Rationale to the study
Pronunciation is a crucial aspect of language learning that significantly affects communication and understanding among English learners Despite years of study, many learners struggle with pronunciation, which can hinder their employment opportunities and overall communication effectiveness Research indicates that pronunciation issues often overshadow vocabulary and grammar challenges, making it a top priority for ESL students post-elementary courses Mastering the correct pronunciation of sounds, words, and sentences, as well as understanding stress and intonation, is essential to prevent misunderstandings Errors in pronunciation can lead to confusion, necessitating repeated corrections Moreover, improving pronunciation is linked to enhanced listening comprehension, spelling, reading, and grammar skills Despite its importance, pronunciation instruction is often overlooked in higher education, where the focus remains predominantly on the four main language skills: listening, speaking, reading, and writing.
English plays a crucial role in various sectors, including economy, technology, science, education, trade, and tourism However, teaching and learning English, particularly pronunciation, presents significant challenges At Hanoi Tourism College, these difficulties are exacerbated by inadequate working conditions, such as poorly equipped facilities, a low proficiency level among students, and oversized classes, making effective learning difficult.
A common practice in language learning is for teachers to pronounce new words for students to repeat during speaking exercises However, this method has drawbacks, as teachers' pronunciation may not always be accurate, leading to discrepancies in students' repetition To ensure students pronounce words correctly and apply proper pronunciation in conversation, it is essential to teach them phonetics and stress patterns.
Aims and objectives of the research
This study is aimed to enhance the quality of English pronunciation of the first year students of non-major English at Hanoi Tourism College
The primary goal of this study is to benefit students, while also serving as a valuable resource for English teachers focused on enhancing speaking skills This research emphasizes the significance of pronunciation, a crucial component that aids in improving both listening and speaking abilities.
To be more specific, in realizing the study, the main objectives are:
- To investigate the effects of the integration of pronunciation practice into speaking activities on the students‟ achievement in speaking skills
- To give some pedagogical implications for further development.
Research questions for the study
The purpose of the study is to find the answers to the following research questions:
1 What are the effects of integrating pronunciation into speaking activities on students‟ achievement?
2 What are possible pedagogical implications for further development?
Scope of the research
This study examines the impact of incorporating pronunciation into speaking activities to enhance the English pronunciation skills of first-year non-English major students at Hanoi Tourism College The research specifically targets suprasegmental features of pronunciation, such as stress, rhythm, and intonation, within role-playing activities during speaking lessons.
Significance of the research
The thesis findings will benefit researchers, teachers, and students at HTC by enhancing the quality of pronunciation and speaking instruction, ultimately improving the overall teaching and learning experience in these areas.
Clear and intelligible pronunciation boosts students' self-confidence, enhancing their ability to comprehend instructors, follow news broadcasts, and engage in English conversations, class discussions, and role-plays more effectively.
The design of the study
The study is divided into three parts, which are presented as follows
This study aims to explore the underlying rationale, objectives, and research questions that guide its investigation It outlines the significance of the research, details its design, and defines its scope, highlighting the importance of understanding the topic at hand.
Part B of the study comprises three chapters, with Chapter One dedicated to a literature review that explores key theoretical aspects of pronunciation as examined by leading experts in English Language Teaching (ELT) This chapter specifically emphasizes the significance of pronunciation and speaking skills in language acquisition.
Chapter Two – Methodology outlines the approach taken to study the Faculty of Foreign Languages for Tourism at Hanoi Tourism College This process involves several key steps: observing the learning environment, gathering data, analyzing the collected information, and summarizing the findings.
Chapter three – Findings and Discussions – deal with the summary, the findings as well as the comments for each finding
Part C is the conclusion where we summarize all the main contents of the study, give remarks on objectives, limitations of current research and show suggestions for further studies
Besides, there are also appendixes in which supplementary materials and list of references are provided.
LITERATURE REVIEW
Review of previous studies about integrating pronunciation into speaking activities 5 1.2 Pronunciation in English language teaching
There have been various arguments and support for the integration of pronunciation practice into oral communication Morley (1998) stated that pronunciation plays an important role in overall communicative competence Yong
In 2004, it was noted that traditional English learning methods often led students to overlook essential speaking skills While these methods may have sufficed in an era with limited foreign interaction, the importance of oral communication has surged in the 21st century due to increased connectivity with Western countries Yong (2004) emphasized that relying solely on reading and writing is inadequate for economic development, highlighting the necessity of effective face-to-face and online communication.
The primary challenge in pronunciation teaching is enabling students to speak accurately and fluently Traditionally, teaching methods concentrated on segmental features of pronunciation, but modern approaches now highlight the importance of suprasegmental features like sentence rhythm and intonation Despite ongoing debates, the current trend in pronunciation curriculum design advocates for a balanced integration of both segmental and suprasegmental elements in a single course Additionally, effective teaching strategies remain a critical consideration in this area.
With the evolution of instructional approaches, traditional teaching methods have faced both support and critique over time, leading to the emergence of new techniques Today, a balanced perspective, as highlighted by Celce-Murcia et al (1996), advocates for beginning with traditional pronunciation techniques in the classroom, subsequently transitioning students to more communicative tasks for enhanced learning.
In recent years, there has been a heightened focus on teaching effective pronunciation in ESL/EFL classrooms, driven by the understanding that inadequate pronunciation can lead to communication issues, anxiety, and discrimination (Morley, 1998) Despite this awareness, English pronunciation remains underemphasized in classrooms globally, including in Asia A significant factor contributing to this neglect is the lack of accessible teaching strategies and techniques for pronunciation that educators can implement (Wei, 2006).
In the pursuit of effective teaching, Fraser (1999) emphasizes the importance of thoroughly diagnosing the challenges that may arise He highlights that learners face significant skill-related obstacles, indicating that pronunciation involves more than just cognitive understanding.
Understanding pronunciation involves both cognitive and physical skills, akin to mastering a sport or musical instrument To effectively improve pronunciation, learners require motivation and ample practice time It is beneficial to dedicate class time to discussing students' perspectives on the elements that contribute to successful pronunciation learning.
Research by Jones, Rusman, and Evans (1994) indicates that students familiar with phonological rules may not always exhibit improved pronunciation, but they tend to better evaluate their speech and recognize their specific challenges This aligns with Morley's (1991) perspective on the evolving educational focus from specific linguistic skills to broader communicative competencies Morley emphasizes the importance of integrating pronunciation with oral communication, advocating for a shift from segmental to suprasegmental features, addressing individual learner needs, and incorporating meaningful task-based practices, including peer correction and group interaction.
1990) Research has shown that teaching phonemes is not enough for intelligibility in communication With the emphasis on meaningful communication and Morley‟s
(1991, p 488) premise that “intelligible pronunciation is an essential component of communication competence”, teachers should include pronunciation in their speaking courses and expect students to do well in them
Levis and Grant (2003) conducted research on integrating pronunciation into ESL/EFL classrooms, highlighting the importance of effective methods for enhancing communication in oral-oriented classes They proposed three key principles: focusing primarily on suprasegmentals, maintaining a central emphasis on speaking during lessons, and ensuring pronunciation instruction aligns with the speaking task's constraints Additionally, they recommended four activities to support pronunciation integration: (a) word clarity in public speaking, (b) thought groups in storytelling, (c) intonation in conversation, and (d) focus in comparisons The first three activities specifically aim to enhance students' oral communication skills through targeted pronunciation features.
Effective spoken communication relies heavily on the proper use of pronunciation features, as listeners must recognize words to process speech efficiently Chunking information in familiar patterns enhances speech comprehension Additionally, intonation plays a vital role in achieving conversational objectives, providing crucial cues about new and given information, as well as highlighting contrasts within topics through sentence focus.
However, those researches above have just shown challenges and solution for integrating pronunciation into oral activities, but not find whether it meets teachers‟ abilities and students‟ awareness in particular
1.2 Pronunciation in English language teaching
Pronunciation encompasses the phonology of a language, involving the meaningful perception and production of its sounds, which significantly influence listener comprehension (Burns and Claire, 2003) According to the AMEP Fact Sheets, pronunciation involves the articulation of sounds that convey meaning It consists of habitual sound production, developed through repetition and correction of mispronunciations Mastering the pronunciation of a second language requires the formation of new sound habits while overcoming the biases associated with one's first language (Cook).
Pronunciation encompasses the production of sounds that convey meaning, including both segmental features, such as individual sounds, and suprasegmental aspects, like intonation, stress, timing, and rhythm It also involves voice quality and the use of gestures and expressions that enhance verbal communication While these elements may be discussed separately, they function together in spoken language, making it essential to learn them as an integrated whole for effective communication.
Pronunciation is considered a crucial sub-skill of speaking, as highlighted by Gilakjani (2011) Fraser (2000a) emphasizes that effective English speaking encompasses various sub-skills, with pronunciation being the most significant among them Other essential components of speaking include vocabulary, grammar, and pragmatics.
“with good pronunciation, a speaker is intelligible despite other errors; with poor pronunciation, understanding a speaker will be very difficult, despite accuracy in other areas” (Fraser, 2000a, p 7)
Traditional pronunciation methods have typically emphasized segmental features due to their connection with written letters, making them easier to identify and practice However, contemporary approaches indicate that suprasegmental elements, such as intonation and stress, may significantly impact intelligibility for certain speakers.
In recent years, there has been a growing emphasis on the importance of teaching pronunciation to non-native speakers (NNSs) of English, focusing on suprasegmental features rather than striving for perfect accents According to Bott (2005), this approach addresses the communicative needs of learners, enabling them to express themselves clearly and effectively Research indicates that prioritizing suprasegmentals over segmentals can enhance communicative competence and yield faster results for intermediate and advanced learners (Seferoglu, 2005).
Research by Anderson-Hsieh, Johnson, and Koehler (1992) highlights the significant role of prosody in enhancing pronunciation intelligibility across 11 language groups Similarly, Derwing, Munro, and Wiebe (1998) found that instruction focused on suprasegmental features notably improved learners' comprehensibility in communicative settings, often more so than segmental instruction While both aspects are important, some learners may require more support in specific areas A key benefit of prioritizing suprasegmentals is that it aids students from diverse L1 backgrounds, often leading to simultaneous improvements in their segmental pronunciation (Fraser, 2001).
1.2.2 The importance of pronunciation in English language teaching
Speaking skill in English language teaching
Speaking is a crucial skill in learning foreign languages, as it is often viewed as the central means of communication According to Bailey and Savage (1991), many individuals prioritize speaking due to the desire for real-time, face-to-face interaction Ur (1996) supports this notion, highlighting that proficiency in a language is commonly associated with the ability to speak it, making it the most significant of the four language skills Consequently, most foreign language learners primarily focus on developing their speaking abilities.
Speaking skill, as outlined by Brown and Yule (1983), involves short, fragmented utterances and varied pronunciation, often characterized by repetition and overlap among speakers, along with non-specific references Brown (1994) further elaborates that speaking is an interactive process of meaning construction, which entails producing, receiving, and processing information To effectively engage in communicative activities, speakers must select appropriate vocabulary, rephrase or emphasize words for clarity, and adhere to the expected patterns of specific discourse situations.
1.3.2 The importance of speaking skill in English language teaching
Language is a crucial tool for communication, enabling the exchange of information and expression of ideas, desires, and wishes Mastering speaking skills is vital for both teachers and learners to convey thoughts effectively and understandably Bygate (1987) highlights that speaking serves as a key medium for language acquisition, while Nunan (1991) asserts that oral conversation effectiveness is measured by the ability to engage in dialogue in the target language This competence relies on students' abilities and their opportunities to practice in class Without sufficient speaking opportunities, students may struggle to develop their language skills and lose interest Therefore, it is essential for both teachers and students to focus on creating and participating in engaging activities during speaking classes; otherwise, these sessions may become ineffective.
According to G (1992:256), effective speaking is crucial for conveying intentions clearly, enhancing learners' abilities in other skills such as listening, reading, and writing.
In addition, speaking also helps them to open their mind to the large world
To sum up, speaking skill, besides listening, reading and writing skills, plays a vital role in language teaching.
Factors affecting the integration of pronunciation into speaking activities
Effective teaching methods require conducive conditions for successful implementation Several factors influence the integration of pronunciation into speaking activities, which are crucial for enhancing communication skills.
1.4.1 Teachers 1.4.1.1 Teachers’ attitudes and beliefs
Teachers play a crucial role in the classroom, and their beliefs significantly influence student learning Their convictions about effective teaching methods directly impact instructional content and processes When educators are confident in a specific teaching approach, they are more likely to implement it successfully in their classrooms.
Teachers' attitudes significantly impact the teaching and learning processes, as they serve multiple roles in the classroom, including instructors, consultants, supervisors, communicators, and controllers Their perspectives and behaviors can greatly influence both the effectiveness of instruction and the overall outcomes for students after the course concludes.
Pronunciation plays a crucial role in effective communication, yet it is often overlooked in oral activities Educators' attitudes and beliefs about the significance of pronunciation can greatly influence learners' speaking abilities Prioritizing pronunciation in language instruction can enhance students' overall communication skills.
Teachers' qualities and personalities significantly influence student learning, as students struggle to acquire knowledge from educators who lack expertise According to Levis and Grant (2003), the attitudes and beliefs of teachers are crucial, but their knowledge and skills are essential for effective teaching.
For over a decade, there has been a push for integrating pronunciation into oral communication, yet teachers often lack clear guidance on how to implement this effectively In pronunciation-focused classes, educators typically transition from controlled practice to more spontaneous speaking activities Conversely, in speaking courses, the approach usually starts with less structured speaking before addressing pronunciation Unfortunately, many teachers tend to address pronunciation in an unstructured manner, highlighting the ongoing need for professional development in both knowledge and teaching methodologies.
Motivation plays a crucial role in the second language learning process by sparking interest and sustaining enthusiasm among learners It primarily stems from various goals and needs, serving as a driving force for fulfilling these objectives High motivation leads learners to put in greater effort, ultimately enhancing their chances of securing better job opportunities and achieving higher status.
Levis and Grant (2003) argue that teachers often struggle to integrate pronunciation instruction effectively into listening and speaking courses, leading to a reliance on random corrections that may overlook the course's communicative objectives This highlights the importance of learners' attitudes and beliefs in shaping their approach to language acquisition Mastering pronunciation is crucial for fluent speaking, and fostering positive attitudes towards this aspect of learning can boost learners' confidence in communicating with others, ultimately enhancing their opportunities in the global market.
Inaccurate pronunciation and a lack of ideas when speaking to foreigners often lead to anxiety and a lack of confidence in language learners This language anxiety negatively impacts their learning process, as increased anxiety correlates with poorer learning outcomes Learners may struggle with normal conversations and spontaneous reactions due to this anxiety However, when students feel confident, they can speak English more freely, allowing teachers to identify and correct pronunciation mistakes, which accelerates improvement in speaking skills Therefore, it is essential for teachers to focus on encouraging students to speak and to create a comfortable classroom atmosphere.
1.4.3 Learning environment and text books
The learning environment significantly impacts academic performance, encompassing physical conditions like class size, seating arrangements, lighting, and available technology such as computers and projectors These factors directly affect students' learning experiences and their attitudes toward the subject matter Adequate resources enhance student interest, particularly in developing pronunciation and speaking skills.
Textbooks and teaching aids are crucial resources for integrating pronunciation into speaking activities Levis and Grant (2003) highlight that while some pronunciation-based texts include communicative activities, they often focus on pronunciation features and are not ideal for oral communication courses Conversely, many speaking-based or integrated-skills texts lack a consistent emphasis on pronunciation Therefore, enhancing textbooks is essential for helping learners address challenges in both pronunciation and speaking.
METHODOLOGY
Current situation of English teaching and learning at Hanoi Tourism College
Students at HTC come from diverse backgrounds, including urban and rural areas of Vietnam, and exhibit characteristics that significantly impact their learning experience While they are generally proficient in grammar and excel in written exercises, many struggle with listening and speaking skills due to their previous focus on reading and writing This gap in practical language use becomes evident as they transition to college, where they find the learning environment markedly different from their previous education After one semester, students are beginning to adapt, yet challenges remain, particularly in pronunciation and speaking activities.
Age plays a crucial role in learning pronunciation, with the common belief that early exposure to a second language, particularly in childhood, leads to a native-like accent Conversely, adults who begin learning English often struggle to achieve the same level of pronunciation, regardless of their proficiency in other language skills Most students in this context began learning English only in high school, making it challenging for them to master accurate pronunciation.
The differences in stress and tonality between English and Vietnamese create significant challenges for students, particularly when Vietnamese is their first language Vietnamese relies on six fixed tones for intonation, while English intonation varies based on communicative functions and emotional nuances (Tench, 1996) This discrepancy makes it hard for students to adjust their pitch appropriately Additionally, the diverse dialects within Vietnam add to the complexity; Northern students often struggle with spelling distinctions like “s” versus “x” and “l” versus “n,” while those from Central Vietnam find it challenging to modify their pitch during neutral conversations.
Vietnamese students face numerous challenges in achieving intelligible English speech To overcome these obstacles, they must focus on enhancing their pronunciation skills and seek more opportunities to practice speaking English.
In the realm of educational innovation, teachers play a crucial role, exemplified by the dedicated team of 17 English instructors at HTC Trained at prestigious universities in Hanoi, Vietnam, these educators, aged between 25 and 50, include two seasoned professionals with 15 to 20 years of experience, alongside enthusiastic young teachers who bring energy and knowledge to the classroom Sixteen of the faculty members hold a Master's degree, while one is currently pursuing further studies As non-native speakers, many have had opportunities to engage with native speakers and participate in professional development events, enhancing their teaching skills and fostering a dynamic learning environment.
2.1.2 The teaching facilities and the teaching materials
At HTC, classrooms are primarily designed for lecture-style lessons, with seating organized in a fixed arrangement facing the teacher and blackboard This setup limits the ability of instructors to implement innovative teaching methods in language education Additionally, the classrooms are overcrowded, accommodating too many students for the available space.
The class size: The size of almost English classes is big with around 50 and even 60 in each
Many classrooms are equipped with projectors, but their infrequent use in English classes hampers teachers' ability to integrate new information technology methods into language instruction Conversely, the availability of multiple cassette players allows for simultaneous use across several classes, providing a valuable resource for enhancing the learning experience.
The current English teaching resources at HTC primarily consist of the Lifeline Elementary and Lifeline Pre-intermediate textbooks Unfortunately, the library offers limited reference materials for self-study, with most resources focusing exclusively on tourism.
The time allocation for the Basic English course at HTC varies based on students' majors, focusing on the first two semesters By the end of the first year, students are expected to achieve a pre-intermediate level of proficiency The syllabus encompasses 150 periods, divided into 75 periods per semester, covering essential elements such as grammar, vocabulary, pronunciation, and the four language skills.
Teaching speaking skills is integrated with listening and pronunciation, following the textbook's guidelines over three weekly sessions Since students are non-English majors, the primary focus is on reading, resulting in limited opportunities for speaking practice and restricted emphasis on pronunciation development.
At HTC, students' English progression is assessed through two written tests: a mid-term and a final exam These tests primarily evaluate students' grammatical and lexical knowledge, as well as their reading comprehension skills Currently, there is no oral test in place to assess speaking and pronunciation abilities.
An action research
Action research is aimed at changing things, which helps teachers self-reflect their practice and make their teaching better Kemmis & McTaggart (1988) provides the following definition of action research:
A group activity serves as a collective self-reflective inquiry where participants engage in social situations to enhance the rationality and fairness of their social or educational practices This process also deepens their understanding of these practices and the contexts in which they occur.
A review of action research frameworks highlights several common features and proposed formulas for conducting action research The action research cycle, adapted from Nunan (1992), consists of seven key steps that guide researchers through the process.
Initiation: Describe the problem and area of focus
Preliminary investigation: Collecting baseline data through observation and recording classroom interaction
Intervention: Describe the strategies or innovation to be implemented
Evaluation: Describe the data to be collected, data analysis, and findings
Dissemination: Report the results by running workshop or presenting a paper
Follow – up: Investigate alternative methods
This action research focuses on the integration of pronunciation practice into speaking activities, particularly within role-plays, utilizing teacher logs, diaries, and tape recordings to identify challenges and effects According to Cohen et al (2007), action research serves as a practical approach to connect research with real-world applications, enabling educators to test ideas and improve social conditions Its localized and contextual nature allows for immediate observation of the advantages and disadvantages of implemented theories, making it an effective tool for monitoring and enhancing classroom practices (Wallace, 1998).
Research hypothesis
This research aims to evaluate the hypothesis that incorporating pronunciation into speaking activities significantly improves students' intelligibility and confidence in communication, while also providing teachers with effective techniques for teaching speaking skills.
Subjects
The study focuses on non-major English students at HTC, specifically those using the Lifeline: Pre-intermediate course book, with the exception of students from the Faculty of Foreign Languages for Tourism Twelve students from a stronger group, based on their first-semester results, were selected to participate in the research during the second semester of the academic year 2012-2013 This selection was made to narrow the study's focus on suprasegmentals—stress, rhythm, and intonation—within role-playing activities Additionally, the feasibility of the study relies on the potential improvement of students' pronunciation over a two-month period, and first-year students were chosen in the second semester to assess their pronunciation after one semester of learning.
Twelve students aged 18 to 20, comprising five boys and seven girls, were selected for a study, with one-third residing in Hanoi and the rest hailing from various provinces in Vietnam Their English proficiency is generally at a pre-intermediate level, with city students demonstrating better skills due to access to foreign language centers for speaking practice In contrast, students from rural areas often exhibit shyness and slower progress Common challenges include a lack of background knowledge, difficulties in speaking English clearly and confidently, and adjusting to new learning experiences The group displays mixed levels of speaking competence: two students have relatively good pronunciation, five are average, while the remaining five struggle significantly with pronunciation, often pausing during role-plays and feeling apprehensive when asked to speak.
Data collection instruments and procedure
The study's findings were derived from empirical data gathered through audio recordings and observations conducted in the second semester of the first year.
In this study, audio recordings were utilized to gather essential data During speaking lessons, I integrated pronunciation practice into activities by having students perform role-plays after listening to conversations The intervention to assess student speaking skills involved a pre-test and post-test design, executed across three cycles.
Cycle 1 - In the first cycle, selected students were asked to take a small test of pronouncing 5 words (more than two syllables) chosen from the role-playing conversation in text 4 (see appendix) of the textbook “Pronunciation in use” by Jonathan Marks and orally role-playing 8 conversations chosen by the teacher from different sources which have tape recorded without preparation I would like to test their pronunciation in word stress first because it is the basis of any high level pronunciation All their pronouncing words and conversations were recorded and analyzed by the teacher
Cycle 2 - The teacher listened to their tapes again to find out their problem in pronunciation and give them oral or written feedback After that, basing on their issues with pronunciation including stress, rhythm and intonation, the teacher applied different kinds of techniques in teaching pronunciation into role-playing activities at speaking classes
Cycle 3 - Students were asked to take the test again with other five words and conversations but same topics All their pronouncing words and conversations were recorded and analysed by the teacher
The final results were expressed through their improvement of pronunciation in role-playing activities
Observation is a valuable research method in language education, as it allows for the collection of data on classroom dynamics specifically designed for learning (Nunan, 1992) The insights gained from observation notes and diaries are crucial for analyzing my teaching context and identifying students' pronunciation errors that hinder their communicative intelligibility.
Data analysis techniques and procedure
This article presents a quantitative analysis of students' pronunciation and speaking skills, utilizing data from audio scripts and comparing their suprasegmental production with words from "Pronunciation In Use" by Jonathan Marks and modal patterns from "Lifeline Pre-Intermediate" by Tom Hutchinson The study evaluates students' progress before and after integrating pronunciation practice into speaking activities, supported by teachers' logs and diaries documenting improvements The findings are illustrated through tables, graphs, and charts, providing clear insights into the classroom dynamics and the effectiveness of the implemented strategies.
Qualitative analysis indicates that observation notes and diaries serve as valuable resources for enhancing the validity and reliability of collected data Consequently, I will synthesize the findings from audio script interpretations with my insights on incorporating English pronunciation into speaking activities Based on this foundation, I will provide implications and recommendations for effectively integrating English pronunciation practice into speaking exercises.
Data analysis
The study adheres to established action research protocols, incorporating three cycles of assessment Over the initial two weeks, I documented students' pronunciation issues, noting errors in spelling and suprasegmental usage during integrated speaking, listening, and pronunciation classes Preliminary observations indicate that despite completing half of the Basic English course, students possess a fundamental understanding of alphabet spelling but lack comprehensive knowledge of the English sound system, particularly in suprasegmental aspects like stress, rhythm, and intonation.
In the third week of the semester, twelve students participated in an oral test designed to enhance their pronunciation skills They practiced five modal words and engaged in short conversations, utilizing materials from "Pronunciation in Use" by Mark Hancock and Jonathan Marks, as well as "Lifeline Pre-Intermediate" by Tom Hutchinson, the latter being the core textbook for the first two semesters The teacher selected the first two books as supplementary resources to improve students' speaking abilities Audio scripts served as a standard tool for analyzing pronunciation, with recordings compared to modal patterns focusing on aspects like word and sentence stress, rhythm, and intonation The results of the initial five words, which concentrated on word stress, are detailed in Table 1.
The analysis of student pronunciation revealed that many struggled to correctly mark stress in two- and three-syllable words, as shown in Table 1 Interestingly, the errors were more related to familiarity with the words rather than their syllable length For instance, only 25% of students accurately stressed a two-syllable word that was unfamiliar to them, while others pronounced it clearly but incorrectly Conversely, the word with the highest correct stress rate was the fifth one Additionally, precise stress placement was predominantly observed among a few stronger students (students 4, 5, and 10), indicating that while some students recognized stress patterns, they only applied this awareness to words they were familiar with.
Table 2 Sentence stress: Conversation 1-Emphasizing added details
Table 3 Sentence stress: Conversation 2 – Emphasizing important words
The analysis of the two tables indicates that most students struggled to accurately identify stress positions during role-playing exercises In Conversation 1, which focused on the stress of emphasizing added details, students found it challenging to pinpoint the specific words that required stress Consequently, as sentence length increased, the number of errors also rose, with only two students successfully marking all stress placements correctly.
In the analysis of student conversations, it was observed that some students applied excessive stress on certain words, particularly in modals, while others misplaced their stress altogether Sentences 1 and 3 showcased the highest accuracy in stress placement among the students, particularly for students 4 and 10 Conversation 2 emphasized the importance of stressing key words, yet many students struggled with longer sentences; only two students correctly stressed the final sentence, with the fifth student demonstrating the most accurate stress patterns Additionally, it was noted that even proficient students in word stress made errors in sentence stress due to their failure to identify crucial details or significant words.
Chart 1: Text 3: Rhythm and punctuation
Chart 2: Text 4: Rhythm and pauses
The analysis of the charts reveals that many students struggle with rhythm in English pronunciation, particularly in relation to stress Text 3 highlights rhythm and punctuation, while Text 4 emphasizes rhythm and pauses Notably, 8 students misapplied stress in the shorter text, with this number increasing to 11 in the longer text Additionally, 7 students failed to pause correctly at punctuation marks, and 5 exhibited inaccuracies in syllable-timed rhythm The division of Text 4 into thought groups showed that students either inserted too many pauses, disrupting the flow of speech, or too few, causing lengthy divisions Although these errors are common among English as a second language learners, they pose significant challenges to achieving natural and fluent speech.
Table 4 Intonation: Conversation 5 - Intonation in making suggestions
Conversation 5 focuses on the basic intonation pattern: rising and falling in statements, Wh-questions and Yes/No questions It can be seen from the table above that the majority of students did not use the correct patterns Wh-questions gained a large number of students who pronounced correctly (at least 7 among 10 students using the required falling for sentences 1, 4, 5 and 6), then statements achieved 7 students with correct pattern (sentence 3), however, when making suggestions by Yes/No questions, students made more mistakes (only 2 and 1 students correct for sentence 2 and 7, respectively) Furthermore, when observing their pronunciation, I discovered that students usually spoke English following the way they thought, but not the way they learnt
Table 5 Intonation: Conversation 6 - Tones in new and old information
In conversations, it is very often for people to refer back to something they said before and in this case, the voice normally goes up at the end (Hancock, 2003:
Most students failed to use the correct rising intonation pattern in their repetitions of information, as seen in sentences 2, 4, 6, 7, and 9 In contrast, a significant number of students successfully applied the falling intonation for the sentences that contained "new" information.
Chart 3 Intonation: Conversation 7 - Continuing or finishing tones
The chart clearly illustrates the comparison of correct and incorrect patterns among students in four modal sentences during a brief conversation A significant number of students, at least 58%, demonstrated incorrect patterns, particularly in the first sentence Additionally, many students seemed unaware of the importance of maintaining a continuous tone during role-play, which serves as a crucial cue for supporting and encouraging their partner to continue their narrative.
2, 3 and rising in sentence 4 while the tone of the modals was vice converse)
Table 6 Intonation: Conversation 8 - High tone
Table 6 reveals how students adjusted their pitch during role-playing conversations that involved strong adjectives like "excellent" and "brilliant." Most students were unaware of the significance of intonation in conveying the speaker's attitude Notably, 100% of students exhibited incorrect intonation patterns in sentences 1 and 3, where high tones were expected, but they instead lowered their voices Sentence 4 demonstrated the highest accuracy, likely due to its familiar expression ending with "OK?" In other instances of high tones, students predominantly employed a falling intonation.
Data analyses reveal two main conclusions regarding students' pronunciation challenges during speaking activities, particularly role-playing Firstly, there exists a significant disparity between students' understanding of suprasegmental features of English pronunciation and their application in practice After one semester of learning, students show limited knowledge of word stress and can identify stress on individual words, but struggle with applying correct stress in sentences Despite being introduced to other suprasegmental elements like rhythm and intonation, students only manage to replicate correct patterns in isolated sentences, leading to confusion in conversational contexts Secondly, the influence of students' native language, particularly Vietnamese, greatly impacts their English speaking skills, especially in terms of intonation and rhythm, as Vietnamese is syllable-timed, causing students to speak English without appropriate tone and stress.
Focusing on the suprasegmentals of English pronunciation can significantly enhance students' intelligibility and performance To achieve this, I implemented straightforward techniques recommended by phoneticians like Peter Norton and Jeannette McGregor.
In "Clearly Speaking: Pronunciation in Action for Teachers," Anne Burns and Stephanie Claire from Macquarie University emphasize the importance of integrating pronunciation with speaking and listening skills The book "Lifeline Pre-Intermediate" outlines key components of pronunciation, including stress, intonation, and linking words In my teaching intervention, I adapted these concepts by incorporating pronunciation practices into speaking activities, drawing on the presentations of Peter Norton and Jeannette McGregor, specifically focusing on the lessons about "Stress at the Suprasegmental Level."
2.7.2.1 Speaking lesson with stress at the suprasegmental level
Although my students learned English for one semester, through their tape, I find that they are still like beginners Therefore, in this lesson, I work with beginner learners to introduce:
- Syllable stress at the suprasegmental level across whole utterances
- Typical stress patterns in short, familiar and personally relevant questions
In the classroom, I emphasize the importance of pronunciation and stress in words I clarify that stress highlights syllable sounds that are pronounced "long and loud" or signify "important words." Using the sentence "What’s his address?" as an example, we identify that it consists of four syllables and discuss which syllables receive stress.
I clap my hand with the important words and the learners practice this pattern by repeating it after me
In my lesson, I utilize green cards featuring short questions and orange cards with dotted stress patterns to enhance learners' understanding of intonation I begin by demonstrating the activity with the question, "How old is your mother?" and invite three students holding orange cards to pronounce their stress patterns I then confirm that the second and third learners' stress patterns align with my question, reinforcing the connection between stress and meaning in spoken language.
FINDINGS AND DISCUSSIONS
Finding 1 and comments on this finding
Students have shown significant improvement in word and sentence stress, particularly with short and familiar phrases during interactive dialogues However, they struggle more with longer expressions that include adverbs and strong adjectives, leading to increased mistakes Teacher observations indicate that as students speak more naturally, their stress errors also rise While they understand the importance of stressing individual words and sentences, applying the correct stress in conversational contexts proves challenging, often impacting their overall fluency.
Stress has long been a significant challenge in English pronunciation for students While students possess an understanding of stress patterns, they often lack sufficient opportunities to practice them To facilitate fluent and natural interactions among students, teachers must foster a more authentic English-speaking environment both inside and outside the classroom.
Finding 2 and comments on this finding
Many students struggle with rhythm in language speaking due to a lack of prior instruction, as most reported they were never taught this aspect until they joined HTC Despite being introduced to rhythm last semester, their progress remained minimal The challenge lies in mastering the combination of stressed and unstressed syllables, making it difficult for them to produce natural speech with strong and weak forms, reduced forms, ellipses, and linking As a result, students often find it easier to pronounce words separately rather than achieving a natural flow in connected speech.
Rhythm is often overlooked in English lessons for non-majors, making it a new challenge for students While they may pronounce words with the correct stress patterns, this does not guarantee effective rhythm in their speech Additionally, students' native languages significantly impact their English rhythm Achieving fluency is a gradual process, requiring students to engage in extensive practice following instruction, as well as receive detailed guidance from teachers on the differences between English and their mother tongues.
Finding 3 and comments on this finding
This study emphasizes the importance of intonation alongside stress and rhythm, revealing that intonation showed the most significant improvement among the three aspects By focusing on basic intonation patterns used in everyday communication—such as making suggestions and asking questions—the practice primarily involved rising and falling tunes Students found it easy to apply falling tunes in Wh- questions and statements for suggestions, as well as rising tunes in Yes/No questions However, some issues persisted from the pre-test to the post-test, particularly with rising tune patterns, where students struggled with high tones in expressing strong opinions Teacher observations indicated that students often did not use a sufficiently high tone to convey their intended meaning effectively.
Improving students' intonation patterns is achievable with targeted intervention, as these fundamental patterns are relatively easy to grasp However, to master more complex intonation, teachers must provide ongoing training Additionally, since intonation often becomes habitual, students need to engage in self-training to develop accurate and conscious intonation skills.
The students' spoken English interaction has significantly improved due to training lessons focused on stress, rhythm, and intonation By incorporating effective techniques, they have cultivated a habit of using and responding to suprasegmental features in their speech While there are still areas for improvement, students are increasingly able to produce utterances that are natural and fluent, demonstrating correct stress, rhythm, and intonation patterns.
This section summarizes the key findings of the study, highlights its limitations, and offers suggestions for future research directions.
Summary of the main points presented in the thesis
Integrating pronunciation practices into speaking activities is a valuable method supported by extensive literature, yet practical implementation in speaking classes remains underexplored Additionally, there is a scarcity of research on the applicability of this integration in Vietnamese universities and colleges These gaps motivated the current study, which aims to investigate the effects of incorporating pronunciation practices into speaking activities.
This study aims to enhance the speaking skills of Hanoi Tourism College students by implementing teaching techniques that emphasize suprasegmental features such as stress, rhythm, and intonation The researcher examined the impact of integrating pronunciation practice into speaking activities, specifically through role-play, and contrasted theoretical frameworks with real classroom experiences Data was gathered from audio recordings of pre-tests and post-tests, along with observations conducted in English classes involving twelve students at HTC.
Concluding remarks on each of the thesis objectives
For the first objective, the study investigates the effects of the integration of pronunciation practice into speaking activities on the students‟ achievement in speaking skills
Integrating pronunciation practice into speaking activities significantly enhances students' achievement in English communication Effective communicative performance relies on various factors, including grammar, vocabulary, and pronunciation, alongside socio-cultural elements A key aspect of successful communication is the speaker's intelligibility, which is influenced by suprasegmental features like stress, rhythm, and intonation By incorporating pronunciation into speaking exercises, students can speak more naturally and engage with native speakers more effectively This approach also raises awareness among both teachers and students about the critical role of pronunciation in language learning, leading to the adoption of more effective teaching strategies Given the substantial differences between Vietnamese and English, focused attention on pronunciation and speaking skills is essential for students to achieve intelligibility and communicative success.
The study aims to provide valuable pedagogical implications for the further development of integrating pronunciation into speaking activities, marking one of the first instances of such action research in my specific teaching context and across Vietnam Below are the suggested pedagogical implications derived from the findings.
Pronunciation training significantly enhances speaking skills, as demonstrated by a focused action research study While the limited scope may not reflect the broader student population, statistical analysis strongly supports the incorporation of pronunciation practice into speaking activities At HTC, teachers can effectively integrate pronunciation exercises into their current syllabus and create customized activities for their speaking lessons.
Teachers should be mindful of the time available for implementing activities in the classroom To optimize time efficiency, they can choose tasks and activities from course books and adapt them to include pronunciation practice structures.
The Faculty of English for Tourism should prioritize the integration of structured pronunciation practice into its syllabus, emphasizing collaboration among teachers By implementing effective pronunciation strategies, students will enhance their speaking abilities and gain confidence, ultimately becoming more proficient in various skills necessary for working in English-speaking environments.
Effective speaking assessment should encompass a variety of formats, including individual evaluations like personal tests or recordings, as well as group assessments such as group tests or recordings Additionally, it is essential that these assessments occur throughout the semester rather than being limited to a single end-of-term test.
To optimize speaking lessons, it is essential to maintain smaller class sizes, ensuring that students have ample opportunity and time to practice their English speaking skills effectively while focusing on correct pronunciation.
Limitations of the study
Despite the researcher's efforts in this thesis, certain limitations are evident due to time constraints The study's scope is narrow, concentrating on basic suprasegmental features in speaking activities like role-play, which may be appropriate for pre-intermediate non-English major students, but further training in these areas may exceed their capabilities Additionally, the small sample size restricts the study's representativeness, and a larger participant group would enhance the credibility of the findings.
Suggestions for future study
This research focused solely on the impact of integrating pronunciation practice into speaking activities, highlighting the need for further studies on additional aspects of this approach in classroom settings Future research should explore various dimensions of this integration to enhance its effectiveness in language learning.
- Is the integration of pronunciation practice into speaking activities more feasible with high ability students than the low ones in foreign language environment?
- Does the integration of pronunciation practice into speaking activities have positive influences on listening, reading and writing skills?
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APPENDIX 1: PRE-TEST Word stress:
A: I hear you‟ve got a boat
B: A small boat, yes (1) A: And a big house
B: Well, it‟s quite big, I suppose (2) A: And you live in Hollywood
B: Well, near Hollywood, yes (3) A: So you must be rich then?
A: Excuse me, I think you‟re in my seat (1) B: Sorry, but it says 7A on my boarding card (2) A: Oh, er … right … I asked for a window seat, you see … (3) B: Yeah, so did I what‟s your seat number? (4)
A: Let‟s see … Oh it‟s 8A (5) B: So I guess you‟re in the seat behind me (6) A: Oh yes Sorry about that
Text 3 Reading aloud: “Rhythm and punctuation”
I always struggle to predict the weather accurately When I choose to wear a warm shirt, it ends up being hot outside, while cool clothing leads to unexpected cold winds I often find that when I forget my umbrella, it rains, but when I bring it along, the skies remain clear As a result, I sometimes leave my umbrella on the bus, only to regret it later.
We all have our weaknesses, I guess
(Pronunciation in use – Mark Hancock) Text 4 Rhythm and pauses
A few years ago, a library staff in a small town in western England observed a significant decline in both visitor numbers and book borrowings Confounded by this trend, they conducted research, including interviews and questionnaires, to uncover the underlying reasons Surprisingly, they found that the primary reason for the drop was that the community had already read all the available books.
(Pronunciation in use – Jonathan Marks (148-149))
Conversation 5 Intonation in making suggestions
A: What are we going to do today? (1) B: I don‟t know Do you fancy going to the beach? (2)
A: No, not really I don‟t think it‟s warm enough But we could go for a picnic in the country (3)
B: Yes, that‟s a good idea Where shall we go? (4)
A: Why don‟t we go to that place by the river? (5) You know, we went there with your friend from Spain
B: Oh, yes, that‟ll be nice And how about inviting Diane and Peter? (6) A: Sure Do you think you could give them a ring? (7) I‟ll get some things ready B: OK
Conversation 6 Tones in new and old information
A: Let‟s get the Viewmaster It‟s really nice (1) B: But the Megavision is nicer (2)
A: But the Viewmaster has a guarantee (3) B: They both have a guarantee (4)
A: Anyway, the Megavision is too expensive (5) B: I know it‟s expensive, but it‟s better quality (6) A: They‟re both good quality (7)
B: The Megavision has access to the internet (8) A: We have access to the internet on the computer (9)
Conversation 7 Continuing or finishing tones
B: Yes (1) A: And you know her brother David?
B: Uh huh (2) A: Well, you know he lives in Southside?
B: Mmm… (3) A: Well, somebody broke into his house last night!
A: So, how was your trip?
B: Oh, it was quite nice
C: What do you mean, nice? It was brilliant! (1)
C: Pleasant? (2) It was excellent! (3) Superb!
C: OK? (4) It was absolutely delicious! (5) A: And the scenery?
APPENDIX 2: MATERIALS USED IN THE SPEAKING LESSON WITH
STRESS AT THE SUPRASEGMENTAL LEVEL
Are you married or single?
What was your job in Vietnam?
When did you come to Australia?
APPENDIX 3: MATERIALS USED IN THE SPEAKING LESSON WITH
B: Oh look It‟s fine, but it‟s true, we were robbed That‟s why I had to go home early ‟cause our next door neighbour, Mavis, God love her, rang us to say that we‟d been robbed, so I rushed off And apparently these people robbed three or four houses before us How stupid of them
Source: This is a short segment from part of a longer text in Brawn, P (2002) Listening to Australia Intermediate
Phrases everything OK oh look it‟s fine but it‟s true we were robbed that‟s why I had to go home early
Our neighbor, Mavis, kindly informed us that we had been robbed, prompting me to rush home It turns out that the culprits had targeted three or four houses before ours, highlighting their foolishness.
Syllable stress everything OK oh look it‟s fine but it‟s true we were robbed that‟s why I had to go home early
Our neighbor, Mavis, kindly informed us that we had been robbed, prompting me to rush home It turns out that the culprits had targeted three or four houses before ours, showcasing their foolishness.
Intonation contours everything OK? (rise) oh look (fall) it‟s fine (fall) but it‟s true (fall) we were robbed (fall)
That‟s why I had to go home early (fall)
Our neighbor Mavis informed us that we had been robbed, prompting me to rush over It turns out that these thieves had targeted three or four houses before ours, which highlights their foolishness.
APPENDIX 4: POST-TEST Word stress:
B: Too quiet (1) A: I think something‟s wrong (2) B: Very wrong (3)
A: I don‟t like it (4) B: I don‟t like it at all (5) A: Let‟s get out of here (6) B: Let‟s get out fast! (7)
A: I‟m sorry, but you must switch that off, sir (1) B: OK, just a minute
A: Switch it off now, please! (2)
Text 3 Reading aloud: “Rhythm and punctuation”
Friday will bring wintry conditions across the region, with temperatures hovering near freezing and coastal winds creating a biting chill Inland areas may experience snow on the hills and possible fog in the valleys Drivers should be cautious of icy roads Unfortunately, little change is expected for the weekend ahead.
(Pronunciation in use – Mark Hancock)
In a remarkable true story, a farmer was operating his tractor in the fields when an unexpected crash caused him to fall out and land unconscious on the ground During the incident, his mobile phone also slipped from his pocket.
A bird flying over the fields spotted a phone and began pecking at it Remarkably, it dialed emergency number 999, prompting the arrival of emergency services to assist the farmer.
(Pronunciation in use – Jonathan Marks (148-149))
Conversation 5 Intonation in making suggestions
A: Let‟s go out for a meal tonight (1) B: OK Where? (2)
A: The Red Dragon? (3) B: Mmm We went there last time I‟d rather try somewhere different
A: Well, what about trying that new Italian place near the station (4) – what‟s it called?