Improving english pronunciation for vietnamese adult learners at elementary level – articulatory phonetics

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* TẠ PHƯƠNG LIÊN IMPROVING ENGLISH PRONUNCIATION FOR VIETNAMESE ADULT LEARNERS AT ELEMENTARY LEVEL – ARTICULATORY PHONETICS CẢI THIỆN KỸ NĂNG PHÁT ÂM TIẾNG ANH CHO HỌC VIÊN VIỆT NAM Ở TRÌNH ĐỘ CƠ BẢN THƠNG QUA VIỆC ĐIỀU CHỈNH BỘ PHẬN CẤU THÀNH ÂM M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* TẠ PHƯƠNG LIÊN IMPROVING ENGLISH PRONUNCIATION FOR VIETNAMESE ADULT LEARNERS AT ELEMENTARY LEVEL – ARTICULATORY PHONETICS CẢI THIỆN KỸ NĂNG PHÁT ÂM TIẾNG ANH CHO HỌC VIÊN VIỆT NAM Ở TRÌNH ĐỘ CƠ BẢN THÔNG QUA VIỆC ĐIỀU CHỈNH BỘ PHẬN CẤU ÂM M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Hà Cẩm Tâm HANOI - 2017 DECLARATION I hereby declare that this thesis “Improving English pronunciation for Vietnamese adult learners at elementary level – Articulatory phonetic” is my own work and effort has not been submitted anywhere for any purpose In addition, the contributions of my colleagues and students are involved Other sources of information have been used and acknowledged I cede copyright of the thesis in favor of Post-graduate Department – Vietnam National University Hanoi, 2017 Signature Tạ Phương Liên i ACKNOWLEDGEMENTS This thesis would not be fulfilled without the help of many people, and I would like to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis I would like to express my deepest thanks to my supervisor, Dr Ha Cam Tam, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research My gratitude also goes to all the instructors in my M.A course and staffs at the Faculty of Postgraduate Studies, the University of Languages and International Studies, Vietnam National University of Hanoi whose support and consideration have enabled me to pursue the course I am also very grateful to my colleagues for their valuable help and students of Step Up English center for their willingness to participate in the research Without their assist, this thesis could not be fulfilled Last but not least, I owe my sincere thanks to my family and my kind-hearted classmates who are always by my side and encourage me to complete this study ii ABSTRACT The present study was intended to check the effectiveness of articulatory phonetic instructions on improving the English consonant pronunciation of 10 adult learners at the level of elementary of an “Step Up” English center Initially, an entry test was carried out to investigate the remarkable errors made by the subjects regarding consonant sounds Then, they received the conventional classroom instructions on pronunciation skills which were based on articulatory phonetics During the course, the subjects were examined times in total to see the studying progress After weeks, a final test was implemented to evaluate the participants‟ pronunciation after receiving the instructions Since this study focused on the pronunciation, all the tests were in the form of oral test which requires audiorecording as a crucial instrument to collect the data Apart from that, observation was another tool to obtain the data as the subjects practiced with their partners The findings from the research revealed that articulatory phonetics did have positive effects on the English consonant pronunciation of elementary adult learners at Step Up, however, there still existed some limitations which were hardly avoidable Suggestions were also given with the hope that the next researcher could overcome the limited issues to conduct a more successful research iii TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of tables and figures vii PART ONE INTRODUCTION 1 Rationale Aims of the study Scope of the study Research questions Method of the study Design of the study PART TWO DEVELOPMENT CHAPTER ONE LITERATURE REVIEW 1.1 Approaches to pronunciation teaching 1.2 Phonetics and Phonology 1.2.1 Phonetics 1.2.2 Phonology 1.3 Articulatory phonetics 1.4 English consonants 1.4.1 The place of articulation 10 1.4.2 The manner of articulation 11 1.4.3 English consonants 11 1.4.4 Phonological rules 12 1.5 Action research 13 CHAPTER TWO METHODOLOGY 15 2.1 Setting of the study 15 iv 2.1.1 Step Up English center 15 2.1.2 Pronunciation course 15 2.2 Participants 17 2.3 Research methods 17 2.3.1 Problem identification 17 2.3.2 Planning 18 2.3.3 Actions 21 2.3.3.1 Fricatives /θ, ð/ 23 2.3.3.2 Fricatives /ʃ, ʒ/ 23 2.3.3.3 Affricatives /tʃ, dʒ/ 23 2.3.3.4 Initial consonant clusters 24 2.4 Research instruments 25 CHAPTER THREE DATA ANALYSIS AND FINDINGS 27 3.1 Observations 27 3.1.1 Teaching observations 27 3.1.1.1 /θ, ð/ 27 3.1.1.2 /ʃ, ʒ/ 28 3.1.1.3 /tʃ, dʒ/ 28 3.1.1.4 Initial consonant clusters 29 3.1.2 Mini-tests 31 3.1.3 Final tests 34 3.2 Reflection 37 3.2.1 Informants‟ pronunciation ability 37 3.2.2 Factors contributing to the development of the informants‟ s pronunciation competence 39 PART THREE CONCLUSION 40 Recapitulation 40 Implications 41 v Limitations of the study 42 Suggestions for further study 42 REFERENCES 44 APPENDIX 1: ENTRY – TEST I APPENDIX 2: MINI – TEST II APPENDIX 3: MATERIALS FOR OBSERVATION IX APPENDIX 4: FINAL – TEST XII APPENDIX 5: LESSON PLAN XIV vi LIST OF TABLES AND FIGURES Page Figure 1: The organs of speech Table 1: English consonants 12 Figure 2: Sounds of speech animation application 16 Table 2: Teaching plans 18 Table 3.1: Mispronunciation across the subjects in teaching observation 30 Table 3.2: Mispronunciation across the subjects in mini-tests 33 Table 3.3: Mispronunciation across the subjects in final test 35 vii PART ONE: INTRODUCTION The chapter plays as an introduction part of the study which presents an overview of the research report including rationale, aims, scope, research questions, methods and design of the study Rationale of the study During the period of globalization, nations have been coming closer to each other more than ever In this process, the need of expressing and exchanging ideas has given English an excellent opportunity to claim its vital role in every communication attempt Vietnam, in order to develop the national economy, industries or in any area, has to blend into the global communication and meet its requirements However, in fact, adults who are directly involved in the influence of globalization tend to have many difficulties in communicating with foreigners due to their limited speaking and listening skills In a certain proficiency standard, the fault which diminishes the communication process in EFL/ESL learners severely is pronunciation, rather than vocabulary or grammar (Hinofitis & Baily, 1980, pp.124-125) Pronunciation errors were suggested as the decisive element which causes the communication breakdowns according to Derwing Munro and Weibe (1998, p.407) as cited in Derwing and Munro (2005) and Jenkins (2000) In the related issue, Fraser (2000) states that apart from other sub-skills which involve vocabulary, grammar, pragmatics and so on, the most crucial element is pronunciation It is confirmed that with good pronunciation, the message between interlocutors is much easier to understand and in the case the speaker and/or the listener has poor pronunciation, it is very difficult for them to understand each other despite accuracy in other areas Hence, the pronunciation should be paid sufficient attention since it is the aspect that affects how the speaker is judged by the others Pronunciation is an integral part of foreign language learning since it directly affects the learners' communicative competence as well as performance Thus, limited pronunciation might decrease learners‟ self-confidence and adversely affect speaker‟s communicative skills Vietnam, in this context, with the purpose of communicating with foreigners effectively, speaking and listening skills are APPENDIX 1: ENTRY – TEST Read out loud the following passage When a student from another country comes to study in the United States, he usually has to find out for himself the answers to many questions, and he has many problems to think about: Where should he live? Would it be better living in a dormitory or in a private room off campus? Should he spend all of his time studying, or should he take advantage of the many cultural and social activities that are offered? At first, he may not feel that he fits in with the American culture He may not feel confident when he speaks Little by little, however, he learns how to handle himself in various situations Finally, he begins to feel very secure and “at home” Unfortunately, this long-awaited feeling doesn‟t develop suddenly It takes time I APPENDIX 2: Mini-test – PRONUNCIATION TEST – /kr/ Cream Crack Create Crazy Creepy - The cradle has cracked - The boy didn‟t have an ice-cream so he cried a lot /gr/ Grow Grade Group Grandma Grandparent Gravity - Great hopes make great men - Graffiti would be more interesting if you play in groups /kl/ Clown Click Close Clear Cloud Clash - In Japan, students must clean the class by themselves - Many people like the game “Clash of Clans”, including me /gl/ Glove Glance Global Glue Glare Gloomy - In winter, you should wear scarf and gloves - I‟m glad that you came /sk/ School Score Skeleton Scotland Sky Skirt - You shouldn‟t wear a long scarf when skiing - He goes to school by scooter /sp/ /st/ Cry Space Spouse Spaghetti Speech Spinach Spot - Spencer, how you spell your name? - I spend hours playing sport everyday Storm Sticker Star Start Stork Steady II - He is standing in the stairs - Stein loves sticky rice III – PRONUNCIATION TEST – /θr/ Thread Throw Throat Three Throne Thrill - This thrilling novel was based on the series: “Game of Throne” - Thirty-three is bigger than three /kl/ Clock Clutch Clone Clerk Clue Clap - It‟s 10 o‟clock now, let‟s go to the nightclub - Clark works as a office clerk /gl/ Glup Glory Glimpse Glass Globe Globalize Ski Skate Scholar Scuba Scan Skim - Pour me a glass of water, please - She showed them on the globe /sk/ - Scanning and skimming are two strategies in Ielts reading test - I like scuba-diving rather than skydiving /sp/ Special Spain Spell Spam Speak Spy - “I‟m a special spider”, the kid said - Can you eat spinach salad with a spoon? /st/ Stinky Stare Studio Statement Stop Stork - She was reading bedtime story for her little stepson - I have been studying about the art the statues IV – PRONUNCIATION TEST – /fr/ Freeze Fraction Fruit Freak Frost Phrase - Fruit are free on Friday - The show “Frank and friends” was so freaky /fl/ Flee Flick Flore Fly Flip Flame - Flash cards is an effective way to study new words - “A flea and a fly, flew up in a flue” /ʃr/ Shrink Shrug Shriek Shrimp Shrek Shred Skydiving Scold Skull Scared Skillful Scooter - Shrimps are shrunk in the fried pan - Sam shrugged and said nothing /sk/ - She always wearing skirts at school - I‟m scared of skunk /sp/ Sport Spend Spilt Speechless Spider Spooky - Are there speed limits in Spain? - She likes to put lots of spices on top of the spaghetti /st/ Study Standard Sticky Stone Steak Stuff - I got to go to the stationery for some stamps - All these stuffs are messy and stinky V – PRONUNCIATION TEST – /pr/ - Price Prove Prize Province Practical Professor Wanting his parents to be proud of him, Presley tried hard to become a professor /br/ Child abuse is one of the most prominent problems of society today Breeze Brick Brown Brother Browser Breaking - My brother often brings a big breakfast into bed - In Western, they often have breakfast before brushing their teeth /pl/ Please Play Plum Plastic Plosive Pleasant - Pluto is the farthest planet from the Sun - They‟re planning to plant some trees /bl/ Blink Blouse Blow Blanket Blackberry Blueberry - Blackberry and blueberry are my favorite fruits - My blouse was blown in the wind /tr/ True Trend Trunk Tradition Transport Treasure - They are trapped in the troubles - Have a try before the trouble comes /dr/ Drill Dry Drop Drama Driving Drawer Skin Scar Scope Scary Skinny Sculpture - Drop by drop the oceans are filled - No driving after drinking /sk/ VI - I seldom skip the skin care - My favorite sport is skiing and skateboarding /sp/ Speed Spa Spoon Spicy Spirit Sponsor - There are thousands of sparkling stars in the outer space - Spaghetti is one of the most typical dishes of Italy, not Spain /st/ Stamp Stitch Stand Story Student Stormy - Most students often stay up late - It‟s hard to see stars in the storm VII APPENDIX 3: MATERIALS FOR OBSERVATION θ ð ʃ ʒ tʃ dʒ Consonant+r/l S+stop Those are Sharon I seldom Chinese What‟s Please keep the Stay awake not mine wanted to watch pp like your job? house clean or you will people in push that television tea Don‟t drink miss the bus my house door Session There are three Session Jack had a Though it loose tooth was raining, raw water She must It‟s my Let‟s keep Listen to It was so great She wants to be here pleasure in touch the that she got buy a skirt passage mark 10 right now to help she still you The class was had to go empty to school He is Sarah Vietnam The I don‟t My I go to number bigger reached is in Asia dinner like being grandmother is school at thirteen is than me the was in a seventy years o‟clock ceiling chicken village, I old and chips want to The clock Session The unlucky IX live in a didn‟t work city anymore Their English is Let's have Welcome Don‟t My aunt is Football is can be so parents are taught in lunch so to China judge a thirty-three the sport that sure very many we can book by years old I am bad at careful countries talk at its cover He‟s playing in the leisure Session Nothing with his world Session Throw it friends A friend We There are This chair He A good book is Speaking a away It‟s without should two is made of packed a good friend disgusting faults will take a versions good his jacket Let the flee fly language never be short of the wood into a fluently is founded walk in game, a bag not easy at the wood long one foreign all and a short one Session Smith was There is Sam is Dogs have Chop- Jack and Tradition Stop right born three another too shy in poor chop, the Jill are should be there years ago matter to font of vision customers common respected and X consider girls are names in reserved starving USA The black hat is mine The printer is I don‟t like goes to the just quit out of date spicy food measure church It‟s too hot in of a man every the office Sunday block Session Something My father I did wash Money is Charles 11 is better was a my shoes not a than teacher in the showers nothing Session Thelma is Earning The main 12 an author money and an these days athlete is not easy fresh fish This I have my job George They He said she is Could you dish today artifact is has been enjoyed his true love show me the is the wanted by doing a the party I‟m glad that way to the many research a lot you came station? treasure hunters XI APPENDIX 4: FINAL TEST Read out loud the following passage and sentences: Starbucks, summer and other things I love about Britain Mark Vanhoenacker, an American journalist who lives in London, says the UK‟s not just OK – it‟s paradise These are some of his reasons Walking No ID Cards Britain isn‟t a good place for cyclists Britain is one of the only places in the But for pedestrians it is wonderful world where people don‟t have ID cards When you walk on a zebra crossing, all In the U.S you need ID when you buy a the drivers stop drink, go to club, use a credit card, or take an intercity train Banks Summers British banks are great – you everything online, and you don‟t pay I love British summers! A good summer when you take money out of an ATM day in Britain is dry and warm, but not And if you want to change banks, the very hot banks all the work, not you Starbucks Drivers Starbucks isn‟t British, of course, but I The British are very polite when they prefer the Starbucks in Britain They are drive They don‟t hoot, and they are nice, friendly places where people read patient with other drivers They always the newspaper and drink good coffee And the waiters don‟t write your name say thank you when you let them pass on the cups – I feel stupid in America Boots the Chemist Chemists in the UK are wonderful, friendly shops and completely different from US pharmacies Boots when the waiter calls “Mark, your tall cappuccino with extra chocolate!” sells XII everything you want, not just medicine, and the shop assistance give you good advice - He was late again as usual - The main bedroom measures 12ft by 15ft - She is taking some leisure time - Photos, videos are examples of visual aids XIII APPENDIX 5: LESSON PLAN Session 6: /θ, ð/, /θr/ I Objectives - Students learn how to pronounce the sounds /θ, ð/ - Students learn how to pronounce the cluster /θr/ II - Articulatory phonetics III - Teaching method Teaching aids Board, marker, laptop, TV, mouth diagram, sounds of speech animation application, textbook IV Procedure Teacher’s activity Stage Students’ activities Teaching - Teacher instructs how to pronounce the - Students are requested (15 sounds /θ, ð/ to note down and look minutes) - Teacher gives students words and up the dictionary for sentences containing the target sounds and transcription gives them the written letters of the sounds simultaneously too /θ/: Written Initial Medial Final letters position position position th Thank Birthday Month Thick Toothpick South Thought Nothing Bath Sentences: + Thelma is an author and an athlete + Smith was born three years ago /ð/: XIV Written Initial Medial Final letters position position position th This Father Bathe They Weather Smooth These Together Breathe Sentence: + My mother, father and brother live together with my grandmother + My little brother‟s skin is soft and smooth - Teacher models the first three words in each position of each sound Practicing - Teacher gives students 15 minutes for - Students practice (15 practicing individually Checking - Teacher check students‟ practicing one by - Students are requested (30 one to keep practicing until minutes) minutes) the teacher comes Teaching - Teacher give instructions how to - Students practice (5 pronounce cluster /θr/ individually minutes) - Teacher gives students work for practicing: (open the textbook, page 13): “thread, throw, throat, thrill, three, threw, throne” Checking - Teacher check students‟ practicing one by - Students are requested (10 one to keep practicing until minutes) Teaching the teacher comes - Teacher gives the exceptions of written XV (10 letter “th” minutes) Eg: Thomas, Thompson, Thailand (textbook, page 14) - Teacher explained “th” in these cases is - Students practiced pronounced as /t/ words and the poems in - Teacher gives example of the sound /t/ in the textbook containing the middle of two vowels the sound /t/ which appears between the two vowels Revising - Teacher generates the part of the (10 knowledge in the session and gives students minutes) homework Exercise - Teachers gives a handout containing - Students are divided practicing sentences of the studied sounds and two into pairs (15 consonant cluster groups - Each student in pair minutes) - Teacher observes and take notes the takes turn to read out mistakes made by each student loud the content in - Teachers explained the mistakes related to handout the part of the knowledge the students had - Students are checked learned by each other XVI ... Vietnamese adult learners at elementary level? ?? Aims of the study The study aims at: - Finding the typical errors that Vietnamese adult learners at the elementary level often makes regarding pronunciation. .. the articulatory phonetics concept since this study aims at finding how articulatory phonetics teaching and learning influences on learners? ?? pronunciation skills For that reason, articulatory phonetics. .. her specialization is teaching Pronunciation 2.1.2 Pronunciation course The pronunciation course is designed for beginners as well as learners at the elementary level The duration for the course