The use conneced speech in english speaking for efl students at hue univesrsity college of foreign languages

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES KHUONG THI QUYNH NHI THE USE OF CONNECTED SPEECH IN ENGLISH SPEAKING FOR EFL STUDENTS AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES 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, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES KHUONG THI QUYNH NHI THE USE OF CONNECTED SPEECH IN ENGLISH SPEAKING FOR EFL STUDENTS AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HONG ANH, PhD HUE, 2015 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHƯƠNG THỊ QUỲNH NHI KHẢO SÁT VIỆC SỬ DỤNG ÂM KẾT NỐI TRONG LỚP HỌC NÓI TIẾNG ANH CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SỸ 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, 2015 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signature Khuong Thi Quynh Nhi i ABSTRACT The research paper is an investigation into the use of connected speech of EFL students at Hue University College of Foreign Languages The thesis is given out some perceptions, areas of connected speech and factors affecting the use of connected speech effectively in the English spoken process In addition, the researcher points out some difficulties and recommendations from teachers and students in improving the use of connected speech in English speaking classes The participants in the paper included EFL students at Hue University College of Foreign Languages The collected data were analyzed on quantitative and qualitative approaches (questionnaires, interview and observation) The findings showed that most of the students understood the importance of using connected speech in the English spoken process The results also indicated that the students at Hue University College of Foreign Languages had positive attitude towards the use of connected speech in speaking classes as well as in real contexts However, they faced some difficulties with aspects of connected speech relevant to the factors, such as their proficiency level, contexts and topics Last but not least, some students’ suggestions for the use of connected speech are put forward to help students get over the problems ii ACKNOWLEDGEMENTS I would like to show my first debt of deepest gratitude to my supervisor, Dr Pham Hong Anh from Hue College of Foreign Languages for her trusted guidance, generous help and deep encouragement in the fulfillment of this research paper I express my sincere thanks to her for academic feedback, tremendous enthusiasm throughout this process I am very lucky to have such a great supportive supervisor My sincere thanks go to my teachers at the M.A in the Theory and Methodology of English Language Teaching Course in the academic year 20132015 for their devotion in teaching which inspired all the students in the class to better their teaching profession, and to my classmates for being sincere friends with me during our over two years together This thesis would not have been possible without the valuable contributions with real and truthful ideas of teachers and students at College of Foreign languages, Hue University Especially, the sincere thanks go to two energetic junior friends Uyen and Tram for helping me to get invaluable information for the thesis I am deeply grateful to my classmates for supporting and giving me their enthusiastic encouragement and invaluable advice during the thesis Last but not least, I dedicate this research paper to my parents and my whole family for constantly supporting me in tough times They have always given me a great affection, considerate care and the encouragement whenever I have difficulties iii TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF ORIGINALITY i ABSTRACT .ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS .vii LIST OF TABLES viii LIST OF FIGURES AND CHARTS ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Research aim and research questions 1.3 Scope of the study 1.4 Significance of the research 1.5 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Communicative competence 2.2.1 Definition 2.2.2 Components of Communicative Competence 2.2.3 Role of speaking in Communicative Competence 2.3 Pronunciation 2.3.1 Definition 2.3.2 Elements of pronunciation 10 2.4 Connected speech 14 2.5 Previous studies related to connected speech 18 2.6 Summary 21 iv CHAPTER 3: METHODOLOGY 22 3.1 Research design 22 3.2 Research setting and Participants 22 3.2.1 Research settings 22 3.2.2 Participants: 23 3.3 Data collection 24 3.3.1 Questionnaire design 24 3.3.2 Interview 26 3.4 Data analysis 30 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Students’ perceptions towards using connected speech at Hue College of Foreign Languages 31 4.1.1 The way to speak English fluently 31 4.1.2 Students’ perceptions towards the way to speak English fluently and confidently 33 4.1.3 Necessity of using connected speech in the English spoken process 34 4.2 The reality of using connected speech at Hue College of Foreign Languages 36 4.2.2 Frequency of using connected speech in English speaking classes 42 4.2.3 How well students use types of connected speech 43 4.2.4 The students’ psychology in using connected speech 45 4.3 Factors affecting the use of connected speech of students on the basis of classroom observation (Appendix 4) 46 4.3.1 The relationship between students’ proficiency level and the use of connected speech 46 4.3.2 The influence of context on the use of connected speech 48 4.3.3 Connected speech forms in relation to topics 49 4.4 Discussion of the Findings 51 4.4.1 Types of connected speech that EFL students used 51 4.4.2 The relationship between students’ proficiency level and the use of connected speech 52 v 4.4.3 Factors affecting the use of connected speech at HUCFL 52 4.4 Summary 53 CHAPTER 5: CONCLUSION AND IMPLICATIONS 54 5.1 Revisiting the research question 54 5.2 Conclusion 55 5.3 Implications 56 5.3.1 Students 56 5.3.2 Teachers 57 5.4 Limitation 58 5.5 Suggestions for further studies 58 REFERENCES 59 APPENDICES 66 vi LIST OF ABBREVIATIONS EFL : English as a Foreign Language HUCFL : Hue University College of Foreign Languages CS : Connected speech vii APPENDIX 2A CÂU HỎI PHỎNG VẤN DÀNH CHO SINH VIÊN Theo ý bạn, hiên tượng âm kết nối có quan trọng q trình nói tiếng Anh khơng? Hình thức âm kết nối mà bạn thường sử dụng q trình nói tiếng Anh? Bạn vận dụng hình thức việc nói tiếng Anh nào? Bạn thường sử dụng âm kết nối hoạt động lớp học nói tiếng Anh? Bạn có gặp khó khăn việc sử dụng âm kết nối giao tiếp tiếng Anh hay khơng? Nếu có, khó khăn nào? Bạn có kiến nghị việc cải thiện vệc sử dụng âm kết nối hay khơng? Nếu có, kiến nghị gì? 75 APPENDIX 2B INTERVIEW QUESTIONS FOR STUDENTS In your opinion, is connected speech necessary and popular in the spoken English process? What areas of connected speech which you commonly use in the English spoken process? How you use these forms? What are the activities that you often use connected speech forms in the English speaking classes? Do you have any difficulties in using connected speech? If you say “yes”, what are they? Do you have any suggestions to use connected speech more effectively? What are they? 76 APPENDIX CHAPTER IMPLICATIONS FOR TEACHERS  Activity 1: ONCE OR TWICE? Approximate time: 5-10 minutes Teaching aids: audio- player Procedure: Ask the class to count the number of sounds in each word, and write the numbers which they give you on the board above the words, like this: 4 You must tell him Now play a recording of the phrases, or read them yourself, and ask the learners to listen again and write down how many sounds they hear Prompt them if necessary, asking if, for example, the "t" is really pronounced twice between "must" and "tell", or only once Drill the phrases then ask the students to practice these by themselves Ask the learners which sounds more natural  Activity 2: THE WORD BLENDER ( Hancock, 1995) Approximate time: 5-10 minutes Teaching aids: audio, handouts Procedure: Say these three words separately, with gaps between: Apples And Pears Now say them together as one phrase, with no gaps: Apples and pears Write the phrase on the board as it sounds: Demonstrate how the consonants in connected speech (‘the word blender’) change: CONSONANT MOVE – the final consonant /z/ in apples moves to the start of and CONSONANT CUT – the final consonant in and is cut CONSONANT CHANGE – the consonant /n/ in and is changed to /m/ 77 Divide the class into two teams and give out the worksheet Play a game of noughts and crosses: • The teams take turns to try to win a square • In order to win a square, they should say what the phrase is – for example, apple zum pears is apples and pears • The object of the game is for a team to win three squares in a row – horizontal, vertical or diagonal • If neither team wins three squares in a row, the team with the most squares wins KEY = salt and pepper (t moves to and, d in and is cut, n in and changes to m) = a loaf of sliced bread (consonant cut from end of sliced) = an apple and an orange (linking of an to the following word) = one potato (consonant changed to /m/ at the end of one) = frozen peas (consonant changed to /m/ at the end of frozen) = fruit cake (consonant changed to /k/ at the end of fruit) = green beans (consonant changed to /m/ at the end of green) = six eggs (linking of final consonant of six to the following word) = a tin of sweet corn (consonant change at the end of sweet) 78  Activity 3: WRONG LYRICS (Hancock, 1995) Approximate time: 5-10 minutes Teaching aids: audio or video (the Beatle's song Something in the way she moves.), handouts (appendix 5) Procedure: Explain to the students that they will hear a famous song which has been badly misunderstood Ask them to find out the mistakes Then play the video or audio, once or twice Divide the class into two teams and give out the handouts The teacher gives the 'clues' on the board and ask one student of each team to identify the correct word boundaries in the worksheet Show the answers The winner is the first to finish the task and get more correct answers 79 Song lyric: Some thinking the way she moos 1Some thinking the way she 2moos 3Attacks me like no 4udder lover Some think it’ s the way she 6views me I don’t want 7a lever now You know I’ ll be leaving How? Somewhere in her 9smiley nose 10The tired old knees know of her lover 11Some thinking hairstyle that 12chose me I don’t want a lever now You know I’ll be leaving How? You’re asking me will my love 13groan 14I don’t, no Why? Don’t know! You stick around now 15wit may show I don’t, no Why? Don’t know! 16Some think in a way she knows And all I have to 17with ink of her 18Some think it’s the thing she shows me I don’t want a lever now You know I’ll be leaving How? HANDOUTS: a attracts b grow c I believe and j smile she knows k something in l something in d e f g h i m something in her style n something in the o something in the things p that I don’t need no other q to leave her r woos I don’t know, I don’t know is think it moves other shows 80 APPENDIX TRANSCRIPTIONS FROM OBSERVATION No Transcript The story of tortoise and rabbit T:Hey Tortoise How are you today? F: I’m good T: What are you going to to on weekend? F: I stay at home and watch TV T: What a boring day! Should you go with BigC to beach? I think we can watch films and eat fried chicken Then take photos F: I don’t have enough money T: Don’t worry I have two tickets F: That’s good Language use I’m-> ‘m Do not -> don’t That’s=> ‘s Can not=> can’t Where’s=> ‘s Take a nap => /teik ə næp/ On the way back to home, the tortoise sees the rabbit coming T: Hi Are you free on weekend? R: Yes T: Why don’t go to the BigC with me? R: weekend? Sorry, I can’t go with you They have a race to the beach The rabbit run so fast while the tortoise runs 81 Types of connected speech Contraction linking consonant to vowel slowly The rabbit think that the tortoise can’t catch up him So, he decides to take a nap At last, the tortoise comes in the first They return to find the rabbit Where’s the rabbit? Oh no I almost forget I run faster Cinderella and two stepsisters A:Do you want to kill me? B: I’m sorry Why are you so angry? A: because what you with me B: You don’t want to it, you? I want shopping, Iphone How I can buy them? I don’t care Look at the mirror How beautiful I am! Why don’t I participate in beauty competition? A:Where are you going tonight? You must sit here to pick up beans A: Why I have to it? B: It’s your pair You can’t go anywhere if you don’t finish it I’m=> ‘m Contraction Do not=> don’t Look at=> /luk æt/ tonight / tə: nait/=> /t: nait/ pick up=> /pik ʌp/ Linking Elision of / ə/ after plosives /t/ Linking It’s=> ‘s Can not=> can’t 82 Contraction Global warming What we talk about when we talk about global warming? It'll get hotter, polar ice caps will be melting, and wildlife that can't adapt to warmer temperatures could be at risk In fact, Global warming is doing many things that hurt people as well as plants and animals Everyone knows about global warming but not everyone is trying to stop it What will happen if we don’t protect our environment?Water pollution - One of the greatest dangers to human health is water pollution After all, people can’t survive without drinking water, and if their freshwater resources are polluted, they can become ill In fact, water pollution is very harmful to humans, animals and water life What can we to reduce water pollution? We can save water Don't waste it! And don't leave the faucet running We should throw rubbish in the waste bin If we don’t find it, please take it home and put it in yourtrash can - It’ll=> ‘ll can not=> can’t Contraction Stop it=>/stɔp it/ linking Do not=> don’t Contraction can not=> can’t contraction Animals and=> / æniməlz ən/ Do not=> don’t Find it=> /faind it/ Take it=> /teik it/ Put it in =>/ put it in/ 83 - Linking Contraction Linking Linking * Describe a famous person that you - Because of=> /bikɔz ɔv/ admire I admire President Ho Chi Minh because of - Was a => /wəz ə/ his talent He was a great leader of Vietnamese people and a great poet in Vietnamese literature He leaded Vietnamese people to fight against aggression And finally, Vietnamese people could gain freedom and independence linking *Design a Hue city tour In the afternoon, we can visit Imperial capital during Nguyen Dynasty, An Hien Garden House and the seven – storey Thien Mu we’ ll=> ‘ll Pagoda on the riverbank get on=> / get ɔn/ We’ll get on the boat for a sight -seeing along the Perfume River to see fishing village on the way back We ‘ll back to town at 4:30 pm contraction linking Little red riding hood: Little Red Riding Hood lived in a wood with her mother One day Little Red Riding Hood went to visit her grandmother She had a nice cake in her basket On her way Little Red Riding Hood met a wolf “Hello!” the wolf said “Where are you going?” “I’m going to see my grandmother She livesin a house behind those trees.” linking In a=> /in ə / Had a=> /həz ə/ Met a => / met ə / I’m => ‘m Lives in a => /livz in ə/ 84 contraction linking Benefits of reading books How often you read books? When’s the last time you read a book? Reading has many benefits First of all, reading keeps your brain strong and healthy Besides, reading helps us improve our thinking That’s right, we can improve their general knowledge and memory If you think that you don’t have enough time to start reading, you’re wrong In fact, you can replace reading with activities such as watching TV, surf the web Part-time job Now there are many college students are looking for a part-time job, more and more young faces appear in restaurants or convenience stores In my opinion, You’ll be happy after they make money So, college students should look for a part time job? There are a lot of advantages in getting parttime work while you're a student, Part time job can not only broaden their vision also can enhance their own efforts In modern society, it’s necessary to learn from each other and can increase the opportunities and save time and effort First of all=> /fə:st ɔv ɔ:l/ - Linking that’s => that is - Contraction You’re => you are - Contraction Such as => /sʌtʃ əz/ - linking you’ll => ‘ll contraction you’re => ‘re own efforts => / oun ‘efəts/ it’s => ‘s contraction linking contraction 85 10 11 Cohabitation In contrast, the disadvantage of cohabitation before marriage may affect relationships with parents Many families, especially in Vietnam considered cohabitation are morally wrong and embarrassing Besides, this is unfair for female because female are the one who suffer the most loss during break up of the relationship Because you spend so much time together, arguments may increase While you’re familiar with each other’s behavior and personality, you find your partner’s faults easier ,which could end up a relationship DIALOGUE 1: eating out Tram: Good afternoon, Huong, My How are you? Huong& My: I’m fine How about you? Tram: I feel good Thank you Do you wanna go out to dinner tonight? Huong: Yes I’m free tonight How about you, My? My: Sure Where you wanna to go? Tram: Well What you think of Korean food? My: I love it, but I don’t eat it today Huong: Yeah I’m not Tram: Hmm How you like Japanese food? break up => /breik ʌp/ linking You are=> you’re End up => /end ʌp/ contraction linking I’m => I am Wanna => want to Tonight => /t:nait/ think of => /θink ə/ love it=> /lʌv it/ don’t= > not I’m => I am like it => /laik it/ contraction contraction elision - Linking Contraction Contraction Linking Don’t=> not - contraction 86 12 Huong: oh I like it a lot My, I do, too And I know a nice Japanese restaurant near here- Take Food there is delicious I go there with my parents last week My: Oh, I want to go there Why don’t go to the movies after dinner? Tram: That’s a good idea There is a new movie theater in BigC- Lotte Cinema Have you got there? Huong: Really? I don’t know that I really like romantic films My: It sounds good Tram: That’s right Let’s go now DIALOGUE 2: Vacation Uyen: Hi Thao How are you today? Thao: Fine, thanks How are you? Uyen: I’m well Thank you Do you like travelling? Thao: Yes, I often go travelling Uyen: Where did you go last weekend? Thao: I went to Da Nang with my friends Uyen: Is this a beautiful place? Thao: Yes, it has one of the most beautiful beaches and lots of nice resorts Uyen: Where are you gonna spend for Tet holiday? Thao: I’ll go to Hoi An for one week That’s a=>/δæts ə/ - linking Today/tə dei/=>/tdei/ I’m=> I am - Elision Contraction Is this a => /Iz δis ə/ - Linking Lots of=> /lɔts ɔv/ - Linking Go to=> gonna - Contraction I’ll=> I will - Contraction 87 Uyen: That sounds interesting Who are you gonna with ? Thao: With my family, except my sister Uyen: Why ? Thao: She has to stay to prepare her lessons She plans to pass the entrance exam next year Uyen: Well I hope that she can it well Thao: Uyen, Don’t you wanna travel? Uyen: Yes But I don’t know where to go Thao: Hey, you can join us Uyen: I don’t know whether that’s OK? Thao: I’m happy if you can go with us Uyen: let me think about it, OK? I have to ask for my mum Thao: That’s right Well, I guess that we’ll have a great trip together The entrance=> / δi entrəns/ - Linking not=> don’t want to=> wanna - Contraction Contraction that’s => that is I’m => I am have /hæv/=> /əv/ - Contraction - Weakening of auxiliary verb 88 APPENDIX The connected speech phenomena of students on the basis of classroom observation (transcription) No Context Topic Types of activities Academic year In class The race between tortoise and rabbit Drama In class The story of Cinderella and two sisters Drama In class The story of Little Red Riding Hood and the wolf Drama In class The dangers of water pollution and solutions Presentation In class Describing a famous person that you admire Group work In class Designing a Hue city tour Group work In class The negative effects of global warming on the Earth Presentation In class The benefits of reading books Presentation In class Part-time job Presentation 10 In class Cohabitation Presentation 11 Out of class A conversation about a summer trip between two classmates 12 Out of class A dinner invitation 89 Daily conversation Daily conversation