Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI YEN ANH IMPROVING 11TH GRADE STUDENTS’ ENGLISH PRONUNCIATION THROUGH USING VIDEO DUBBING AT A HIGH SCHOOL IN THAI NG
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI YEN ANH IMPROVING 11TH GRADE STUDENTS’ ENGLISH PRONUNCIATION THROUGH USING VIDEO DUBBING AT A HIGH SCHOOL IN THAI NGUYEN PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI YEN ANH IMPROVING 11TH GRADE STUDENTS’ ENGLISH PRONUNCIATION THROUGH USING VIDEO DUBBING AT A HIGH SCHOOL IN THAI NGUYEN PROVINCE M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nong Thi Hien Huong, Ph.D THAI NGUYEN – 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ YẾN ANH DÙNG KĨ THUẬT LỒNG TIẾNG VIDEO ĐỂ CẢI THIỆN KĨ NĂNG PHÁT ÂM TIẾNG ANH CHO HỌC SINH LỚP 11 TẠI MỘT TRƯỜNG THPT Ở TỈNH THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán hướng dẫn: TS Nông Thị Hiền Hương THÁI NGUYÊN – 2023 DECLARATION I hereby state that I have not copied or otherwise duplicated any part of the enclosed master's thesis without permission from the author(s) and that I have written the thesis from scratch under the close supervision of my advisor Author’s signature Approved by SUPERVISOR Nguyễn Thị Yến Anh Nong Thi Hien Huong, PhD Date, 10th February 2023 i ACKNOWLEDGEMENT I would like to take this chance to say how grateful and appreciative I am to those who made this research possible First of all, I want to express my gratitude to my supervisor, Doctor Nong Thi Hien Huong, for her important advice, encouragement, and support during my study She freely gave a great amount of her precious time to provide helpful feedback and insightful and in-depth comments on my drafts She taught me a lot, not only about mentorship but also the subject of my study I'm incredibly grateful for everything she has provided me throughout my research My sincere gratitude also extends to the Dean and all of the lecturers at School of Foreign Languages – Thai Nguyen University for their helpful suggestions and support I would like to sincerely thank all of my friends and coworkers who have lent me a helpful hand anytime I needed it I'm incredibly appreciative of their politeness and understanding of my erroneous need for assistance, as well as the inconvenience I have frequently caused them I want to express my gratitude to my parents for their unwavering support and encouragement while I was studying at Thai Nguyen University's School of Foreign Languages I appreciate their amazing love and prayers in my life Finally, I am greatly indebted to my beloved husband for always believing in me, putting up with my irritability, and being incredibly supportive in every possible way Many thanks for having become the best partner accompanied me to struggle on the way to finish this thesis I am extremely thankful to have him in my life I also owe thanks to my great friend, Ms Dinh Thi Thu Huong, who has been a wonderful source of inspiration and affection for me ii TABLE OF CONTENT DECLARATION ……………………………… ………………………………ⅰ ACKNOWLEDGEMENTS ……………………………… ………………ⅱ TABLE OF CONTENTS ……………………………… ………………………ⅲ LIST OF TABLES ……………………………… …………………………… ⅵ LIST OF FIGURES ……………………………… ………………………ⅶ LIST OF ABBREVIATIONS ……………………………… ……………… ⅷ ABSTRACT ……………………………… …………………………………… ⅸ CHAPTER 1: INTRODUCTION …………………… ………………………… 1 Rationale of the study ……………………………………………… Objectives of the study ……………………………………………… Research questions ……………………………………………… 4 Scope of the study ……………………………………………… Significance of the study ……………………………………………… Organization of the study ……………………………………………… CHAPTER 2: LITERATURE OVERVIEW …………………………………… Speaking ……………………………………………… ……………… 1.1 What is speaking? ……………………………………………… 1.2 Aspects of speaking …………………………………………… 1.3 Teaching speaking …………………………………………… 1.4 Difficulties in speaking ………………………………………… Pronunciation ………………………………………………… ……… 2.1 Definition of pronunciation …………………………………… 2.2 Aspects of pronunciation ……………………………………… 2.2.1 Phonemes ……………………………………………… 10 2.2.2 Stress ………………………………………………… 11 2.2.3 Linking ……………………………………………… 12 2.2.4 Pitch and intonation ………………………………… 14 2.3 Scoring in pronunciation ……………………………………… 16 2.4 The importance of pronunciation ……………………………… 17 iii 2.5 Common pronunciation errors ………………………………… 18 2.5.1 Sound omission ……………………………………… 19 2.5.2 Sound confusion ……………………………………… 20 2.5.3 Sound redundancy …………………………………… 20 2.5.4 Word stress, sentence stress ………………………… 20 2.5.5 Intonation and word connection ……………………… 21 Review of dubbing ……………………………………………………… 21 3.1 Definition of dubbing ……………………………………… 21 3.2 Advantages of dubbing ……………………………………… 22 3.3 Disadvantages of dubbing …………………………………… 22 3.4 Dubbing procedure …………………………………………… 23 Theoretical framework ……………………………………………… 24 Review of previous studies ………………………………………… 26 CHAPTER 3: RESEARCH METHODOLOGY ……………………………… 30 Context of the study …………………………………………………… 30 Research design ……………………………………………………… 30 Participants …………………………………………………………… 33 Instruments …………………………………………………………… 33 Data collection ………………………………………………………… 36 5.1 Observation ………….……………………………………… 36 5.2 Test …………………………………………………………… 36 5.3 Questionnaire ………….……………………………………… 37 Data analysis …………………………………………………………… 37 CHAPTER 4: RESULTS AND FINDINGS …………………………………… 39 Results for research question ……………………………………………… 39 1.1 Results for Pre-test ………………….………………………………… 39 1.2 Results for Observation ……………………………………………… 41 1.3 Results for Posttest …………………………………………………… 43 1.4 Summary results for research question ……………………….…… 44 Results for research question ……………………………………………… 47 iv 2.1 Reliability for questionnaire ……………………………………………… 47 2.2 Results for questionnaire ………………………………… ……………… 48 2.2.1 Results for questionnaire part I …………………………………… 48 2.2.2 Results for questionnaire part II ………………………………… 52 2.2.3 Results for questionnaire part III ………………………………… 57 2.3 Summary results for research question …… ……….….……………… 57 CHAPTER 5: CONCLUSION AND RECOMMENDATION……….……… 59 Major findings of the study ………………………………………………… 59 1.1 Findings for research question …………………………………… 59 1.2 Findings for research question …………………………………… 61 Recommendations …………………………………………………………… 63 2.1 Implications for teaching …………………………………………… 63 2.2 Implications for research …………………………………………… 63 Limitations of the study and suggestion for further research …………… 63 REFERENCES ……………………………………………………………… …65 APPENDICES …………………………………………………….…………… Ⅰ APPENDIX 1: LESSON PLAN ………………………………………………Ⅰ APPENDIX 2: CONSENT LETTER ………………………………….…… Ⅲ APPENDIX 3: QUESTIONNAIRE ………………………………………… Ⅴ APPENDIX 4: OBSERVATION CHECKLIST …………………………… Ⅷ APPENDIX 5: PRE-TEST …………………………………………………… IX APPENDIX 6: POST-TEST ………………………………………………… X v LIST OF TABLES Table 2.1 Scoring Rubric of Pronunciation Test (attributed to Pearson Test of English Academic's scoring rubric and Djiwandono’s scoring rubric (2012) ) …………………………………………………………… 17 Table 3.1 Category of Students’ Response ……………………………………… 38 Table 4.1 Percentage of Pre-test Scores in Aspects of Pronunciation …………… 40 Table 4.2 The Results of Observation Checklist in Four Sessions …………… Table 4.3 Percentage of Post-test Scores in Aspects of Pronunciation ………… 43 Table 4.4 Score Range of the Participants’ Aspects of Pronunciaton in Pre-test and Posttest ……………………………………………………………………………… 45 Table 4.5 Rules of alpha values ………………………………………………… 47 Table 4.6 Reliability of the questionnaire ……………………………………… 47 Table 4.7 Frequency of Questionnaire Part I …………………………………… 49 Table 4.8 Frequency of Questionnaire Part II …………………………………… 54 vi LIST OF FIGURES Figure 2.1: Various features of English pronunciation (Source: Gilakjani, 2012:120) …………………………………………………… 10 Figure 2.2 Kemmis, Taggart and Nixon Model of Action Research …………… 26 Figure 3.1 Classroom Action Research Model Adapted from Kemmis & Taggart model (1998) …………………………………………………………………… 31 Figure 4.1 Percentage of Students’ Score Range in Pre-test …………………… 39 Figure 4.2 Percentage of Students’ Score Range in Post-test ………………… 42 Figure 4.3 Comparison of pretest and posttest total scores …………………… 46 vii