Aims of the study
- investigate the effects of using Phoneme-Grapheme Correspondence Method on sound recognition ability of 10 th -grade students at Quoc Oai high school;
- find out students‟ attitudes towards using this method.
Research questions
The study aims at answering the following questions:
- To what extent does Phoneme-Grapheme Correspondence method help to improve sound recognition ability of 10 th -grade students at Quoc Oai High School?
- What are the students‟ attitudes towards Phoneme-Grapheme Correspondence method?
Significance of the study
This study explores the impact of the Phoneme-Grapheme Correspondences method on EFL high school students' sound recognition skills and their perceptions of this approach The findings aim to guide educational administrators in refining pronunciation curricula and assist teachers in deciding whether to implement this method in their instruction Additionally, the research offers valuable insights for students seeking to enhance their pronunciation abilities through the Phoneme-Grapheme Correspondences method Ultimately, this paper serves as a comprehensive resource for those interested in understanding the application of this teaching strategy.
Scope of the study
A study was conducted on 10th-grade students at Quoc Oai High School to examine the impact of the Phoneme-Grapheme Correspondence method on their ability to recognize English vowel sounds Due to time limitations, the research focused solely on this aspect of pronunciation, excluding other elements such as diphthongs, consonants, and intonation.
Research method
The method used in this study is quasi-experimental research According to Arikunto
According to Hidayat (2014), experimental research is designed to identify causal relationships between two factors, with researchers intentionally controlling other variables This approach is particularly suitable for investigating the effects of the Phoneme-Grapheme Correspondence method on students' sound recognition abilities.
Organization of the study
Definition of “pronunciation”
Pronunciation refers to how a language, word, or sound is articulated, as defined by various scholars According to the Oxford Advanced Learner's English Dictionary, it is described simply as "the way in which a language or a particular word or sound is pronounced." Similarly, Trask (1996) offers a comparable definition, emphasizing the significance of accurate pronunciation in effective communication.
Pronunciation refers to the way speech sounds, particularly in connected sequences, are articulated by individual speakers or generally It encompasses the production of language, words, or sounds Kristina et al (2006, as cited in Pratiwi, 2010) expanded this definition to include not just the production but also the reception of speech sounds and the comprehension of meaning Murphy (2003) supported this perspective, providing a compelling explanation of the multifaceted nature of pronunciation.
Pronunciation is defined not only by speech production but also by how sounds are perceived by listeners, highlighting the importance of hearers' perceptions (Richards, Platt, and Weber, 1992) The way we pronounce words, phrases, and sentences conveys significant information about our identity and personality to others.
In conclusion, pronunciation is the way to pronounce an intelligible speech sound Regarding the features that constitute the production of sounds in English, Gilakjani
(2012) stated that pronunciation is comprised of features at two levels, namely segmental (micro) one and supra-segmental (macro) one He also provided a clear illustration as in the following Figure
Figure 1.1 Features of English Pronunciation
The English 10 (basic) curriculum primarily emphasizes segmental features for teaching pronunciation This study specifically investigates single vowel sounds in English, highlighting a focused approach within the broader context of pronunciation education.
Role of pronunciation in language learning
Effective pronunciation is essential for language learners, as highlighted by Kelly (2000) Even with strong grammar and vocabulary skills, non-native speakers may struggle to communicate effectively if their pronunciation lacks clarity.
Pronunciation significantly impacts speaking ability, as mispronouncing words can lead to misunderstandings and communication breakdowns.
Poor pronunciation can significantly hinder listening skills, as learners who cling to incorrect pronunciations often struggle to recognize the authentic speech sounds of native speakers.
Wong (1993) also pointed out that pronunciation has a relationship with grammar on the grounds that the former can convey grammatical information thanks to rhythm and intonation
Pronunciation plays a crucial role in language learning, just as grammar and vocabulary do Mastering proper pronunciation significantly aids individuals in acquiring foreign languages effectively.
The role of pronunciation teaching in ESL/EFL classrooms has evolved significantly across various language teaching methods In the grammar-translation method, minimal attention is given to pronunciation, leading to learners becoming "deaf and dumb" in the target language (Prator & Celce-Murcia, 1979) Conversely, the audio-lingual method emphasizes pronunciation from the outset, yet achieving native-like pronunciation often yields unsatisfactory results Currently, with communicative language teaching as the dominant approach, the focus on enabling learners to be "communicatively competent" (Celce-Murcia et al., 1995) highlights the increasing importance of accurate pronunciation for successful communication.
Teachers must prioritize pronunciation instruction, as it has been historically overlooked in language courses due to the misconception that classroom teaching has little impact on pronunciation proficiency This neglect often led both educators and students to prioritize grammar and vocabulary over pronunciation However, recent perspectives have shifted, recognizing pronunciation as a vital component of communication competence, discourse, sociolinguistics, and strategic competence, making it essential for effective language learning.
Approaches to teaching pronunciation
In the realm of foreign language teaching, pronunciation has often been overlooked, a sentiment echoed by Kelly (1969, as cited in Khoa Anh Viet et al., 2010), who referred to it as "the Cinderella of language teaching." He emphasized that grammar and vocabulary have historically received far more focus than pronunciation It wasn't until the early 20th century that systematic research into pronunciation instruction began to emerge.
In the field of modern language teaching, there exist two general approaches to the teaching of pronunciation, namely intuitive-imitative approach and analytic-linguistic approach (Celce-Murcia, et al, 1996)
The intuitive-imitative approach emphasizes learners' ability to listen and mimic the sounds and rhythms of a target language without explicit instruction (Celce-Murcia et al., 1996) In this method, teachers utilize tools like cassette players to facilitate pronunciation practice, focusing primarily on listening and repeating activities To support this learning process, authentic materials and recording devices are essential The teacher's role is not to explain sound formation; instead, learners engage in listening and imitation, gradually developing their pronunciation skills.
Jones and Evans (1995, as cited in Nguyen Thi Mo, 2008) suggested that this approach be adopted at the beginning of teaching pronunciation for the following reasons
This approach to pronunciation emphasizes the integration of various elements from the beginning, allowing students to engage with pronunciation intuitively and communicatively It prepares them for a deeper analytical understanding of phonology later on Additionally, focusing on voice quality can enhance students' self-image while speaking English, ultimately boosting their confidence.
The analytic-linguistic approach enhances language learning by incorporating tools such as phonetic alphabets, articulator descriptions, and vocal apparatus charts, alongside traditional methods like listening and imitation This method focuses learners' attention on the rhythms and sounds of the target language, offering clear explanations on how to produce specific sounds effectively.
When considering the two approaches to pronunciation teaching, it is challenging to determine which is superior, as each method offers a distinct perspective The choice of approach should be based on the specific teaching context and the proficiency level of the learners.
In this study, the researcher utilized the Phoneme-Grapheme Correspondence method to enhance students' ability to recognize sounds associated with letters in words This approach is integral to sound analysis and aligns with the analytic-linguistic methodology.
Techniques of testing pronunciation
In the article "Techniques of Testing Pronunciation," Ahmed (2007) provides a comprehensive classification of pronunciation tests, categorizing them into two main types: sound production tests and sound recognition tests, which assess learners' pronunciation proficiency.
According to Ahmed (2007), “sound production is the testing of pupil‟s ability to distinguish between contrastive sounds but it does not mean testing his ability to pronounce English accurately.” (p 16)
Sound production tests are composed of scored interviews, highly structured speech samples and paper-and-pencil tests of pronunciation (Ahmed, 2007: 17)
According to Ahmed (2007), teachers can employ various techniques, including associating sounds with phonemic symbols, using minimal pairs of words, and linking sounds to pictures, to assess their students' ability to recognize sound segments effectively.
According to Celce-Murcia et al (1996), pronunciation testing has often been overlooked, primarily because it encompasses both the application of specific rules—such as the pronunciation of -s endings and internal palatalization—and the aspects of perception and production The authors highlight three techniques that can effectively assess pronunciation.
Diagnostic evaluation is a crucial technique in the classroom that focuses on assessing both perception and production skills This method helps determine a learner's pronunciation proficiency level, enabling teachers to decide if a student can handle specific tasks or needs placement in a suitable class Through diagnostic evaluation, learners engage in exercises like distinguishing between vowels and consonants or identifying word stress, which are essential for enhancing their pronunciation skills.
The second technique, known as ongoing evaluation with feedback, allows teachers to assess student progress and adjust their curriculum or teaching methods accordingly This approach not only facilitates the identification of necessary changes but also provides valuable feedback on learners' development It encompasses two key forms: self-monitoring and correction, which together enhance the overall learning experience.
Classroom testing is a widely used method for assessing pronunciation proficiency, allowing educators to evaluate learners' progress on recently taught concepts at various points throughout the course This assessment approach incorporates both perception and production tests to provide a comprehensive understanding of students' pronunciation skills.
In Vietnamese high schools, pronunciation assessment primarily involves sound recognition paper tests, which evaluate students' abilities to identify sound segments and word stress The most common format for these pronunciation tests is multiple-choice, where each question presents four options Specifically, students are tasked with identifying the word with a differently pronounced underlined segment compared to the others.
Definition of “Phoneme-Grapheme Correspondence”
To have a better understanding of this term, at first, it is necessary to be aware of the elements that constitute this correspondence, namely grapheme and phoneme
A phoneme is a fundamental unit of sound in spoken language, representing either a group of sounds or a single speech unit It serves as an abstract concept rather than a tangible entity, playing a crucial role in the construction of language (Yonas et al., 1981).
According to Nancy (2011), phonemes are essential components of language that, while not carrying meaning independently, significantly influence the meanings of words For instance, altering the initial phoneme in the word "wall" from /w/ to /t/ transforms both its meaning and its grammatical category.
A grapheme is the written or printed representation of a phoneme (John & Nancy, 2011) In the English language, a grapheme can consist of a single letter or a combination of letters For instance, in the word "book," the grapheme "b" corresponds to the phoneme /b/, "oo" represents /ʊ/, and "k" signifies /k/.
Phoneme-Grapheme Correspondence refers to the connection between graphemes and the phonemes they represent, as defined by John and Nancy (2011) For instance, the grapheme 's' corresponds to the phoneme /s/ in "sea" and /ʃ/ in "sugar." This concept is integral to understanding the alphabetic principle, which highlights the unique graphical representation of letters that symbolize each phoneme or speech sound in oral language (Yonas et al., 1981).
According to Daria and Alan (1996), mastering phoneme-grapheme correspondences is essential for phonetically decoding words and requires three key skills: recognizing and distinguishing letters, processing phonological information, and linking specific letters to their corresponding sounds (p 259).
Phonics, as defined by Adams (1994), is a reading instruction method rooted in the alphabetic principle, emphasizing the relationship between letters or groups of letters and their sounds This highlights the significance of Phoneme-Grapheme Correspondence, which is essential not only in phonics but also in the broader context of pronunciation learning.
Learning phonics offers numerous advantages for beginning readers, significantly enhancing their word-reading abilities, as highlighted by the National Reading Panel (Johnson, 2011) This method fosters phonemic awareness, enabling students to effectively sound out words with regular spelling patterns Additionally, phonics serves as a foundational tool for improving spelling skills, allowing students to mentally deconstruct words before writing (Pancare, 2011) Research by Davis (2011) emphasizes that phonics aids in familiarizing students with syllable structures, such as the distinction between closed syllables, which end in a consonant and feature a short vowel, and open syllables, which conclude with a vowel that produces a long sound Ultimately, phonics equips students with the skills to recognize and articulate unfamiliar words, thereby boosting their confidence in reading (Pancare, 2011).
While the phonics method has its advantages, it also presents notable disadvantages A study by Marsha et al (2003, as cited in Johnson, 2011) concluded that an excessive focus on phonics can hinder students' comprehension of words and texts Although phonics helps students pronounce words correctly, it often leaves them unaware of the meanings behind those words and the overall content of the text.
Vietnamese – English sound systems
Many learners face challenges when acquiring a foreign language, particularly in English pronunciation According to Kenworthy (1987) in "Teaching English Pronunciation," six key factors influence pronunciation learning: native language, age, exposure, phonetic ability, attitude and identity, and motivation for achieving good pronunciation.
The mother tongue significantly influences foreign language pronunciation, as highlighted by Avery and Ehrlich (1992), who stated that a learner's native language largely determines their foreign accent The sound system of the native language affects pronunciation in several ways: learners may struggle with unfamiliar sounds not present in their native language, face challenges with different sound combination rules, and transfer stress and intonation patterns from their first language to the second language Consequently, the greater the differences between the native and foreign languages, the more challenging pronunciation becomes for learners.
Learning English pronunciation poses significant challenges for many Vietnamese students due to the distinct differences in sound systems between the two languages The Vietnamese alphabet is phonetic, featuring a one-to-one correspondence of sounds to letters, whereas English often exhibits a one-to-many relationship For instance, the grapheme "a" can be pronounced in various ways, such as /ổ/ in "back" and /e/ in "many." This complexity contributes to the difficulties Vietnamese learners face in mastering English pronunciation.
Linguists have developed Phoneme-Grapheme Correspondence rules to assist beginner learners of English as a foreign language in understanding the pronunciation of words like "arrive." These rules aim to address common challenges faced by learners in mastering English phonetics.
Definition of “attitude”
Attitude, as defined by Ajzan (1988), is the tendency to respond positively or negatively to various stimuli, such as people or events Allport (1954) elaborates that attitudes are mental and neural states shaped by experiences, influencing individual responses to related objects and situations Wenden (1991, as cited in Atef & Munir, 2009) expands on this by identifying three key components of attitudes: cognitive, affective, and behavioral The cognitive component encompasses beliefs and opinions about the attitude object, the affective component includes the emotions and feelings associated with it, and the behavioral component reflects the actions or intentions that indicate future behavior toward that object.
To sum up, attitude is a mental and neural state, expressing the individual‟s responses to an object, a person, a thing or an event
The study's questionnaire addresses all three components of attitude, focusing on students' perceptions of sound recognition, their feelings, and beliefs regarding the phoneme-grapheme correspondence method Additionally, it explores students' expectations for the future application of this innovative approach.
The role of attitude in second language learning
Attitudes and learning go hand in hand According to Ismet (2005), attitude is one of
“the determinants of success in EFL learning” (p 29)
Attitudes significantly influence students' second language learning, with positive attitudes fostering motivation and success in language acquisition, while negative attitudes, often rooted in stereotypes, can hinder progress Positive engagement with a second language enriches the learning experience, whereas negative perceptions can lead to resentment and impede the learning process.
Research indicates that learners' attitudes significantly influence second language acquisition Therefore, it is essential for second language teachers to consider these attitudes when developing their teaching strategies.
Previous research works and the need for this study
There have been a small number of researchers conducting research into Phoneme- Grapheme Correspondence up to now
Christensen and Bowey (2005) conducted a study comparing the effectiveness of two decoding skill-based programs: explicit orthographic and grapheme-phoneme correspondence versus an implicit phonics program Their findings revealed that children participating in the grapheme-phoneme correspondence program not only demonstrated superior spelling of transfer words but also read words more quickly than those in the implicit phonics group.
A study by Mentzer et al (2013) investigated the impact of computer-assisted Phoneme-Grapheme Correspondence training on deaf and hard of hearing (DHH) children The findings revealed that this training significantly enhanced phonological processing skills in some DHH children, suggesting its effectiveness in improving their literacy development.
To date, no research has specifically investigated the impact of Phoneme-Grapheme Correspondence on the sound recognition abilities of EFL high school students.
This section outlines the research methodology, detailing the research design, settings, and instruments used in the study, along with the procedures for data collection and analysis.
Research design: Quasi-experimental
The current study utilizes a quasi-experimental research design, specifically the pretest-posttest non-equivalent group design, as described by Singh and Bajpai (2008) for classroom experiments involving naturally assembled groups, such as intact classes Due to challenges in randomizing sample selection for the experiment, the researcher opted for this quasi-experimental approach instead of a true experimental design.
In this study, two English classes taught by the researcher were selected for comparison One class utilized the Phoneme-Grapheme Correspondence method as the experimental group, while the other class employed a conventional teaching method as the control group The experimental design of the study is outlined in detail.
Table 3.1 Non-randomized control-group pretest posttest design
The study utilized a pre-test, treatment, and post-test design to investigate the impact of the Phoneme-Grapheme Correspondence method on sound recognition abilities Pretests were conducted prior to implementing the experimental and control treatments, followed by posttests at the conclusion of the treatment period.
Gain scores would be compared and subjected to a test of significance of the difference between two means
This study employs an experimental research design, focusing on the manipulation and observation of variables, which are defined as the conditions that the researcher controls or examines (Singh & Bajpai, 2008:266) The research identifies two types of variables: independent and dependent In this context, the independent variable is the Phoneme-Grapheme Correspondence method, while the dependent variable is the students' achievement in sound recognition ability, measured through their test scores.
Setting of the study
Background
The study was conducted at Quoc Oai high school, one of senior high schools in the suburbs of Hanoi
Almost all students in this school come from countryside, and they are very hard- working Students to which this study targeted are in grade 10
Pronunciation is integrated into the Language focus lesson rather than being taught as a separate topic Teachers have a 45-minute period to cover both pronunciation and language focus, with a maximum of 15 minutes allocated for pronunciation During this time, teachers introduce students to a minimal pair of sounds and facilitate practice of these sounds both individually and in complete sentences.
Population of the study
According to Best and Kahn (1995), a population is defined as a group of individuals sharing common characteristics relevant to research In this study, the population comprises all 10th-grade students at Quoc Oai High School during the 2015-2016 academic year.
The 10 th -grade students at Quoc Oai high school studied English formally for seven years in primary and junior high school When attending high school, they faced up with a lot of problems in the new English learning style in high school, which requires not only vocabulary, grammar, four skills but pronunciation as well As a result, teachers needed to help them to get acquainted with the new learning style and make progress
Considering their language skills, the participants demonstrated pre-intermediate English proficiency Additionally, a majority expressed a strong interest in learning English and exhibited a commendable work ethic.
Sample of the study
Sampling, as defined by William (1999), is the process of selecting units, such as individuals or organizations, from a specific population By studying this sample, researchers can make generalizations about the larger population from which these units are drawn, ensuring the results are representative and valid.
This study involved two intact classes, 10A7 and 10A8, comprising a total of 75 non-English major students aged 15.
To carry out the experiment, class 10A7 was randomly assigned to serve as a control group (38 students) while class 10A8 as an experimental group (37 students)
To check whether these two groups were at the same level of English proficiency or not, the researcher used their results in the pre-test and t-test calculation
The Experimental Group The Control Group
Observations 37 38 t Stat 1,169375971 t Critical one-tail 1,666293696
Table 3.2 T-test: The pre-test mean scores of the experiment group and the control group
The critical one-tail value is 1.667, while the obtained t value is 1.169, indicating that the t value is lower than the critical value (1.169 < 1.667) Consequently, the researcher concludes that there is no significant difference between the mean scores of the pre-test for the experimental and control groups, suggesting that both groups have equivalent proficiency in English.
Besides, the researcher was in charge of teaching English for students in these two classes, which made it more convenient to conduct the research
Moreover, to ensure that extraneous variables which could affect the result of the study were controlled, the researcher took some following steps
To mitigate the Hawthorne Effect, the researcher intentionally withheld information about the new teaching method from the experimental group, allowing students to believe they were participating in their usual lessons Additionally, to maintain the integrity of the results, students were prohibited from discussing the tests with their peers during both the pre-test and post-test, ensuring that each student completed the assessments independently.
Data collection instruments
Document research
The researcher developed a lesson plan for each session, focusing on vowels from the English 10 textbook Each plan was tailored for a 15-minute class, incorporating both a conventional method with repetition drills and a phoneme-grapheme correspondence approach Samples of these lesson plans can be found in Appendices I (a) and (b).
Traditional pronunciation lessons typically follow a structured format: they begin with an introduction to specific sounds, followed by guidance on their pronunciation Students then listen to the teacher and repeat words that incorporate these sounds The lesson concludes with practice sentences that include the target sounds, as illustrated in the accompanying table showcasing this conventional teaching method.
/ ɪ / /i:/ hit bit kick little click interest heat beat repeat meat read eaten
1 Is he coming to the cinema?
2 We‟ll miss the beginning of the film
3 Is it an interesting film, Jim?
4 The beans and the meat were quite cheap
5 He‟s going to leave here for the Green Mountains
6 Would you like to have meat, peas and cheese?
The Phoneme-Grapheme Correspondence method was implemented in this research to enhance students' ability to recognize sounds effectively The teacher-researcher dedicated 15 minutes to teaching pronunciation, beginning with an introduction to the sounds and their articulation, followed by an explanation of common Phoneme-Grapheme Correspondence rules Students engaged in practice by pronouncing words that exemplified each rule and completed exercises related to these sounds, reinforcing their learning experience.
The article discusses various phonetic sounds and their representations, including long vowel sounds such as /i:/, which can be found in words like "see," "agree," and "team." It also touches on terms related to sports, such as "field" and "piece," and highlights the importance of the evening in relation to activities Additionally, it mentions names like Peter and common objects like "pizza" and "machine," while emphasizing the role of people in these contexts.
/ ɪ / i i f l i sten d i nner sw i m others b u sy b u siness b ui ld i ng s y stem
1 Circle all the /i:/ sounds and underline all the / ɪ / sounds big busy dinner give green in office people pizza please repeat six
Table 3.4 The Phoneme-Grapheme Correspondence method
The Phoneme-Grapheme Correspondence rules from "English Pronunciation in Use – Elementary" by Marks (2007) provide an effective foundation for early pronunciation learning This book is highly recommended for students beginning their journey in mastering English pronunciation.
Questionnaire
According to Gillham (2000), questionnaires are the most suitable research tool for collecting data on respondents' attitudes due to three key reasons Firstly, the anonymity provided by questionnaires encourages respondents to share their opinions more freely Secondly, they are easy to administer, allowing researchers to reach a large audience efficiently Lastly, respondents have the flexibility to complete the questionnaire at their convenience, enhancing participation rates.
Seliger and Shohamy (1989) claimed that a questionnaire is a common instrument to collect data on such unobservable phenomena as attitude, motivation and self-concept
To address the second research question, the researcher administered a questionnaire to the experimental group of students following the completion of the post-test This questionnaire, which was adapted from Le Thi Thuy Dung's (2013) work, comprises two sections focused on assessing students' attitudes towards timed-reading activities.
Part I includes two statements to investigate students‟ general perception of sound recognition ability
Part II is about students‟ attitudes towards Phoneme-Grapheme Correspondence method This part is composed of 3 sections
In section 1, there are 3 statements to find out how students feel when they are taught with Phoneme-Grapheme Correspondence method
Section 2 helps the researcher collect information about student‟s beliefs in the effects of using Phoneme-Grapheme Correspondence method
Section 3 is students‟ expectation of the use of Phoneme-Grapheme Correspondence method in the future
In this questionnaire, there are closed questions scored on a Likert scale from 1 (strongly disagree) to 5 (strongly agree) so that the responses could readily be quantified and analyzed
Due to students‟ low level of English proficiency, the questionnaire distributed to students was written in Vietnamese (See Appendices II (a) and (b))
Pre and post tests and test validity
The quantitative data was collected by using pre and post tests, each of which is comprised of 20 items (See Appendices III (a) and (b) respectively)
In a research program, participants underwent two pronunciation assessments: a pretest conducted before the treatment and a posttest after the treatment This pre-post test design enables researchers to evaluate the treatment's effectiveness by comparing the results from both tests While the same test items were utilized for both assessments, they were reshuffled for the posttest to ensure varied responses.
The test items utilized in this study are sourced from the book "English Pronunciation in Use – Elementary" by Marks (2007), which serves as the foundation for the Phoneme-Grapheme Correspondence rules applied in this method.
In pre and post tests, students were required to choose the correct phonemic symbols for the underlined part of the given words
According to Hatch and Farhady (1982), validity refers to how accurately an instrument measures what it is intended to measure (p 250) A test is deemed valid if it effectively assesses the quality it aims to evaluate There are four main types of validity: face validity, content validity, construct validity, and empirical or criterion-related validity In this study, the researcher focused on content validity to determine the test's overall validity.
Content validity refers to the degree to which a test accurately measures a representative sample of the subject matter (Hatch & Farhady, 1982:251) This concept is crucial for determining if the test items effectively reflect the material that will be assessed In this study, the test items were adapted from the instructional materials provided to the experimental group, ensuring they represent a comprehensive sample of the course content The composition of the pre-test items is detailed in the table below.
No Vowels tested Item numbers Percentage of items
Table 3.5 Specifications of the pre-test
Reliability, as defined by Shohamy (1985), indicates the consistency and accuracy of test scores A reliable test yields stable scores regardless of when or by whom it is administered To assess the reliability of the instrument, a trial was conducted with a sample of 25 tenth-grade students from class 10A12 at Quoc Oai High School.
The internal consistency reliability was assessed using the split-half technique, where odd-numbered items were assigned to one half of the test and even-numbered items to the other, resulting in two halves, each containing 10 items.
The correlation of scores between the two halves was determined using the Pearson r formula, yielding a calculated value of 0.68 in Excel (refer to Appendix IV) Additionally, the Spearman-Brown formula was employed to assess the reliability of the total test.
Where R = reliability for the test r = estimated correlation between two halves
In this study, the correlation between the halves is 0.68; therefore, the reliability for the total test is
1.68 = 0.81 The internal consistency estimate obtained was 0.81 and was considered high enough for the instrument.
Data collection procedure
The researcher initiated the treatment process by dividing participants into treatment and control groups After establishing these groups, data collection proceeded with systematic steps to ensure accurate results.
In the initial phase of the study, a pre-test was conducted to assess both the experimental and control groups Students from both groups were notified about the test one day in advance, and the test was designed to be completed in just 10 minutes, allowing an average of 30 seconds for each question.
Step two – Treatment program : Table 3.6 shows the teaching procedure in the experimental group and the control group
The experiment lasted for six weeks The two groups were taught by the same teacher The researcher arranged a total of 6 pronunciation periods, each with the duration of
15 minutes for the implementation of the Phoneme-Grapheme Correspondence method in the experimental group During the same duration, the control group was taught through conventional method
Step three – Post-test : By the end of the treatment, the same tests used for pretest were thoroughly reshuffled for the two groups as posttest
In step four, a questionnaire was administered to the experimental group following the post-test This questionnaire aimed to gather students' attitudes regarding the Phoneme-Grapheme Correspondence method.
Data analysis methods
The students’ sound recognition ability
This study examined the impact of the Phoneme-Grapheme Correspondence method on sound recognition skills among students at Quoc Oai High School The researcher conducted a statistical analysis of the pre-test and post-test scores to evaluate the effectiveness of this instructional approach.
4.1.1.1 Calculation between two mean scores and standard deviations
The table presents the mean scores and standard deviations for pre-test and post-test assessments of students in both the experimental and control groups For detailed information, please refer to Appendices V (a) and (b).
Groups n SD n SD Pre-test
Post-test mean gain The experimental group
Table 4.1 The pre-test and post-test mean scores and standard deviation of students’ scores in the experimental group and the control group
Table 4.1 reveals that students who were instructed using the Phoneme-Grapheme Correspondence method achieved a pre-test mean score of 11.946 with a standard deviation of 1.373, while their post-test mean score increased to 14.243, accompanied by a standard deviation of 2.374 This indicates a mean gain score of 2.297 from pre-test to post-test.
In a study comparing teaching methods, students in the control group, who received conventional instruction, achieved a pre-test mean score of 11.553 with a standard deviation of 1.537 Following the instruction, their post-test mean score increased to 12.947, accompanied by a standard deviation of 1.958 This reflects a mean gain score of 1.395 from pre-test to post-test.
The differences between pre-test and post-test results of these two groups can be seen clearly in Figure 4.1 as follows
Figure 4.1 The pre-test and post-test mean scores of the experiment group and the control group
The findings in Table 4.1 and Figure 4.1 indicate that students taught using the Phoneme-Grapheme Correspondence method outperformed those taught with the conventional method, as evidenced by the higher mean gain scores from pre-test to post-test in the experimental group.
To determine if the difference between the post-test means of the experimental and control groups is statistically significant, calculate the t value and compare it to the critical value in the t-table.
Before conducting an experiment, it's essential to establish the level of significance to ensure that the results do not influence decision-making In this study, which focuses on the educational sector, a significance level of 5 percent (0.05) is recommended.
The following Table shows the t-test statistics:
The experimental group The control group
Hypothesized Mean Difference 0 df 70 t Stat 2,575415445 t Critical one-tail 1,666914479
Table 4.2 t-Test: The post-test mean scores of the experiment group and the control group
From the statistics, it can be seen that the degree of freedom was 70 The critical one- tail value with the df 70 at 5 per cent alpha level of significance is 1.667
The t value obtained is 2.575, indicating that it exceeds the critical value of 1.667 This result allows the researcher to conclude that there is a significant positive difference between the effectiveness of the Phoneme-Grapheme Correspondence method and conventional teaching methods.
In the methodology, the researcher implemented steps to mitigate the influence of extraneous variables on the study's results Nonetheless, factors related to students, such as their physical and psychological states during testing, can significantly affect performance and are unavoidable in any assessment While acknowledging these influences, the study did not focus on them; instead, the researcher concluded that there was a significant difference between the Phoneme-Grapheme Correspondence method and the conventional method based on the statistical analysis of test results.
Students’ attitudes towards Phoneme-Grapheme Correspondence method 28 1 Part I: Students’ perceptions on sound recognition
To know the students‟ attitudes towards Phoneme-Grapheme Correspondence method, the researcher used a questionnaire to get the data
4.1.2.1 Part I: Students’ perceptions on sound recognition
The first part of the questionnaire is concerned about students‟ perceptions on sound recognition There are two questions in this part:
Question 1 is related to how important sound recognition is
Question 2 is concerned about how difficult sound recognition is
The following Figure shows the results of the first part
Figure 4.2 Students’ perceptions on sound recognition
A significant majority of students, 62%, rated sound recognition as crucial by selecting level 4, while 19% rated it at the highest level of importance, level 5 In contrast, only 5% of students deemed sound recognition unimportant, choosing level 2, and none rated it at level 1 Additionally, 14% of students expressed uncertainty regarding the importance of sound recognition.
Nearly half of the students expressed uncertainty regarding sound recognition, with 40% finding it challenging to identify sounds In contrast, only 14% of students reported that they did not find sound recognition difficult.
4.1.2.2 Part II: Students’ attitudes towards Phoneme-Grapheme Correspondence method
Section 1: Students‟ perceptions about Phoneme-Grapheme Correspondence method The following Figure presents the results obtained from question 3 of the questionnaire
Figure 4.3 Students’ general perceptions about Phoneme-Grapheme
The data presented in Figure 4.3 indicates that a significant majority of students, ranging from 62% to 65%, found the Phoneme-Grapheme Correspondence method to be interesting, satisfying, encouraging, and helpful In contrast, the percentage of students expressing uncertainty about this method was notably lower, between 22% and 30% Additionally, only about 10% of students disagreed with the positive sentiment towards the method.
Regarding the students‟ feelings when being taught with Phoneme-Grapheme Correspondence method, the data collected from question 4 in the questionnaire are shown in the following Figure
Figure 4.4 Students’ feelings when being taught with Phoneme-Grapheme
A significant majority of students, approximately 60%, reported positive emotions such as comfort, confidence, and excitement when learning through the Phoneme-Grapheme Correspondence method In contrast, around one-third of the students held neutral views, while 8% to 13% expressed disagreement or strong disagreement with this teaching approach.
Section 2: Students‟ beliefs on the effects of Phoneme-Grapheme Correspondence method
This section is comprised of 6 statements, as follow:
5 Phoneme-Grapheme Correspondence method brings good learning atmosphere
6 Phoneme-Grapheme Correspondence method helps you improve sound recognition ability
7 Phoneme-Grapheme Correspondence method brings more pleasure towards pronunciation
8 Phoneme-Grapheme Correspondence method helps you increase pronunciation confidence
9 Phoneme-Grapheme Correspondence method helps you obtain a lot of knowledge
10 Phoneme-Grapheme Correspondence method encourages you to practice more pronunciation exercises at home
The data results of these six statements are presented in the following Figure
Figure 4.5 Students’ beliefs on the effects of Phoneme-Grapheme
Approximately 60% of respondents acknowledged the positive effects of the Phoneme-Grapheme Correspondence method, highlighting its significant impact on their overall pronunciation and sound recognition skills This method not only enhanced their ability to recognize sounds but also increased their knowledge, leading to 59% of students feeling more confident in their pronunciation and more motivated to practice at home Additionally, the method fostered a positive learning environment, making pronunciation exercises more enjoyable for students In contrast, only 8% to 14% of students expressed negative views about the method, while nearly one-third remained uncertain about its effectiveness.
Section 3: Students‟ expectation of the use of Phoneme-Grapheme Correspondence method
The last section is concerned about what students think of using Phoneme-Grapheme Correspondence method in the future The following Figure shows the results
Figure 4.6 Students’ expectation of the use of Phoneme-Grapheme
A significant 60% of students expressed support for the Phoneme-Grapheme Correspondence method for future pronunciation lessons, highlighting its popularity In contrast, only 8% of students opposed this approach, while 32% maintained a neutral stance.
Discussion
The experimental group demonstrated significantly better scores after receiving treatment compared to the control group This indicates a positive and significant difference between the Phoneme-Grapheme Correspondence method and conventional teaching methods Consequently, the Phoneme-Grapheme Correspondence method positively impacts students' sound recognition skills.
By mastering Phoneme-Grapheme Correspondence rules, students gain insight into the relationship between sounds and their corresponding letters or letter groups This understanding enables them to efficiently and automatically recognize words over time.
In Vietnam's official English paper test, the pronunciation section consists of multiple-choice questions where students identify a word with a differently pronounced underlined part This format assesses students' phoneme recognition skills rather than their ability to pronounce phonemes accurately Consequently, Phoneme-Grapheme Correspondence rules serve as a valuable resource for enhancing students' understanding of pronunciation.
“Bai tap Tieng Anh 10” (English 10 Workbook) by Mai Lan Huong, et al (2012), a very popular reference book in Vietnam as illustration
In the exercise, students must identify the word with a differently pronounced underlined part: a proper, b course, c force, d talk By applying Phoneme-Grapheme Correspondence rules, they will discern that the underlined portions of "course," "force," and "talk" share the /ɔ:/ sound, represented by the graphemes "our," "or," and "al." Consequently, students can easily select option a, "proper," as the correct answer.
This method significantly aids students in developing their communication skills By recognizing phonemes and mastering their pronunciation, students can accurately read words, ultimately boosting their confidence in expressing themselves.
Summary of the main findings
The following are the major findings of the study based on the results presented
1 Phoneme-Grapheme Correspondence method had a significant effect on the improvement in students‟ sound recognition ability within group and across groups (the experimental group and the control one)
Students displayed a favorable attitude towards the Phoneme-Grapheme Correspondence method, with around 60% expressing positive feelings about their learning experience Additionally, a significant majority believed in the effectiveness of this method, particularly for future pronunciation lessons, highlighting strong support for its continued use in educational settings.
CHAPTER FIVE: CONCLUSIONS, LIMITATIONS AND SUGGESTIONS
This chapter focuses on the conclusions, followed by the limitations and suggestions for further study Some suggestions for teachers and students are also presented in this chapter
This study investigates the effectiveness of the Phoneme-Grapheme Correspondence method on sound recognition ability among 10th-grade students at Quoc Oai High School Data were gathered through pre- and post-tests, as well as questionnaires The research focuses on two key questions: the impact of the Phoneme-Grapheme Correspondence method on students' sound recognition skills and their attitudes towards this instructional approach.
The Phoneme-Grapheme Correspondence method significantly enhances students' sound recognition abilities, as evidenced by the marked improvement observed in pre-test and post-test results.
The study on students' attitudes towards the Phoneme-Grapheme Correspondence method reveals that most students developed a positive outlook after the experimental period A significant number expressed interest in this approach, finding it both encouraging and beneficial This method not only boosts students' confidence and enthusiasm but also facilitates substantial knowledge acquisition.
To sum up, the study has indicated that Phoneme-Grapheme Correspondence method could better the students‟ sound recognition ability and the students had positive attitudes towards this method.
Limitations and suggestions for further study
Due to time constraints, data collection relied solely on pre-post tests and questionnaires, resulting in a lack of depth in the information gathered This limitation highlights the need for further research that incorporates additional methods, such as in-depth interviews and classroom observations, to gain more comprehensive insights.
This study, conducted with a limited sample of 75 students, may not yield widely applicable results To enhance the generalizability of the findings, it is recommended that future research includes a larger and more diverse participant pool across various grades.
The findings of this study are specific to the implementation of the Phone-Grapheme Correspondence method at Quoc Oai High School To gain a broader understanding, it would be valuable to replicate this research in other educational institutions and analyze the comparative results.
The application of the Phoneme-Grapheme Correspondence method in pronunciation teaching presents significant opportunities for further research There are numerous aspects that require careful consideration and in-depth investigation Future studies could explore the impact of this method on students' recognition of diphthongs and consonants.
Lastly, mistakes and shortcomings are unavoidable; as a result, any comments or extra contributions are welcome.
Suggestions for teachers and students
For the teachers
English teachers should provide students with ample opportunities to analyze and practice phoneme-grapheme correspondence rules, as accurately recognizing phonemes is crucial for the pronunciation learning process.
To maintain student engagement, teachers should implement diverse classroom activities, as the traditional method of memorizing numerous correspondence rules often leads to boredom among students.
For the students
Students can enhance their sound recognition skills by applying the phoneme-grapheme correspondence method both in and out of the classroom Increased practice with this method will help them become familiar with the rules of correspondence As they read words, they will convert graphemes into phonemes using these established rules, ultimately assembling them to produce accurate pronunciations In summary, consistently implementing this method will provide students with greater opportunities to master pronunciation.
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APPENDIX I (a) The sample of the lesson plan for the conventional method
- Demonstrate the sounds / ɪ / and /i:/ by pronouncing them clearly and slowly
- Help Ss to distinguish these two sounds
- Instruct the way to pronounce:
+ /i:/: the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue tip is behind the lower teeth
The vowel sound /ɪ/ is produced when the central part of the tongue is elevated slightly above a half-close position, with the lips loosely spread and the tongue tip positioned just behind the lower teeth.
- Ask Ss to listen to T and repeat words containing these sounds
/ ɪ / /i:/ hit bit kick click little interest heat beat meat repeat read eaten
- Call on some Ss to repeat the words clearly
- Ask Ss to work in pairs and practice the sentences containing these two sounds
1 Is he coming to the cinema?
2 We’ll miss the beginning of the film
3 Is it an interesting film, Jim?
4 The beans and the meat were quite cheap
5 He’s going to leave here for the Green Mountains
6 Would you like to have meat, peas and cheese?
- Go around to help if necessary
Whole class Individual work Pair work
APPENDIX I (b) The sample of the lesson plan for the Phoneme-Grapheme Correspondence method
- Demonstrate the sounds / ɪ / and /i:/ by pronouncing them clearly and slowly
- Help Ss to distinguish these two sounds
- Instruct the way to pronounce:
+ /i:/: the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue tip is behind the lower teeth
The vowel sound /ɪ/ is produced by raising the central part of the tongue slightly above the half-close position, with the lips loosely spread and the tongue tip positioned behind the lower teeth.
- Provide Ss with a handout including some common Phoneme-Grapheme Correspondence rules of the sounds / ɪ / and /i:/
- Ask Ss to listen to T and repeat words containing these sounds in the handout
- Call on some Ss to repeat the words clearly
- Ask Ss to work individually to do the exercise in the handout
- Get Ss to discuss their answers with a partner
- Call on some Ss to give their answers
- Give correct answers + /i:/: green, people, pizza, please, repeat + / ɪ /: big, busy, dinner, give, in, office, repeat, six
Whole class Individual work Pair work
* Some common Phoneme-Grapheme Correspondence rules of the sounds / ɪ / and /i:/
The article discusses various topics including the importance of teamwork and communication in achieving goals It highlights cultural elements from Europe and Asia, particularly focusing on Chinese and Japanese influences Additionally, it touches on leisure activities such as skiing and enjoying pizza, while also referencing the role of technology and media in modern society Overall, the content emphasizes the interconnectedness of people and their diverse experiences.
/ ɪ / i i f l i sten d i nner sw i m others b u sy b u siness b ui ld i ng s y stem
1 Circle all the /i:/ sounds and underline all the / ɪ / sounds big busy dinner give green in office people pizza please repeat six
Dear students, The questionnaire is designed to gather information about your attitudes towards using phoneme-grapheme correspondence method
This article presents a series of statements and questions focused on the phoneme-grapheme correspondence method We encourage you to read each statement thoroughly and respond to the questionnaire with utmost seriousness Your thoughtful participation is essential for gathering valuable insights.
Do NOT write your name on this questionnaire Your responses will be anonymous and will never be linked to you personally
Thank you for your cooperation!
I Students’ perception on sound recognition
Instruction: Please circle the number that best reflects the extent to which you agree with each of the item 3 is an average mark for any one item
1 How important is sound recognition?
Not very important 1 2 3 4 5 Very much so
2 How difficult is sound recognition?
Not very difficult 1 2 3 4 5 Very much so
II Students’ attitudes towards phoneme-grapheme correspondence method
Instruction: Please circle the number that best reflects the extent to which you agree with each of the item
1 = strongly disagree 2 = disagree 3 = not sure
Section 1: Students’ perceptions about phoneme-grapheme correspondence method
3 In general, phoneme-grapheme correspondence method is a interesting 1 2 3 4 5 b satisfying 1 2 3 4 5 c encouraging 1 2 3 4 5 d helpful 1 2 3 4 5
4 When taught with phoneme-grapheme correspondence method, you often felt a comfortable 1 2 3 4 5 b confident 1 2 3 4 5 c excited 1 2 3 4 5
Section 2: Students’ beliefs on the effects of phoneme-grapheme correspondence method
5 Phoneme-grapheme correspondence method brings good learning atmosphere
6 Phoneme-grapheme correspondence method helps you improve sound recognition ability
7 Phoneme-grapheme correspondence method brings more pleasure towards pronunciation
8 Phoneme-grapheme correspondence method helps you increase pronunciation confidence
9 Phoneme-grapheme correspondence method helps you obtain a lot of knowledge
10 Phoneme-grapheme correspondence method encourages you to practice more pronunciation exercises at home
Section 3: Students’ expectation of the use of phoneme-grapheme correspondence method
11 Phoneme-grapheme correspondence method should be used for pronunciation lessons in the future
APPENDIX II (b) BẢNG CÂU HỎI (Vietnamese)
Chào các bạn học sinh!
Bảng câu hỏi này nhằm thu thập thông tin về thái độ của bạn đối với mối liên hệ giữa chữ viết và phát âm Xin hãy đọc kỹ và hoàn thành các câu hỏi Kết quả sẽ chỉ được sử dụng cho mục đích nghiên cứu Sự giúp đỡ và hợp tác của bạn rất quan trọng và được đánh giá cao!
I Nhận thức chung về việc nhận biết âm
Hướng dẫn: Vui lòng khoanh tròn một số từ 1 đến 5 ở dưới đây để phản ánh chính xác mức độ trả lời của bạn cho các câu hỏi Số 3 trong 5 mức độ (1, 2, 3, 4, 5) được coi là mức độ trung bình cho các câu trả lời.
1 Việc nhận biết âm quan trọng như thế nào?
Không thực sự quan trọng 1 2 3 4 5 Rất quan trọng
2 Việc nhận biết âm khó như thế nào?
Không thực sự khó 1 2 3 4 5 Rất khó
II Thái độ của học sinh đối với phương pháp liên hệ giữa chữ viết và phát âm
Hướng dẫn: Khoanh tròn vào 1 số ở bên dưới để thể hiện đúng nhất mức độ trả lời của bạn đối với các câu hỏi được đưa ra
1 = Hoàn toàn không đồng ý 2 = Không đồng ý 3 = Không chắc chắn
Mục 1 Cảm nhận của học sinh về phương pháp liên hệ giữa chữ viết và phát âm
3 Nhìn chung, bạn thấy phương pháp liên hệ giữa chữ viết và phát âm a thú vị 1 2 3 4 5 b gây hài lòng 1 2 3 4 5 c có tính khích lệ 1 2 3 4 5 d hữu ích 1 2 3 4 5
4 Khi được dạy theo phương pháp liên hệ giữa chữ viết và phát âm, bạn cảm thấy a thoải mái 1 2 3 4 5 b tự tin 1 2 3 4 5 c hào hứng 1 2 3 4 5
Mục 2 Niềm tin của học sinh về phương pháp liên hệ giữa chữ viết và phát âm
5 Phương pháp liên hệ giữa chữ viết và phát âm mang lại không khí học tập tích cực
6 Phương pháp liên hệ giữa chữ viết và phát âm giúp bạn cải thiện khả năng nhận biết âm
7 Phương pháp liên hệ giữa chữ viết và phát âm mang lại sự thích thú đối với phát âm
8 Phương pháp liên hệ giữa chữ viết và phát âm giúp bạn tự tin hơn về phát âm
9 Phương pháp liên hệ giữa chữ viết và phát âm giúp bạn mở rộng kiến thức
10 Phương pháp liên hệ giữa chữ viết và phát âm khuyến khích bạn luyện tập phát âm ở nhà nhiều hơn
Mục 3 Hi vọng của học sinh về việc sử dụng phương pháp liên hệ giữa chữ viết và phát âm
11 Trong tương lai, phương pháp liên hệ giữa chữ viết và phát âm nên được sử dụng trong các giờ học phát âm
Cảm ơn sự hợp tác của các bạn!
Choose the correct phonemic symbol for the underlined part of the following words
Choose the correct phonemic symbol for the underlined part of the following words
APPENDIX IV Correlation reliability of the test
Number of items: 20 Number of students: 25
Student Score Correct even numbered items Correct odd numbered items
APPENDIX V (a) Test results of the experimental group Student Number Pre-test Post-test
APPENDIX V (b) Test results of the control group Student Number Pre-test Post-test