to Assoc Pro Dr Tran Van Phuoc, my supervisor His insightful comments, suggestions, continual encouragement and patience have helped me much in completing this thesis Secondly, another sincere thanks goes to the principal, teachers and students at Gio Linh High Shool in Quang Tri Province for their willing participation in the study Without their help in fulfilling the questionnaires and recordings, this thesis could not have been possible Finally, I wish to express deep thanks to my beloved family and my friends All their love, support and encouragement gave me more strength and energy to complete this thesis sooner v TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF CHARTS ix LIST OF TABLES x LIST OF FIGURES xi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 The aims of the study 1.3 The objectives 1.4 Research questions 1.5 The scope of the study 1.6 Significance of the study 1.7 The structure of the study CHAPTER 2: LITERATURE REVIEW & THEORETICAL BACKGROUND 2.1 Theoretical background 2.1.1 The definition of pronunciation 2.1.2 Elements of pronunciation 2.1.2.1 Phonemes 2.1.2.1.1 Vowel sounds 2.1.2.1.2 Consonant sounds 2.1.2.2 Suprasegmental features 2.1.3 The definition of connected speech 2.1.3.1 Aspects of connected speech 2.1.3.1.1 Assimilation 2.1.3.1.2 Linking 10 vi 2.1.3.1.3 Elision 10 2.1.3.1.4 Contractions 10 2.1.3.1.5 Weakening 11 2.1.3.2 The role of connected speech in understanding 11 2.1.4 Problematic connected speech 13 2.1.4.1 The definition of problematic connected speech 13 2.2.4.2 Classification of problematic connected speech to learners of English 13 2.1.5 Techniques of teaching connected speech 15 2.2 Previous studies related to the research 18 2.3 Chapter summary 20 CHAPTER 3: METHODOLOGY 21 3.1 Research design 21 3.2 Research methods 21 3.2.1 Participants 21 3.2.1.1 English teachers 22 3.2.1.2 Students 22 3.2.2 Data collection instruments 22 3.2.2.1 Questionnaires 22 3.2.2.2 Recordings 23 3.2.3 Data collection procedure 24 3.2.4 Data analysis instruments 24 3.3 Chapter summary 26 CHAPTER 4: FINDINGS AND DISCUSSIONS 27 4.1 Teachers and students‟ perceptions towards teaching and learning connected speech at Gio Linh high school in Quang Tri Province 27 4.2 Teachers and students‟ situation of teaching and learning problematic connected speech at Gio Linh high school in Quang Tri Province 33 4.3 Teachers and students‟ solutions and suggestions for teaching and learning problematic connected speech 54 4.4 Summary 59 vii CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 60 5.1 Conclusions 60 5.1.1 Teachers and students‟ perceptions towards teaching and learning connected speech at Gio Linh high school in Quang Tri Province 60 5.1.2 Teachers and students‟ situation of teaching and learning problematic connected speech at Gio Linh high school in Quang Tri Province 60 5.1.3 Teachers and students‟ solutions and suggestions for teaching and learning problematic connected speech 62 5.2 Implications 63 5.2.1 Implications for teachers 63 5.2.2 Implications for students 65 5.2.3 Implications for administrators 66 5.3 Limitations of the study 66 5.4 Suggestions for further study 67 REFERENCES 68 APPENDICES 72 viii LIST OF CHARTS Chart 4.1 Information about the important factor in helping people understand the content of communication 27 Chart 4.2 Information about standard pronunciation nowadays 28 Chart 4.3 Information about the influence of connected speech on the communicative effect 30 Chart 4.4 Information about learning connected speech 31 Chart 4.5 Information about the importance of problematic connected speech 33 Chart 4.6 Information about time for teaching connected speech in class 45 Chart 4.7 Information about the techniques used for teaching connected speech 46 Chart 4.8 Information about the supporting activities used for teaching connected speech 48 Chart 4.9 Information about dealing with mispronunciation 49 Chart 4.10 Information about the reasons for mispronunciation 50 Chart 4.11 Information about the difficulties in teaching /learning connected speech 52 Chart 4.12 Information about auxiliary devices to teach/learn connected speech 56 ix LIST OF TABLES Table 4.1 Information about understanding problematic connected speech 32 Table 4.2 Information about the problematic connected speech phenomena to students on the basis of questionnaires 34 Table 4.3 Information about the problematic connected speech to students on the basis of recordings 36 Table 4.4 Information about the solutions to help students learning connected speech 54 Table 4.5 Information about the ways to practice connected speech 55 x APPENDICES APPENDIX QUESTIONNAIRE (A) FOR ENGLISH TEACHERS (English version) This questionnaire is designed for teachers with the purpose to collect data for the research “An investigation into the teaching of problematic connected speech in “Tieng Anh 12” at Gio Linh High School in Quang Tri Province” Your responses are very important to the success of the survey Please kindly complete the questionnaire Thank you for your help * For each statement, please make your choice based on your experience in teaching English For some questions, you can choose more than one opinion, and for some others you can choose to give your own opinion in the open-ended question In daily language communication, which factor plays an important role in helping people understand the content of communication? Pronunciation Grammar Vocabulary Others:…… In your opinion, how is standard English pronunciation nowadays? Standard - acceptable Standard but not understandable Non-standard - acceptable Non-standard - not understandable How does connected speech influence the communicative effect? Most influentially Influentially Not influentially Normally Learning connected speech means learning how to pronounce: Linking Contraction Elision Weakening Others………………… Problematic connected speech is …? Sounds that learners can‟t link together naturally and smoothly as native speakers A word or phrase that learners can‟t shorten by dropping one or more letters Sounds that learners can‟t omit or disappear in rapid speech 72 Function words such as auxiliary verbs, prepositions, conjunctions… that learners can‟t pronounce in their weak form Others:………………………………………………………………………… It is necessary to pay attention to problematic connected speech because it is important Yes No Which of the following connected speech phenomena are considered to be problematic to students? a Weakening Weakening of Conjunctions and Prepositions Ex: And /ænd/ => /ən/, /ənd/ But /bʌt/ => /bət/ Of /ɒv/ => /əv/ ; To /tu:/ => /tə/ Weakening of auxiliary verbs Ex: Are /ɑ:/ => /ə/ /də/ Have /hæv/ => /əv/-/v/ Can / kæn/ => /kən/ Do /du:/ => Would /wʊd/ => /wəd/- /əd/ Weakening of personal pronouns Ex: You /ju:/= > / jə/ Him /hɪm/ => /ɪm/ Her /hɜ:/ => /hə/, /ə/ Weakening of articles Ex: A /eɪ/ =>/ə/ b Linking An /æn/=> /ən/ Linking consonants to vowels Linking consonants to consonants Ex: like them => /laIkðəm/ Linking vowels to vowels Ex: be on time=> /bi:jɒn taim/ 73 The /ði:/ => /ðə/ ( Ex: read it => /ri:dIt/) Linking vowels to semi-vowels /j/, /w/, /r/ Ex: say yes, go west) c Contraction Positive contractions Ex: I‟m => 'm, will => 'll, would, had => 'd, have => 'v Negative contractions Ex: is not => isn‟t, will not => won‟t, would not => have not => haven‟t, need not => needn‟t, must wouldn‟t not = mustn‟t Other contractions Ex: and => 'n', give me => gimme, going to => gonna, want to => wanna d Elision Elision of /ə/ after plosives /p/, /t/, /k/ Ex: Police /pəˈliːs/=> /pˈliːs/; tonight /tə:naɪt/=> /t:naɪt/) Elision of /t/ and /d/ within a consonant cluster Ex: handsome /ˈhændsəm/=> /ˈhænsəm/; postman /ˈpəʊstmən/=> /ˈpəʊsmən/) Elision of identical consonants /t/, /p/, /s/ Ex: next to /nekst tə/=> /neks tə/, six students /sɪks „stu:dnts/=> /sɪks „tu:dnts/) Elision of /v/ in OF before consonants Ex: Both of them /boʊθ əv ðəm/=> /boʊθ ə ðəm/) Elision of initial glottal sound /h/ in HE, HIM, HIS, HER(S) Ex: tell him /tel hɪm/=>/tel-ɪm/ How much time have you spent teaching connected speech in period? 74 Less than minutes 5-10 minutes 10-15 minutes More than 15 minutes Which of the following techniques did you use to teach connected speech in class? Explain the rules Design communicative tasks, such as dialogues and role-plays or miniconversations Have students made up commonly questions and surveys Others:………………………………………………………………………… 10 Which of following supporting activities did you use to teach connected speech in class? Taping Using game Communicative tasks Others:……………………………… Listening to English songs 11 What have you done when students can‟t pronounce correctly? Model Try to help them practice many times Motivate them speak in some extra activities (songs, plays, small talks…) Others:………………………………………………………………………… 12 What difficulties did you meet when teaching connected speech to students? Shortage of time Materials Teaching methods Others:………………………………………………………………………… 13 In your opinion, why students often mispronounce? There are not similar sounds in Vietnamese There are problems in students‟ articulators Students have no motivation in pronunciation Teachers have no good method in teaching pronunciation Others:………………………………………………………………………… 14 What solutions should you give to help students learning connected speech? Employ a native-speaker model Spend more time on using good techniques to teach connected speech Give feedback and mistake correction 75 Create confidence for students Others:………………………………………………………………………… 15 What auxiliary devices you use to teach connected speech? Cassette player Pronunciation software TV, clips Foreigners Others:………………………………………………… 16 What techniques you suggest to teach connected speech? ………………………………………………………………………………… Thank you for your great contribution! APPENDIX QUESTIONNAIRE (B) FOR STUDENTS (English version) This questionnaire is designed for students with the purpose to collect data for the research “An investigation into the teaching of problematic connected speech in “Tieng Anh 12” at Gio Linh High School in Quang Tri Province” Your responses are very important to the success of the survey Please kindly complete the questionnaire Thank you for your help * For each statement, please make your choice based on your experience in learning English For some questions, you can choose more than one opinion, and for some others you can choose to give your own opinion in the open-ended question In daily language communication, which factor plays an important role in helping people understand the content of communication? Pronunciation Grammar Vocabulary Others:…… In your opinion, how is standard English pronunciation nowadays? Standard - acceptable Standard but not understandable Non-standard - acceptable Non-standard - not understandable How does connected speech influence the communicative effect? Most influentially Influentially Not influentially Normally Learning connected speech means learning how to pronounce: Linking Contraction Elision 76 Weakening Others………………… Problematic connected speech is …? Sounds that learners can‟t link together naturally and smoothly as native speakers A word or phrase that learners can‟t shorten by dropping one or more letters Sounds that learners can‟t omit or disappear in rapid speech Function words such as auxiliary verbs, prepositions, conjunctions… that learners can‟t pronounce in their weak form Others:………………………………………………………………………… It is necessary to pay attention to problematic connected speech because it is important Yes No Which of the following connected speech phenomena are considered to be problematic to you? a Weakening Weakening of Conjunctions and Prepositions Ex: And /ænd/ => /ən/, /ənd/ But /bʌt/ => /bət/ Of /ɒv/ => /əv/ ; To /tu:/ => /tə/ Weakening of auxiliary verbs Ex: Are /ɑ:/ => /ə/ Have /hæv/ => /əv/-/v/ Do /du:/ => /də Can / kæn/ => /kən/ Would /wʊd/ => /wəd/- /əd/ Weakening of personal pronouns Ex: You /ju:/= > / jə/ Him /hɪm/ => /ɪm/ Her /hɜ:/ => /hə/, /ə/ Weakening of articles Ex: A /eɪ/ =>/ə/ An /æn/=> /ən/ 77 The /ði:/ => /ðə/ b Linking Linking consonants to vowels ( Ex: read it => /ri:dIt/) Linking consonants to consonants (Ex: like them => /laIkðəm/) Linking vowels to vowels Ex: be on time=> /bi:jɒn taim/ Linking vowels to semi-vowels /j/, /w/, /r/ (Ex: say yes, go west) c Contraction Positive contractions Ex: I‟m => 'm, will => 'll, would, had => 'd, have => 'v Negative contractions Ex: is not => isn‟t, will not => won‟t, wouldn‟t would not => have not => haven‟t, need not => needn‟t, must not = mustn‟t Other contractions Ex: and => 'n', give me => gimme, going to => gonna, want to => wanna d Elision Elision of /ə/ after plosives /p/, /t/, /k/ Ex: Police /pəˈliːs/=> /pˈliːs/; tonight /tə:naɪt/=> /t:naɪt/) Elision of /t/ and /d/ within a consonant cluster Ex: handsome /ˈhændsəm/=> /ˈhænsəm/; postman /ˈpəʊstmən/=> /ˈpəʊsmən/) Elision of identical consonants /t/, /p/, /s/ (Ex: next to /nekst tə/=> /neks tə/, six students /sɪks „stu:dnts/=> /sɪks „tu:dnts/) Elision of /v/ in OF before consonants 78 Ex: Both of them /boʊθ əv ðəm/=> /boʊθ ə ðəm/) Elision of initial glottal sound /h/ in HE, HIM, HIS, HER(S) Ex: tell him /tel hɪm/=>/tel-ɪm/) How much time have you learned connected speech in period? Less than minutes 5-10 minutes 10-15 minutes More than 15 minutes Which of the following techniques did your teacher use to teach connected speech in class? Explain the rules Design communicative tasks, such as dialogues and role-plays or miniconversations Have you made up commonly questions and surveys Others:………………………………………………………………………… 10 Which of the following supporting activities did your teacher use to teach connected speech in class? Taping Using game Communicative tasks Listening to English songs Others:…………………………… 11 What has your teacher done when you can‟t pronounce correctly? Model Try to help me practice many times Motivate me speak in some extra activities (songs, plays, small talks…) Others:………………………………………………………………………… 12 What difficulties did you meet when learning connected speech? Shortage of time Materials Learning methods Others:………………………………………………………………………… 13 In your opinion, why you often mispronounce? There are not similar sounds in Vietnamese There are problems in my articulators 79 I have no motivation in pronunciation Teacher has no good method in teaching pronunciation Others:………………………………………………………………………… 14 In what way you practice connected speech? Imitate your teacher‟s voice Listening to English songs Practice at home by recordings Others ways:…………………………………………………………………… 15 What auxiliary devices you use to learn connected speech? Cassette player Pronunciation software TV, clips Foreigners Others:………………………………………………… 16 What techniques you suggest to train problematic connected speech? ………………………………………………………………………………… Thank you for your great contribution! 80 APPENDIX QUESTIONNAIRE (B) FOR STUDENTS (Vietnamese version) PHIẾU ĐIỀU TRA DÀNH CHO HỌC SINH Phiếu điều tra thiết kế cho học sinh nhằm mục đích để sưu tập liệu cho nghiên cứu “Khảo sát việc dạy âm kết nối khó sách giáo khoa tiếng anh 12 trường THPT Gio Linh, tỉnh Quảng Trị” Câu trả lời bạn đóng góp phần quan trọng với thành cơng khảo sát Vui lịng trung thực hồn thành phiếu điều tra Cảm ơn giúp đỡ bạn! * Đối với câu hỏi, vui lòng lựa chọn câu trả lời dựa vào kinh nghiêm học tiếng Anh bạn Đối với số câu hỏi bạn chọn câu trả lời Đối với câu trả lời mở, bạn đưa ý kiến 1.Trong giao tiếp ngày ngơn ngữ, nhân tố đóng vai trị giúp hiểu nội dung giao tiếp? Phát âm Ngữ pháp Từ vựng Khác: Theo ý bạn, phát âm chuẩn nay? Chuẩn-có thể hiểu Chuẩn không hiểu Không chuẩn hiểu Khơng chuẩn – khơng hiểu Âm kết nối có ảnh hưởng đến hiệu giao tiếp không? Ảnh hưởng nhiều Có ảnh hưởng Khơng ảnh hưởng Bình thường Học âm kết nối có nghĩa học cách phát âm: Nối âm (Linking) Nuốt âm (Elision) Rút gọn (Contraction) Dạng yếu (Weak form) Khác:……… Âm kết nối khó …? Những âm mà người học khơng thể kết nối với cách tự nhiên trôi chảy người ngữ 81 Một từ hay cụm từ mà người học rút ngắn việc bỏ hay nhiều chữ Những âm mà người học lược bỏ hay làm lối nói nhanh Những từ chức trợ động từ, giới từ, liên từ…mà người học phát âm dạng yếu chúng Khác:…………………………………………………………………………… Cần thiết để ý đến âm kết nối khó quan trọng Có Khơng Hiện tượng kết nối âm sau xem khó bạn? a Dạng yếu (Weakening) Dạng yếu liên từ giới từ Vd: And /ænd/ => /ən/, /ənd/ But /bʌt/ => /bət/ Of /ɒv/ => /əv/ ; To /tu:/ => /tə/ Dạng yếu trợ động từ Vd: Are /ɑ:/ => /ə/ Have /hæv/ => /əv/-/v /də/ Can / kæn/ => /kən/ Do /du:/ => Would /wʊd/ => /wəd/- /əd/ Dạng yếu đại từ nhân xưng Vd: You /ju:/= > / jə/ Him /hɪm/ => /ɪm/ Her /hɜ:/ => /hə/, /ə/ Dạng yếu mạo từ Vd: A /eɪ/ =>/ə/ b Nối âm (Linking) An /æn/=> /ən/ The /ði:/ => /ðə/ Nối phụ âm với nguyên âm ( Vd: read it => /ri:dIt/) Nối phụ âm với phụ âm (Vd: like them => /laIkðəm/) Nối nguyên âm với nguyên âm (Vd: be on time=> 82 /bi:jɒn taim/) Nối nguyên âm với bán nguyên âm /j/ /w/ /r/ Vd: say yes, go west c Rút gọn (Contraction) Dạng rút gọn khẳng định (Positive contractions) Vd: I‟m => 'm, will => 'll, would, had => 'd, have => 'v Dạng rút gọn phủ định (Negative contractions) Vd: is not => isn‟t, will not => won‟t, wouldn‟t would not => have not => haven‟t, need not => needn‟t, must not = mustn‟t Các dạng rút gọn khác (Other contractions) Vd: and => 'n', give me => gimme, going to => gonna, want to => wanna d Nuốt âm (Elision) Nuốt âm /ə/ sau âm tắc /p/, /t/, /k/ Vd: Police /pəˈliːs/=> /pˈliːs/; tonight /tə:naɪt/=> /t:naɪt/) Nuốt âm /t/ /d/ vòng cụm phụ âm Vd: handsome /ˈhændsəm/=> /ˈhænsəm/; postman /ˈpəʊstmən/=> /ˈpəʊsmən/) Nuốt phụ âm giống /t/, /p/, /s/ Vd: next to /nekst tə/=> /neks tə/, six students /sɪks „stu:dnts/=> /sɪks „tu:dnts/) Nuốt âm /v/ OF trước phụ âm Vd: Both of them /boʊθ əv ðəm/=> /boʊθ ə ðəm/) Nuốt âm /h/ in HE, HIM, HIS, HER(S) Vd: tell him /tel hɪm/=>/tel-ɪm/) 83 Thời gian mà bạn học âm kết nối tiết học ? Ít phút Từ đến 10 phút Từ 10 đến 15 phút Hơn 15 phút Giáo viên bạn dùng kĩ thuật sau để dạy âm kết nối khó lớp học? Giải thích quy luật Thiết kế tập giao tiếp đối thoại đóng vai hay hội thoại nhỏ Yêu cầu bạn xây dựng câu hỏi thơng thường thăm dị Khác:…………………………………………………………………………… 10 Giáo viên bạn dùng hoạt động phụ sau để dạy âm kết nối khó lớp học? Thu âm Dùng trò chơi Nghe hát tiếng Anh Dùng tập giao tiếp Khác:…………………………… 11 Giáo viên bạn làm bạn phát âm đúng? Làm mẫu Cố giúp tơi luyện tập nhiều lần Động viên tơi nói số hoạt động phụ (như hát, kịch, nói chuyện nhỏ…) Khác:…………………………… 12.Bạn có khó khăn gì học âm kết nối? Thiếu thời gian Tài liệu Phương pháp học Khác:…………………………………… 13 Theo bạn, bạn thường phát âm sai? Khơng có âm tương tự tiếng Việt Có vấn đề phận phát âm tơi Tơi khơng có động lực học phát âm Giáo viên khơng có phương pháp tốt việc dạy phát âm Khác:…………………………………………………………………………… 14 Bạn luyện tập âm kết nối cách nào? Bắt chước giọng giáo viên Nghe hát tiếng Anh Luyên tập nhà việc thu âm Cách khác:……………………… 84 15 Bạn dùng thiết bị hỗ trợ để học âm kết nối? Cát sét Phần mềm phát âm Ti vi, đoạn phim Người nướcngoài Khác:…………………………………………………… 16 Kĩ thuật bạn đề nghị để luyện âm kết nối khó? ……………………………… Cảm ơn hợp tác bạn! 85 APPENDIX RECORDINGS (For students) Listen to the following paragraph times and then read aloud times Lucy and Andy are friends from school They are both in Rio de Janeiro Lucy is worried because they are going to travel together When they are on the train on Sunday, Andy annoys Lucy because he talks a lot When he falls asleep in the afternoon, he snores very loudly When they are on the beach on Monday, Lucy is very tired She is upset because Andy has complained about lots of things On Tuesday afternoon, Andy is shouting and annoying Lucy She feels she can‟t travel with him anymore 86