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The study focuses specifically on the use of educational video clips in teaching student’s stress and intonation to the 12th form non English majors at Lao Cai high school number 1. So the study limits itself to the teaching and learning stress and intonation only, and the subjects of the study are 70 non English majors from class 12D1 and 12D2 studying the new “Tieng Anh 12” textbook at Lao Cai high school number 1.
HANOI UNIVERSITY OF INDUSTRY FACULTY OF FOREIGN LANGUAGES MA THESIS THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE 12 STUDENT’S STRESS AND INTONATION AT LAO CAI HIGH SCHOOL NUMBER Field: English Language Hanoi, 2021 HANOI UNIVERSITY OF INDUSTRY FACULTY OF FOREIGN LANGUAGES MA THESIS THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE 12 STUDENT’S STRESS AND INTONATION AT LAO CAI HIGH SCHOOL NUMBER Field: English Language Code:8220201 Supervisor: Dr Tran Ngoc Duc Hanoi, 2022 Table of Contents CHAPTER 1: INTRODUCTION Rationale for the study Aims and objectives of the study Research questions2 Based on the purpose of the study, the research questions are as below: Scope of the study Significance of the study Research methods CHAPTER 1: LITERATURE REVIEW .0 1.1 Theoretical of stress and intonation 1.1.1 Speaking 1.1.2 Concept of pronunciation 1.1.3 The importance of pronunciation in language teaching 1.1.4 Stress 1.1.5 Intonation 1.1.6 Methods in teaching pronunciation 1.1.7 Factors affecting the teaching and learning of pronunciation13 1.1.8 Main difficulties in students' pronunciation learning 15 1.1.9 Common English pronunciation mistakes in students 16 5 1.2 Theoretical of video clips 17 1.2.1 Definition Videos 17 1.2.2 Role of Video in teaching pronunciation skills 18 1.2.3 Video Teaching Techniques 1.2.4 The role of technology in language teaching 19 23 1.3 Related studies 25 CHAPTER 3: RESEARCH METHODOLOGY 3.1 Research design 3.2 Informants 3.3 Instrument 3.3.1 Questionnaire 3.3.2 Interview 3.3.3 Data analysis CHAPTER 4: RESEARCH RESULTS 4.1 Descriptive statistics 4.2 Quantitative research results 4.2.1 Difficulties in pronunciation and common errors in pronunciation 4.2.2 The current status of the application of educational video clips in teaching pronunciation 4.2.3 Awareness of the benefits of applying educational video clips in teaching pronunciation 4.2.4 Self-assessment of stress improvement and intonation 12 4.3 Qualitative research results 13 4.3.1 Difficulties in pronunciation and common pronunciation mistakes of students 13 4.3.2 The current status of the application of educational video clips in teaching pronunciation 16 4.3.3 Awareness of the benefits of applying educational video clips in teaching pronunciation 17 CHAPTER 5: CONCLUSION .0 5.1 Conclusion 5.2 Recommendation 5.2.1 For teachers 5.2.2 For students REFERENCES APPENDIX CHAPTER 1: INTRODUCTION Rationale for the study In today's global world, English is a universal language and a vital tool for communication Students who not know how to communicate in English face a huge disadvantage Speaking is one of the most important skills to focus on and improve as it is an effective means of communication However, speaking skill is still considered to be one of the most difficult aspects of the language learning process (Gilakjani & Ahmadi, 2011) Many students still find it difficult to fully express their thoughts inEnglish; they even fear having to communicate in English even though they have studied a foreign language continuously for many years “Therefore, improving students' ability to speak to help them communicate fluently is an important goal in today's language curriculum Despite that fact, pronunciation has remained a focus of English language teaching as comprehensible pronunciation gives English language learners the communicative empowerment - effective language use - that enables them to become communicative and confident users of spoken English For these reasons, a great number of researchers, authors and teachers have kept trying to inquire and applying different teaching methods with a view to the most effective learning environment for learners Obviously, the fast-paced development of Information and Communication Technology (ICT) in language teaching and learning is also to serve this purpose Many studies have been conducted to investigate the impacts of ICT applications on enhancing language skills such as speaking, writing, listening, vocabulary and grammar” With great achievements of the modern science and technology revolution, learning English seems to have become a lot easier Today, students can easily learn foreign languages through many means, besides direct communication For example, students can learn English online on their mobile phones, iPads; they can learn English through social media channels, podcasts or even online videos These various forms of learning foreign languages are designed to attract the attention of students and motivate them In addition to traditional learning methods such as learning through books, in tuition centers, hiring home tutors, learners can be more proactive through effective and exciting English learning applications such as Video This is considered a maximum support tool to improve learners' speaking skills Attractive content, vivid images and engaging native speakers will surely make learners feel extremely interested to learn how to speak English fluently In addition, watching videos will help learners remember more deeply and longer; they can clearly understand the use of new phrases so that words can be applied in appropriate speaking contexts (LeCun et al., 2015) The method of learning English with videos can help learners improve many of their English communication skills, especially pronunciation skills Thus, the study aims to investigate the effectiveness of using video in teaching English to improve grade 12 student's pronunciation at Lao Cai High School Number they can clearly understand the use of new phrases so that words can be applied in appropriate speaking contexts (LeCun et al., 2015) The method of learning English with videos can help learners improve many of their English communication skills, especially pronunciation skills Thus, the study aims to investigate the effectiveness of using video in teaching English to improve grade 12 student’s stress and intonation at Lao Cai High School Number they can clearly understand the use of new phrases so that words can be applied in appropriate speaking contexts (LeCun et al., 2015) The method of learning English with videos can help learners improve many of their English communication skills, especially stress and intonation skills Thus, the study aims to investigate the effectiveness of using video in teaching English to improve grade 12 student’s stress and intonation at Lao Cai High School Number Aims and objectives of the study The objective of this study will be to assess in detail the impact of English Learning Videos on students studying this second language, in particular, to evaluate the roles of video in supporting high school student’s stress and intonation Moreover, the study examines the challenges in teaching speaking skills, then investigates the effectiveness of using educational video clips in teaching English to improve grade 12 student’s stress and intonation at Lao Cai High School Number Research questions Based on the purpose of the study, the research questions are as below: 1) What is the current situation of grade 12 student’s stress and intonation at Lao Cai High School Number 1? 2) How are educational video clips used to help high school students improve stress and intonation? Scope of the study The study focuses specifically on the use of educational video clips in teaching student’s stress and intonation to the 12th form non- English majors at Lao Cai high school number So the study limits itself to the teaching and learning stress and intonation only, and the subjects of the study are 70 nonEnglish majors from class 12D1 and 12D2 studying the new “Tieng Anh 12” textbook at Lao Cai high school number Significance of the study Theoretical significance of the study The study supplies the English language teachers with the understanding of student’s stress and intonation in dubbing video films in terms of types, advantages when employing them The study also suggests some ways to exploit dubbing video films successfully during all stages in teaching stress and intonation Practical significance of the study The research provides the language teachers and learners a variety of dubbing video films used in all stages in speaking classes based on the new “Tieng Anh” 12 textbook Research methods Based on the research objectives, the following methods are used to collect data for research: Quantitative method combined with data collection is a survey designed for research subjects who are students in grade 12D Lao Cai High School No Qualitative research method with data collection tools including semi-structured interviews (for teachers) and five selected students participating in the survey randomly CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical of stress and intonation 1.1.1 Speaking Speaking, according to Nguyen & Nguyen (2001), has two aspects: correctness and fluency "Accuracy entails the proper use of vocabulary, grammar, and pronunciation." Fluency, on the other hand, is defined as "the capacity to continue speaking spontaneously." Language learners should be able to communicate effectively using whatever resources and talents they have available, regardless of grammatical or other mistakes Meanwhile, many educators think that "it is not essential to teach conversational characteristics or encourage pupils to communicate properly" in a communicative class, and that "fluency may be fostered simply by providing students with lots of conversational experience." As a result, language fluency and accuracy standards may vary depending on the level of language acquisition Bygate (1987) proposed a more in-depth examination of the nature of speech It is demonstrated that in order to speak a foreign language, one must possess micro-linguistic abilities, i.e., an understanding of some grammar, vocabulary, and the rules controlling how words are combined to make sentences Bygate (1987) goes into great detail about the two types of interaction skills that speakers employ when speaking: regular skills and negotiation skills Routines are the conventional ways of presenting information such as descriptions, comparisons, storytelling They can be either expository, concerning presenting factual information, or evaluative where the speakers explain, reason, justify, predict and draw conclusions They can also be interaction routines that can be found in interactions in different specific situations like interviews or discussions, etc… Regardless matter how different these concepts are, the fundamentals of speech remain the same It indicates that in order to enhance speaking ability, both correctness and fluency must be prioritized