A study on the effects of using phoneme grapheme correspondence method on sound recognition ability of efl 10th grade students at quoc oai high school and their attitudes

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ THƠM A STUDY ON THE EFFECTS OF USING PHONEME-GRAPHEME CORRESPONDENCE METHOD ON SOUND RECOGNITION ABILITY OF EFL 10TH-GRADE STUDENTS AT QUOC OAI HIGH SCHOOL AND THEIR ATTITUDES (Nghiên cứu hiệu việc áp dụng phương pháp liên hệ chữ viết phát âm tới khả nhận biết âm tương ứng tiếng Anh học sinh lớp 10 THPT Quốc Oai thái độ học sinh phương pháp này) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ THƠM A STUDY ON THE EFFECTS OF USING PHONEME-GRAPHEME CORRESPONDENCE METHOD ON SOUND RECOGNITION ABILITY OF EFL 10TH-GRADE STUDENTS AT QUOC OAI HIGH SCHOOL AND THEIR ATTITUDES (Nghiên cứu hiệu việc áp dụng phương pháp liên hệ chữ viết phát âm tới khả nhận biết âm tương ứng tiếng Anh học sinh lớp 10 THPT Quốc Oai thái độ học sinh phương pháp này) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Nguyễn Đức Hoạt, Ph.D Hanoi, 2016 DECLARATION I hereby certify that the thesis entitled “A Study on the Effects of Using Phonemeth Grapheme Correspondence Method on Sound Recognition Ability of EFL 10 Grade Students at Quoc Oai High School and Their Attitudes” is entirely the result of my own research in the fulfillment of the requirement for the Degree of Master of Arts at the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi, and that this thesis has not been submitted for any other degrees Hà nội,2016 Nguyen Thi Thom i ACKNOWLEDGEMENTS I would like to express my gratitude to all that have helped me in the completion of this thesis First and foremost, I am deeply indebted to my supervisor, Nguyen Duc Hoat, Ph D, who has given me persistent consideration, enthusiastic encouragement, and invaluable supervision throughout the writing of the thesis Secondly, my thanks also go to all lecturers and the staff 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 A special thank would also go to all the students at Quoc Oai high school who took part in the research Without their participation and cooperation, I would not be able to complete this research paper Last but not least, my deep appreciation and gratitude to my beloved family, especially my parents, my husband and my little daughter for their encouragement, inspiration and unconditional love, which enormously helped me towards the completion of my research ii ABSTRACT This minor thesis was carried out with an attempt to investigate the effects of Phoneme-Grapheme Correspondence Method on sound recognition ability of EFL th 10 -grade students at Quoc Oai High School and their attitudes The research design used in the study was a quasi-experimental pre-test, post-test, non-equivalent group th design including one experimental group and one control group A total of 75 10 grade students took part in the study The instruments used for the study were a 20multiple-choice-item test in phonetics and a questionnaire The results obtained from the analyzed data show that Phoneme-Grapheme Correspondence method had a significant effect on the improvement in students‟ sound recognition ability Furthermore, students show positive attitudes towards this method iii TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of tables vii List of figures viii CHAPTER ONE: INTRODUCTION 1.1 Rationale and statement of the problem 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Research method 1.7 Organization of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Theoretical Background 2.1.1 Definition of “pronunciation” 2.1.2 Role of pronunciation in language learning 2.1.3 Approaches to teaching pronunciation 2.1.3.1 The intuitive-imitative approach 2.1.3.2 The analytic-linguistic approach 2.1.4 Techniques of testing pronunciation 2.1.5 Definition of “Phoneme-Grapheme Correspondence” 10 2.1.6 Vietnamese – English sound systems 12 2.1.7 Definition of “attitude” 13 2.1.8 The role of attitude in second language learning 13 2.2 Previous research works and the need for this study 14 CHAPTER THREE: METHODOLOGY iv 3.1 Research design: Quasi-experimental 15 3.2 Setting of the study 16 3.2.1 Background 16 3.2.2 Population of the study 16 3.2.3 Sample of the study 17 3.3 Data collection instruments 18 3.3.1 Document research 18 3.3.2 Questionnaire 20 3.3.3 Pre and post tests and test validity 21 3.4 Data collection procedure 23 3.5 Data analysis methods 24 CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION 4.1 Research findings 25 4.1.1 The students’ sound recognition ability 25 4.1.1.1 Calculation between two mean scores and standard deviations 25 4.1.1.2 Test of significance 26 4.1.2 Students’ attitudes towards Phoneme-Grapheme Correspondence method 28 4.1.2.1 Part I: Students’ perceptions on sound recognition 28 4.1.2.2 Part II: Students’ attitudes towards Phoneme-Grapheme Correspondence method 29 4.2 Discussion 32 4.3 Summary of the main findings 33 CHAPTER FIVE: CONCLUSIONS, LIMITATIONS AND SUGGESTIONS 5.1 Conclusions 34 5.2 Limitations and suggestions for further study 34 5.3 Suggestions for teachers and students 35 5.3.1 For the teachers 35 5.3.2 For the students 35 REFERENCES 37 v APPENDICES APPENDIX I (a): The sample of the lesson plan for the conventional method APPENDIX I (b): The sample of the lesson plan for the Phoneme-Grapheme Correspondence method APPENDIX II (a): QUESTIONNAIRE (English) APPENDIX II (b): BẢNG CÂU HỎI (Vietnamese) APPENDIX III (a): Pre-test APPENDIX III (b): Post-test APPENDIX IV: Correlation reliability of the test APPENDIX V (a): Test results of the experimental group APPENDIX V (b): Test results of the control group vi APPENDIX I (b) The sample of the lesson plan for the Phoneme-Grapheme Correspondence method Time I Presentation 5‟ - Demonstrate the sounds / pronouncing them clearly a - Help Ss to distinguish the - Instruct the way to pronou + /i:/: the front of the tong slightly below and behind t the lips are spread; the tong lower teeth + /ɪ/: a part of the tongue front is raised just above th the lips are loosely spread; the lower teeth - Provide Ss with a handou common Phoneme-Graphe rules of the sounds /ɪ/ and 10‟ II Practice - Ask Ss to listen to T and r these sounds in the handou - Call on some Ss to repeat - Ask Ss to work individua the handout - Get Ss to discuss their an - Call on some Ss to give th - Give correct answers + /i:/: green, people, pizza + /ɪ/: big, busy, dinner, gi II Handout: /ɪ/ and /i:/ * Some common Phoneme-Grapheme Correspondence rules of the sounds /ɪ/ and /i:/ eeseeagree ea ie e /i:/ ey i eo /ɪ/ i others * Practice Circle all the /i:/ sounds and underline all the /ɪ/ sounds big busy dinner give green in office people pizza please repeat six III APPENDIX II (a) QUESTIONNAIRE (English) Dear students, The questionnaire is designed to gather information about your attitudes towards using phoneme-grapheme correspondence method On the following pages, you will find statements and questions related to the phoneme-grapheme correspondence method Please read each statement carefully and complete the questionnaire as seriously as possible Do NOT write your name on this questionnaire Your responses will be anonymous and will never be linked to you personally Thank you for your cooperation! I Students’ perception on sound recognition Instruction: Please circle the number that best reflects the extent to which you agree with each of the item is an average mark for any one item How important is sound recognition? Not very important How difficult is sound recognition? Not very difficult II Students’ attitudes towards phoneme-grapheme correspondence method Instruction: Please circle the number that best reflects the extent to which you agree with each of the item = strongly disagree = agree Section 1: Students’ perceptions about phoneme-grapheme correspondence method In general, phoneme-grapheme correspondence method is a interesting b satisfying c encouraging d helpful IV When taught with phoneme-grapheme correspondence method, you often felt a comfortable b confident c excited Section 2: Students’ beliefs on the effects of phoneme-grapheme correspondence method Phoneme-grapheme correspondence met brings good learning atmosphere Phoneme-grapheme correspondence met helps you improve sound recognition ability Phoneme-grapheme correspondence met brings pronunciation Phoneme-grapheme correspondence met helps confidence Phoneme-grapheme correspondence met helps you obtain a lot of knowledge 10 Phoneme-grapheme correspondence met encourages you to practice more pronunciation exercises at home Section 3: Students’ expectation of the use of phoneme-grapheme correspondence method 11.Phoneme-grapheme correspondence method should be used for pronunciation lessons in the future V APPENDIX II (b) BẢNG CÂU HỎI (Vietnamese) Chào bạn học sinh! Bảng câu hỏi này thiết kế để thu thập thông tin thái độ bạn phương pháp liên hệ chữ viết và phát âm Xin đọc và hoàn thành câu hỏi một cách cẩn thận Kết câu trả lời dùng cho mục đích nghiên cứu Sự giúp đỡ và cợng tác bạn đánh giá cao! I Nhận thức chung việc nhận biết âm Hướng dẫn: Khoanh tròn vào số bên để thể mức độ trả lời bạn câu hỏi đưa Số nấc (1,2,3,4,5) là mức đợ trung bình cho câu trả lời Việc nhận biết âm quan trọng nào? Không thực quan trọng 2.Việc nhận biết âm khó nào? Khơng thực khó Rất khó II Thái độ học sinh phương pháp liên hệ chữ viết phát âm Hướng dẫn: Khoanh tròn vào số bên để thể mức độ trả lời bạn câu hỏi đưa = Hoàn toàn không đồng ý = Đồng ý Mục Cảm nhận học sinh phương pháp liên hệ chữ viết phát âm Nhìn chung, bạn thấy phương pháp liên hệ chữ viết và phát âm a thú vị b gây hài lịng c có tính khích lệ d hữu ích Khi dạy theo phương pháp liên hệ chữ viết và phát âm, bạn cảm thấy a thoải mái b tự tin c hào hứng VI Mục Niềm tin học sinh phương pháp liên hệ chữ viết phát âm Phương pháp liên hệ chữ viết và p âm mang lại khơng khí học tập tích cực Phương pháp liên hệ chữ viết và p âm giúp bạn cải thiện khả nhận bi âm Phương pháp liên hệ chữ viết và p âm mang lại thích thú phát â Phương pháp liên hệ chữ viết và p âm giúp bạn tự tin phát âm Phương pháp liên hệ chữ viết và p âm giúp bạn mở rộng kiến thức 10 Phương pháp liên hệ chữ viết và p âm khuyến khích bạn luyện tập phát âm nhà nhiều Mục Hi vọng học sinh việc sử dụng phương pháp liên hệ chữ viết phát âm 11 Trong tương lai, phương pháp liên hệ g chữ viết và phát âm nên sử dụng t học phát âm Cảm ơn hợp tác bạn! VII APPENDIX III (a) Pre-test Choose the correct phonemic symbol for the underlined part of the following words 10 Clarify 11 Urge 12 Rudimentary A /u:/ 13 Quarantine 14 Piece 15 Audacious 16 Learn 17 Threw 18 Door 19 Said C /e/ C /i:/ C /ǝ/ 20 Heart C /ɜ:/ C /ǝ/ C /ʌ/ C /ǝ/ C /e/ C /ʊ/ ANSWER KEY C /e/ C /ɜ:/ C /ǝ/ 1B C /æ/ C /ǝ/ C /ɒ/ 6D C /ǝ/ C /ʌ/ C /ɔ:/ 11 C C /ɑ:/ C /e/ 16 B D /ǝ/ D /æ/ D /e/ D /ǝ/ D /e/ D /ɔ:/ D /ʊ/ D /ɒ/ D /ʌ/ D /ɑ:/ D /ǝ/ D /ʊ/ D /ɜ:/ D /e/ D /ɔ:/ D /ɑ:/ D /ɔ:/ D /ɜ:/ D /ɒ/ D /ǝ/ VIII APPENDIX III (b) Post-test Choose the correct phonemic symbol for the underlined part of the following words C /ǝ/ C /ɜ:/ C /æ/ 20 Threw C /ǝ/ C /ʌ/ C /e/ 10 Plot 11 Sugar 12 Clarify 13 Red 14 Jar 15 Door 16 Urge 17 Milk 18 Piece 19 Grunt C /e/ C /ɑ:/ C /ɒ/ ANSWER KEY C /e/ C /ʊ/ C /e/ C 1A 6B /i:/ C /ǝ/ C /ɔ:/ C /ɜ:/ 11 C C /ǝ/ C /ǝ/ C /ǝ/ 16 C C /ʌ/ D /ʊ/ D /ǝ/ D /ɜ:/ D /ɑ:/ D /ɔ:/ D /ǝ/ D /ǝ/ D /ɒ/ D /ɔ:/ D /ɒ/ D /ʌ/ D /ɑ:/ D /æ/ D /e/ D /ɜ:/ D /ǝ/ D /e/ D /e/ D /ʊ/ D /ɔ:/ IX Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 X APPENDIX V (a) Test results of the experimental group XI XII APPENDIX V (b) Test results of the control group XIII XIV ... DECLARATION I hereby certify that the thesis entitled ? ?A Study on the Effects of Using Phonemeth Grapheme Correspondence Method on Sound Recognition Ability of EFL 10 Grade Students at Quoc Oai High. .. pronunciation of native speakers Wong (1993) also pointed out that pronunciation has a relationship with grammar on the grounds that the former can convey grammatical information thanks to rhythm and intonation... two research questions to investigate the effects of Phonemeth Grapheme Correspondence method on 10 -grade students? ?? sound recognition ability at Quoc Oai high school and to explore their attitudes