Những nhân tố ảnh hưởng đến việc học phát âm tiếng anh của sinh viên dân tộc thiểu số ở trường cao đẳng cộng đồng lai châu m a thesis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  PHÙNG THỊ THANH NGA FACTORS AFFECTING ENGLISH PRONUNCIATION LEARNING OF ETHNIC MINORITY STUDENTS AT LAI CHAU COMMUNITY COLLEGE Những nhân tố ảnh hưởng đến việc học phát âm Tiếng Anh sinh viên dân tộc thiểu số trường cao đẳng cộng đồng Lai Châu M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  PHÙNG THỊ THANH NGA FACTORS AFFECTING ENGLISH PRONUNCIATION LEARNING OF ETHNIC MINORITY STUDENTS AT LAI CHAU COMMUNITY COLLEGE Những nhân tố ảnh hưởng đến việc học phát âm Tiếng Anh sinh viên dân tộc thiểu số trường cao đẳng cộng đồng Lai Châu M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr TRAN THI THU HIEN Hanoi - 2018 DECLARATION I, the undersigned, hereby certify my authority of the study project report entitled ―Factors affecting English pronunciation learning of ethnic minority students at Lai Chau Community College.” (Những nhân tố ảnh hưởng đến việc học phát âm Tiếng Anh sinh viên dân tộc thiểu số trường Cao đẳng Cộng đồng Lai Châu) submitted in partial fulfillment of the requirements for the Degree of Master of Arts at the Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi Except where the reference is indicated, no other person‘s work has been used without due acknowledgement in the text of the thesis Signature Phung Thi Thanh Nga i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Dr Tran Thi Thu Hien, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher Secondly, a special word of thanks goes to all the lecturers and the staffs of Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their useful lectures, materials, guidance and enthusiasm during my course Thirdly, I also thank my colleagues for their willingness to share their ideas on this study and my students for their cooperation in completing the survey questionnaires Last but not least, I am indebted to my family and all my friends who have kindly given me assistance and encouragement Without them, this study would have no such great motivation ii ABSTRACT Pronunciation plays a very important part in learning English but it is a big problem for most of ethnic minority students at Lai Chau Community College, the only college in Lai Chau province where more than 90% of students are ethnic Most of them have difficulties in English pronunciation learning Until now, no research on English pronunciation learning of the ethnic learners at Lai Chau Community College has been carried out The researcher, therefore, decides to convey the research with the aim of finding out factors affecting ethnic minority students‘ pronunciation learning, investigating typical pronunciation errors that ethnic minority students often commit, and proposing possible solutions To achieve the objectives of the study, the author used both qualitative and quantitative methods The data were obtained from students‘ survey questionnaires, students‘ test results, and teachers‘ interview Basing on the results, the author has pointed out common errors as well as main factors affecting English pronunciation of ethnic minority students at Lai Chau Community College Besides, the author also implies some suggestions for teaching and learning English pronunciation for ethnic minority students at this college It is hoped that this thesis will be useful for teachers and students not only at Lai Chau Community College but also at other colleges iii LIST OF ABBREVIATIONS CVC: Consonant-vowel-consonant EFL: English as a Foreign Language ESL: English as a Second Language IPA: International Phonetic Alphabet NNSs: Non-native speakers L2: Second language LCCC: Lai Chau Community College SLA: Second language acquisition iv LIST OF TABLES Table 2.1: Information of students‘ participants Table 2.2: Information of teachers‘ participants Table 3.1: Teachers‘ view on students‘ difficulties in pronouncing vowel sounds Table 3.2: Teachers‘ view on students‘ difficulties in pronouncing consonant sounds Table 3.3: Students‘ evaluation on difficulty in learning English consonants Table 3.4: The test‘s results on students‘ vowel and consonant sounds Table 3.5: The test‘s results on students‘ word stress Table 3.6: Student‘s age, ability and education level Table 3.7: Students‘ interest in learning English pronunciation Table 3.8: Factors affecting English pronunciation learning from students‘ views Table 3.9: Techniques used in English lessons from students‘ view Table 3.10: Activities and techniques of teachers in pronunciation lessons Table 3.11: Students‘ expectations in English lessons v TABLE OF CONTENT Contents Pages DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v TABLE OF CONTENT vi PART A: INTRODUCTION 1 Rationale of the study The objectives of the research Research questions Scope of the study Methods of the study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Review of previous studies 1.1.1 Previous studies overseas …………………………………………………….4 1.1.2 Previous studies in Vietnam ………………………………………………….5 1.2 Review of theoretical background 1.2.1 Perception of pronunciation ………………………………………………….6 1.2.2 Features of pronunciation 1.2.3 Factors affecting English pronunciation learning ………………………… 11 1.2.4 English pronunciation errors ……………………………………………… 20 1.2.5 Common English pronunciation problems of Vietnamese learners ……… 22 1.2.6 Overview of difficulties for learning English of ethnic minority students in Vietnam ……………………………………………………………………………23 vi 1.3 Chapter summary 24 CHAPTER 2: METHODOLOGY 25 2.1 Research setting 25 2.2 Research approaches 26 2.3 Research participants 26 2.4 Data collection instrument 27 2.4.1 The questionnaire ………………………………………………………… 27 2.4 The interview ………………………………………………………………27 2.4.3 The test …………………………………………………………………… 27 2.5 Data collection procedures and analysis 28 2.5.1 For the questionnaire ……………………………………………………… 28 2.5.2 For the interview ……………………………………………………………28 2.5.3 For the test ………………………………………………………………….29 2.6 Chapter summary 29 CHAPTER 3: FINDINGS AND DISCUSSION 30 3.1 Data analysis 30 3.1.1 Students‘ common errors ………………………………………………… 30 3.1.2 Factors affecting students‘ pronunciation ………………………………… 34 3.1.3 Techniques used to teach the English pronunciation ……………………….37 3.1.4 Teachers‘ recommendations on teaching and students‘ expectations on learning English pronunciation ………………………………………………… 38 3.2 Discussion 39 3.2.1 Typical English pronunciation errors ……………………………………….40 3.2.2 Factors affecting students‘ English pronunciation learning ……………… 41 3.3 Possible solutions for improving students’ English pronunciation 42 3.3.1 For teachers …………………………………………………………………42 3.3.2 For students …………………………………………………………………44 3.3.3 For managers ……………………………………………………………… 45 3.4 Chapter summary 46 PART C: CONCLUSION 47 Recapitulation 47 vii Concluding remarks 47 2.1 Typical English pronunciation errors made by ethnic students at LCCC 47 2.2 Factors affecting English pronunciation of ethnic minority students at LCCC? 48 2.3 Solutions to improve English pronunciation of ethnic minority students at LCCC …………………………………………………………………………… 48 Limitations of the study 49 Recommendations for further studies 49 REFERENCES 50 APPENDICES I APPENDIX I APPENDIX VII APPENDIX VIII viii For managers, detail regulations on learning and teaching English should be published for both teachers and students to follow If someone not follow, they will be punished and if someone well, they will get commendation In addition, more equipping facilities should be equipped such as: public wi-fi, more computers and English learning software These will help teachers and students to apply the high technology in learning and teaching English pronunciation Limitations of the study It is undeniable that the current study has some limitations which should be covered for relevant researches in the future For instance, the results of the study are only focused on errors and factors affecting learning English pronunciation of ethnic students at LCCC In addition, culture and language features of each ethnic minority are also the factors affecting ethnic students‘ pronunciation learning, but they have not been presented Moreover, within the limited teaching experience of the author, the suggested recommendations are likely to be subjective and incomplete, leaving the issue open for debate The author hopes that the later studies could deal with the topic deeper and more effective for some ethnic students Recommendations for further studies For future research it is suggested that the following recommendations are made for further research: Firstly, it might be interesting to find out what effective methods and techniques to improve English pronunciation learning of ethnic students at LCCC Secondly, it might be culture and language features affecting to learn English pronunciation of some ethnic groups at LCCC 49 REFERENCES Abbas Pourhosein Gilakjani (2012), A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction, International Journal of Humanities and Social Science, Vol No 3; February 2012 Abello-Contesse, C (2009) Age and the critical period hypothesis ELT journal, 63(2), 170-172 Kelly, G (2000) How to teach Pronunciation Harlow: Pearson Bott, A, (2005) Computer-aided self-access pronunciation materials designed to teach stress in American English, Unpublished MA dissertation, Brigham Young University Buranavityawut, learning N (2000) Retrieved Factors September which affect 10, pronunciation 2009, from http://media.ngberger.com/_ngb_kt1/ 00000010.htm Brown, H D (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy(3rd ed.) 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Studies in Second Language Acquisition, 13, 266-272 27 Guiora, A & Schonberger, R (1990) Native pronunciation of bilinguals In J Leather & A James (Eds.), New Sounds 90 (pp: 26-36) Amsterdam: University of Amsterdam 28 Ha Cam Tam (2005) common pronunciation problems of Vietnamese learners of English Journal of Science- Foreign language 29 Hamer, J (1993).The practice of English language teaching New York, NY: Longman 30 Harmer, J (2001) The Practice of English Language Teaching London: Longman 31 Harley, B (1986) Age in Second Language Acquisition Clevedon, Avon: Multilingual Matters 32 http://digilib.uinsby.ac.id/2089/5/Bab%202.pdf 33 Hornby, A (1974) Oxford Advanced Learners Dictionary of Current English Oxford University Press, London 34 Jenkins, J (2002) A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language.Applied Linguistics, 23,83-103 35 Kaihua Li (2013), On English Language Education for Ethnic Minority Students in China:A Focus on Two Groups of Uyghur University Students in Xinjiang, UNIVERSITETET I OSLO 52 36 Kenworthy, J (1987) Teaching English Pronunciation London: Longman 37 Kelly, L G (1969) 25 Centuries of Language Teaching Rowley, MA: Newbury House 38 Krashen, S D (1982) Principles and Practice in Second Language Acquisition Oxford, England: Pergamon Institute 39 Leah Tweedy (2012), Discovering factors that influence English pronunciation of Native Vietnamese speakers, Hamline University 40 MacKay, I., Flege, J., & Imai, S (2006) Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent Applied Psycholinguistics, 27, 157-183 41 Mayberry, R & Lock, E (2003) Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesist Brain and Language, 87(1), 369-384 42 Morley, J (1991) The Pronunciation Component in Teaching English to Speakers of Other Languages TESOL Quarterly, 25(1), 51-74 43 Munro, M J., & Derwing, T M (1999) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners Language Learning, 49(Suppl 1), 285-310 doi:10.1111/00238333.49.s1.8, http:// dx.doi.org10.1111/ 0023-8333.49.s1.8 44 Nguyen Thị Thu Thao (2007), Difficulties for Vietnamese when pronouncing English final consonants 45 O‘Brien, M G (2004) Pronunciation matters Teaching German, 37(1), 1-9 46 Pennington, M (1994) Recent research in L2 phonology: Implications for practice In J Morley, (Ed.) 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(Em học tiếng Anh rồi?) năm Which level of education did you graduate? (Em tốt nghiệp hệ nào?) a Secondary school b High school II Information on studying English pronunciation (Thông tin việc học phát âm Tiếng Anh) a) Strongly disagree (Hồn tồn khơng đồng ý ) b) Disagree (Khơng đồng ý ) c) Neutral (Trung lập ) d) Agree (Đồng ý) e) Strongly agree (Hoàn toàn đồng ý) Do you like the pronunciation lessons? (Em có thích tiết học luyện phát âm không?) a b c d e Do you think that good pronunciation is very important to learn English? (Đối với em việc phát âm tốt quan trọng trình học Tiếng Anh?) a b c d e Which sounds are the most difficult for you to pronounce? (Em thấy âm I âm khó phát âm nhất? No Consonants /p/, /t/ /b/, /d/ /k/, /g/ dʒ/, /tʃ/ /f/ /θ/, /ð/, /ʒ/, /z/, /ʃ/ /s/ /l/ /m/, /n/ 10 /w/, /ŋ/ Strongly Agree Neutral Disagree agree Strongly disagree Other consonants 11 ……………………………………… Which consonants you usually mix or make wrong sounds when speaking in Vietnamese? (Những âm tiết em hay nhầm lẫn nói ngọng giao tiếp Tiếng Việt?) Mixed sounds (nhầm âm): ……………………………………………… Ví dụ:………….………………… …………………………………… Wrong sounds( Âm ngọng) : …………………………………………… Ví dụ:………….………………………………………………………… Do you spend time for learning pronunciation each day? (Em có dành thời gian cho việc luyện phát âm không?) a b c d e 10.Which language you communicate with your friends or your family members at home?(Khi nhà em thường nói chuyện với bạn bè, người thân gia đình tiếng nào?) a Vietnamese (Tiếng Việt) b Ethnic group‘s language (Tiếng dân tộc) 11 It is said that English pronunciation is difficult because of below II reasons.(Em thấy học ngữ âm khó nguyên nhân sau (Đánh dấu √ vào ô tương ứng): No Factors Strongly Agree agree E-V and E-ethnic language differences (Một số âm Tiếng Anh khơng có Tiếng Việt tiếng dân tộc) Influence of Vietnamese (Ảnh hưởng cách phát âm Tiếng Việt) Influence of ethnic minority pronunciation (Ảnh hưởng cách phát âm tiếng dân tộc) Language exposure (Lack of communication with native people )(Ít có hội giao tiếp với người xứ) Attitude , motivation and identity (Em khơng thích học phát âm) Age ( Cản trở tuổi tác) III Neutral Disagree Strongly disagree Prior pronunciation instruction (Do thiếu hướng dẫn phát âm) Education level (Do trình độ học vấn) Personality( Do yếu tố cá nhân) 10 Other reasons (Những nguyên nhân khác) III Information on teaching pronunciation (Thông tin việc dạy phát âm Tiếng Anh) 12.Which techniques teachers use to teach English? (Giáo viên áp dụng thủ thuật dạy học dạy tiếng Anh?(Đánh dấu √ vào ô tương ứng): Frequency (Tần suất) Never (Chưa No bao giờ) Techniques ( Các thủ thuật) Presenting rules of pronunciation (Liệt kê quy tắc) Using conversations (Cho sinh viên hội thoại) Using English poems and songs (Cho sinh viên nghe, đọc hát, thơ tiếng Anh) Using games (Kết hợp trò chơi giảng dạy) IV Seldom Sometimes Usually Always (Hiếm (Thỉnh (Thường (Luôn khi) thoảng) xuyên ) luôn) Using visual aids (Sử dụng giáo cụ trực quan) Listening and repeating words, phrases, sentences (Nghe nhắc lại từ, cụm từ, câu) Odding one out (Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu lại) Transcribing phonetically (Viết phiên âm từ, cụm từ, câu) Others(Các thủ thuật khác) ………………………………………… 13 Which techniques you like? (Thủ thuật em thấy thích) (Đánh dấu √ vào tương ứng): No Level of preference Like very Techniques much Presenting rules of pronunciation (Liệt kê quy tắc) Using conversations (Cho sinh viên hội thoại) Using English poems and songs (Cho sinh viên nghe, đọc hát, V Like Neutral Not like Not very like at much all thơ tiếng Anh) Using games (Kết hợp trò chơi giảng dạy) Using visual aids (Sử dụng giáo cụ trực quan) Listening and repeating words, phrases, sentences (Nghe nhắc lại từ, cụm từ, câu) Odding one out (Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu lại) Transcribing phonetically (Viết phiên âm từ, cụm từ, câu) Others(Các thủ thuật khác) …………………………………………… IV Students’ expectations on learning English pronunciation (Mong muốn học sinh việc học phát âm Tiếng Anh) 14 What you expect to learn pronunciation? (Em có nguyện vọng học phát âm?) …………………………………………………………………………….…… …………………………………………………………………………….…… …………………………………………………………………………….…… THANK YOU FOR YOUR COOPERATION! VI APPENDIX INTERVIEW QUESTIONS (FOR TEACHERS) Interview questions How long have you been teaching English? Are you interested in teaching pronunciation? Why? or Why not? Do you feel teaching pronunciation easy or difficult? Why? Which consonants or vowels your ethnic minority students have difficulty in pronouncing? Do you often give extra activities or particular techniques in teaching pronunciation for ethnic minority learners? Why? Why not? Do you pay attention to teach stress and intonation in English lesson? Why? Why not? What are the main errors on English pronunciation of ethnic minority students? What factors you think affect your ethnic minority students in learning pronunciation? What should teachers to make pronunciation lessons more interesting and effective? VII APPENDIX TEST (for students); Time allowance: 20 minutes Choose the word whose underlined part is differently pronounced from the rest.(2.5pts) 1) A worked B stopped C forced D wanted 2) A university B unique C unit D undo 3) A closes B loses C loves D chooses 4) A boxes B classes C potatoes D finishes 5) A devotion B congestion C suggestion D question 6) A hear B beer C near D pear 7) A chemist B chicken C church D century 8) A this B thick C maths D thin 9) A boat B broad C coast D alone 10) A give B like C bike D kite Write these words in their normal writing.(2.5pts): EXAMPLE: /nekst/ …next… 11) /rəʊd/ ………… … 12) /fʊt / ……………… 13) /fld/……… …… 14) /kæt/ ……………… 15) /dʒʌmp/ ……… … 16) /∫ai/……………… 17) /'lisn / …………… 18) /bi:tʃ/…………… 19) /pipəl/…………… 20) /´reidiou/………… Write phonemic transcription of the following words.(2.5pts) EXAMPLE: easy: … /'i:zɪ/… 21) orange /………… / 22) she /…………… … / 23) cook /……… ……/ 24) trade /……… … … / 25) stop /……… … …/ 26) teach /………….……./ 27) like /……… … / 28) sentence /… ……… / 29) student /……… …/ 30) chemical /……………/ Choose the word that has main stress placed differently from the others.(2.5pts) 31 A become B forget C enjoy VIII D answer 32 A mistake B children C hobby D habit 33 A busy B relax C handsome D lucky 34 A Vietnamese B engineer C maintain D coffee 35 A birthday B airport C impossible D bookshop IX ... ETHNIC MINORITY STUDENTS AT LAI CHAU COMMUNITY COLLEGE Những nhân tố ảnh hưởng đến việc học phát ? ?m Tiếng Anh sinh viên dân tộc thiểu số trường cao đẳng cộng đồng Lai Châu M. A MINOR PROGRAMME THESIS. .. pronunciation learning of ethnic minority students at Lai Chau Community College.” (Những nhân tố ảnh hưởng đến việc học phát ? ?m Tiếng Anh sinh viên dân tộc thiểu số trường Cao đẳng Cộng đồng Lai Châu) ... target language and target language community, or wants to become a member of the target language community Gardner and MacIntyre (1991) claimed that instrumental motivation and integrative motivation