The problems in learning english intonation of 11th form students at phan dinh phung high school

Vietnam National University, Hanoi University of Languages and International Study Faculty of Post-graduate Studies DƯƠNG LAN HƯƠNG The PROBLEMS IN LEARNING ENGLISH INTONATION OF 11TH FORM STUDENTS at Phan Dinh Phung high school (NHỮNG VẤN ĐỀ TRONG VIỆC HỌC NGỮ ĐIỆU TIẾNG ANH CỦA HỌC SINH LỚP 11 TẠI TRƯỜNG PTTH PHAN ĐÌNH PHÙNG) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Hanoi, 2010 Vietnam National University, Hanoi University of Languages and International Study Faculty of Post-graduate Studies DƯƠNG LAN HƯƠNG The PROBLEMS IN LEARNING ENGLISH INTONATION OF 11TH FORM STUDENTS at Phan Dinh Phung high school (NHỮNG VẤN ĐỀ TRONG VIỆC HỌC NGỮ ĐIỆU TIẾNG ANH CỦA HỌC SINH LỚP 11 TẠI TRƯỜNG PTTH PHAN ĐÌNH PHÙNG) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Supervisor: Dr Hà Cẩm Tâm Table of Content Certificate of originality Acknowledgement Abstract Table of Contents List of tables and diagrams Part A: Introduction Rationale Aims of the study Scope of the study Research methodology Research question Organization of the study Part B: Development Chapter 1: Literature review 1.1 Definition of intonation 1.2 Pitch 1.3 Stress 1.3.1 Word stress 1.3.2 The nature of stress 1.3.3 Primary stress, secondary stress and unstressed 1.3 Tonic stress 1.4 Rhythm iv 1.4.1 The contrast between stressed and unstressed syllables 1.4.2 The timing pattern 1.4.3 Level of rhythm 1.4.3.1 Word rhythm 1.4.3.2 Sentence rhythm 1.5 Tone unit 1.6 Intonation patterns 1.6.1 The falling tune- the glide down 1.6.2 The first rising tune – the glide up 1.6.3 The second rising tune – The take off 1.6.4 The falling rising tune – the dive Chapter 2: the study 2.1 Research question 2.2 Design of the study 2.2.1 Participants 2.2.2 Data collection instrument 2.2.2.1 Listening test 2.2.2.2 Practice test 2.2.3 Data collection procedures 2.2.4 Analytical framework 2.3 Data Analysis and discussion 2.3.1 Analysis of test results 2.3.1.1 Listening test result 2.3.1.2 Practice test result 2.3.2 Discussion and findings Part C: Conclusion Major findings v 2.Implications 3.Limitations 4.Recommendations for further study References Appendices Appendix 1: Listening and Practice Tests Appendix 2: Keys to Listening and Practice Test Appendix 3: Diagrams vi List of table and diagram Table 1: The glide down usages Table 2: The glide up usages Table 3: The take off usages Table 4: The dive usages Table 5: Results of the listening test Table 6: The students’ performance of utterance “The London train?” Table 7: The result of the two pronunciation test Diagram 1: Spectrogram of model voice analyzing of “The London Train?” Diagram 2: The eighth student’s performance of “The London train?” Diagram 3: The tenth student’s performance of “The London train?” Diagram 4: The sixth student’s performance of “The London train?” Diagram 5: The seventh student’s performance of “The London train?” Diagram 6: The first student’s performance of “The London train?” Diagram 7: The third student’s performance of “The London train?” Diagram 8: The second student’s performance of “The London train?” Diagram 9: The forth student’s performance of “The London train?” Diagram 10: The fifth student’s performance of “The London train?” Diagram 11: The ninth student’s performance of “The London train?” Diagram 12: The spectrogram of model voice of “Did you enjoy your meal? Diagram 13: The Tenth student’s performance of “Did you enjoy your meal?” Chart 1: Correct answers in the listening test vii 36 among syllables as the native speaker‟s Or even, most of them made more than one or no interval of stressed elements compared to the model voice Therefore, this fact in the learning of English needs to be studied more in the future to find out effective solutions Above are some findings that are based on data analyzing from the investigation They are also the basic for the researcher to suggest some recommendations for teaching and learning English in the following section Implications The results of the study suggest that it is essential for both teachers and learners of English to be aware of the importance of speaking English in correct intonation As mentioned above, intonation is often neglected in teaching, so one of the first thing need to be implemented is that teachers spend more time for this issue in their lessons Like the other aspects of pronunciation, intonation should be taught regularly every day Therefore, teacher should design some suitable exercises for students to drill For students, they firstly need to be aware of importance of intonation in communication in English Only by having knowledge about this issue and its role in mastering the target language learners pay attention to intonation Additionally, having knowledge about this aspect of pronunciation, students will distinguish difference between two languages and avoid the mother tongue interference Furthermore, it is important for students to have a plan of drilling to improve their spoken English in term of intonation One of the best ways to study English intonation is listening and imitation Thus, self-studying at home is very necessary for learners Additionally, it had better for learner to study from his own errors This means that when students are aware of their mistakes and instructed to correct them, their competence will be advanced more rapidly In order to overcome errors in confusing between kinds of intonation pattern, students should listen regularly to utterances with various intonation patterns to identify difference Lastly, real communication in English is very necessary for every learner to improve his English intonation From the result of the research, it is clear students are able to realize 37 intonation used by native speakers; however, they cannot produce accurate intonation as the same native speakers can This fact indicates that only theory lessons at class are not enough for learners but they need to play role in real communication with other, especially communication with native speakers as much as possible th In conclusion, this thesis concentrates on studying errors made by the 11 form students in Phan Dinh Phung High School in Hanoi in recognition and producing glide up intonation pattern As mentioned in the previous chapters, it is the fact that students‟ competence in listening and pronouncing glide up is problematic Thus, from the result of the investigation it is necessary for both teacher and learner to be aware of this situation to improve effectiveness of teaching and learning English The researcher is limited term of scope and number of subjects, this clearly affects to validity of the research‟s result Limitations Within the time and scope of the investigation, the researcher carries the study in one type th of intonation pattern called the glide up and applies for the 11 form students by using the textbook Lifelines pre-intermediate Thus, the study cannot cover all the four basic intonation patterns in English Additionally, another limitation of the investigation is that the research cannot be conducted on a large number of subjects Due to these disadvantages, over generalization and subjectivity are unavoidable Recommendation for further study It is highly suggested that a further study be carried out with the other three intonation patterns including glide down, take off and dive, and in a larger context in order to achieve preciseness, effectiveness of the research A further study will be hoped to apply with communicative competence 38 References Bradford, B (1988) Intonation in context Student’s book Cambridge: Cambridge University Press Brazil, D (1997) The communicative value of intonation in English Cambridge: Cambridge University Press Dalton, C & Seiddlhofer, B (1994) Pronunciation – Language Teaching: A scheme for Teacher Education London: Oxford University Press Hancock, M (2001) English Pronunciation in use Cambridge: Cambridge University Press Hutchinson, T (1997) Lifelines Elementary & Pre-intermediate Oxford: Oxford University Press Kenworthy, J (1987) Teaching English Pronunciation London& NewYork: Longman O‟Connor, J.D (1977) Better English pronunciation Cambridge: Cambridge University Press Roarch, P (1990) English phonetics and phonology - A practical course Cambridge: Cambridge University Press Wong, R (1987) Teaching Pronunciation: Focus on English rhythm and intonationLanguage in Education Eagle-wood Cliffs, New Jersey: Prentice -Hall 10 Tench, P (1996) The intonation system of English Cassell: Wellington House 11 Nguyen Huy Ky (2006) English intonation by the Vietnamese Hanoi: culture and information publish house 12 Chuen-Yn Fan, Chi-Fen Chen, & Hsiang-Pao Lin (1996) Helping Chinese Students to Develop Sensitivity to English Rhythm Department of the Humanities Chia Nan College of Pharmacy & Science Tainan, Taiwan, R.O.C 13 http://www.eltnews.com/features/thinktank/007_st.shtml 14 http://www.teachingenglish.org.uk/think/pron/rhythm.shtml 15 http://members.tripod.com/chiffenchen/papers/paper-2.html Appendix I The listening and practice tests The test is designed for my study on student’s errors in realizing and pronouncing Glide up intonation pattern Your assistance in fulfilling the test is highly appreciated Thank you in advance for your time and your cooperation You have minutes to look through the test below before listening to the tape and choose correct answers Test1 Listen carefully and draw intonation ( ngữ điệu) in each sentence by circling your choice What shall we this evening? A: Go down Why is your jacket on the floor? A: Go down I’m going to see my friend A: Go down Do you want a cup of coffee? A: Go down Is it windy today? A: Go down I suppose you’re right A: Go down Is that a good idea? A: Go down Where would you like to live? A: Go down Test2 Practice these conversations This dialogue is between a customer and a station staff, the customer is wondering about the departure time of the next train and he asks the staff for time A: B: A: B: I Part I Excuse me What time does the next train leave? The London train? Yes Twenty three minutes past two I A: Thank you The dialogue happens at a restaurant, the customer have a meal at the restaurant in the first time The waiter asks the customer to know his real feeling of foods in the restaurant II Part II Waiter: Did you enjoy your meal? Customer: Yes Thank you Thank you very much! II Appendix II Key to the tests The listening test Go down Go down Go down Go up Go up Go down Go up Go down The Practice test Test A: Excuse me What time does the next train leave? B: The London train? A: Yes B: A: Twenty three minutes past two Thank you Test Waiter: Did you enjoy your meal? III Customer: Yes Thank you IV Appendix III Diagram 1: Spectrogram of model voice analyzing of “The London Train?” Diagram 2: The eighth student’s performance of “The London train?” V Diagram 3: The tenth student’s performance of “The London train?” Diagram 4: The sixth student’s performance of “The London train?” Diagram 5: The seventh student’s performance of “The London train?” Diagram 6: The first student’s performance of “The London train?” VI Diagram 7: The third student’s performance of “The London train?” Diagram 8: The second student’s performance of “The London train?” L Diagram 9: The fourth student’s performance of “The London train?” VII Diagram 10: The fifth student’s performance of “The London train?” Diagram 11: The ninth student’s performance of “The London train?” Diagram 12: The spectrogram of model voice of “Did you enjoy your meal? VIII Diagram 13: The Tenth student’s performance of “Did you enjoy your meal?” Diagram 14, 15, 16, 17, 18, 19, 20, 21,22: The first to nineth student’s performance of “Did you enjoy your meal?” IX X XI XII ... kind of intonation pattern called the glide up The research is based on the 11 th form textbook of English, which are being taught for students in Phan Dinh Phung High School, Hanoi and Lifeline... Basing on those findings from the investigation, implications for teachers of English to help their students overcome their mistakes will be given Scope of the study The theory of English intonation. .. because they had some experience in learning intonation They have been taught with the listening and intonation section in the textbook; therefore intonation is not a something new to them As