(Luận văn thạc sĩ) 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 POST-GRADUATE 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 POST-GRADUATE 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 PhonemeGrapheme Correspondence Method on Sound Recognition Ability of EFL 10thGrade 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 10th-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 design including one experimental group and one control group A total of 75 10thgrade 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 I APPENDIX I (b): The sample of the lesson plan for the Phoneme-Grapheme Correspondence method II APPENDIX II (a): QUESTIONNAIRE (English) IV APPENDIX II (b): BẢNG CÂU HỎI (Vietnamese) VI APPENDIX III (a): Pre-test VIII APPENDIX III (b): Post-test IX APPENDIX IV: Correlation reliability of the test X APPENDIX V (a): Test results of the experimental group XI APPENDIX V (b): Test results of the control group XIII vi LIST OF TABLES Table 3.1 Non-randomized control-group pretest posttest design 15 Table 3.2 T-test: The pre-test mean scores of the experiment group and the control group 17 Table 3.3 The conventional method 19 Table 3.4 The Phoneme-Grapheme Correspondence method 19 Table 3.5 Specifications of the pre-test 22 Table 3.6 Teaching procedure 23 Table 4.1 The pre-test and post-test mean scores and standard deviation of students‟ scores in the experimental group and the control group 25 Table 4.2 t-Test: The post-test mean scores of the experiment group and the control group 27 vii LIST OF FIGURES Figure 1.1 Features of English Pronunciation Figure 4.1 The pre-test and post-test mean scores of the experiment group and the control group 26 Figure 4.2 Students‟ perceptions on sound recognition 28 Figure 4.3 Students‟ general perceptions about Phoneme-Grapheme Correspondence method 29 Figure 4.4 Students‟ feelings when being taught with Phoneme-Grapheme Correspondence method 30 Figure 4.5 Students‟ beliefs on the effects of Phoneme-Grapheme Correspondence method 31 Figure 4.6 Students‟ expectation of the use of Phoneme-Grapheme Correspondence method 32 viii Trask, R L (1996) Dictionary of Phonetics and Phonology London and New York: Taylor & Francis Routledge Trevor, A H (2013) The Psychology of Language: From Data to Theory Psychology Press Varasarin, P (2007) An action research study of pronunciation training, language learning strategies and speaking confidence (Unpublished Doctor Thesis) Victoria University William, M K T (1999) The Research Methods Knowledge Base (2nd edition) New York: Cornell Custom Publishing Wong, R (1993) Pronunciation Myths and Facts English Teaching Forum, Oct 1993, 45-46 Yonas (ed.), A et al (1981) A dictionary of reading and related terms Newark: DE: International Reading Association 40 APPENDIX I (a) The sample of the lesson plan for the conventional method Time Steps Work arrangement 5‟ 10‟ I Presentation Whole class - Demonstrate the sounds /ɪ/ and /i:/ by pronouncing them clearly and slowly - Help Ss to distinguish these two sounds - Instruct the way to pronounce: + /i:/: the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue tip is behind the lower teeth Individual work + /ɪ/: a part of the tongue nearer to center than to front is raised just above the half-close position; the lips are loosely spread; the tongue tip is behind the lower teeth II Practice - Ask Ss to listen to T and repeat words containing these sounds /i:/ /ɪ/ hit bit kick heat beat meat click little interest repeat read eaten - Call on some Ss to repeat the words clearly - Ask Ss to work in pairs and practice the sentences containing these two sounds Is he coming to the cinema? We’ll miss the beginning of the film Is it an interesting film, Jim? The beans and the meat were quite cheap He’s going to leave here for the Green Mountains Would you like to have meat, peas and cheese? - Go around to help if necessary I Pair work APPENDIX I (b) The sample of the lesson plan for the Phoneme-Grapheme Correspondence method Time 5‟ Steps Work arrangement I Presentation Whole class - Demonstrate the sounds /ɪ/ and /i:/ by Individual work pronouncing them clearly and slowly Pair work - Help Ss to distinguish these two sounds - Instruct the way to pronounce: + /i:/: the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue tip is behind the lower teeth + /ɪ/: a part of the tongue nearer to center than to front is raised just above the half-close position; the lips are loosely spread; the tongue tip is behind the lower teeth - Provide Ss with a handout including some common Phoneme-Grapheme Correspondence rules of the sounds /ɪ/ and /i:/ 10‟ II Practice - Ask Ss to listen to T and repeat words containing these sounds in the handout - Call on some Ss to repeat the words clearly - Ask Ss to work individually to the exercise in the handout - Get Ss to discuss their answers with a partner - Call on some Ss to give their answers - Give correct answers + /i:/: green, people, pizza, please, repeat + /ɪ/: big, busy, dinner, give, in, office, repeat, six II Handout: /ɪ/ and /i:/ * Some common Phoneme-Grapheme Correspondence rules of the sounds /ɪ/ and /i:/ ee see agree ea eat seat ie field piece e these meter /i:/ museum ey key i ski /ɪ/ people i if others busy European kilo machine eo team secret evening equal Chinese Japanese complete liter pizza police magazine listen business dinner building swim system * 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 Peter 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 Very much so How difficult is sound recognition? Not very difficult Very much so 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 = disagree = not sure = agree = strongly 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 method 5 5 5 brings good learning atmosphere Phoneme-grapheme correspondence method helps you improve sound recognition ability Phoneme-grapheme correspondence method brings more pleasure towards pronunciation Phoneme-grapheme correspondence method helps you increase pronunciation confidence Phoneme-grapheme correspondence method helps you obtain a lot of knowledge 10 Phoneme-grapheme correspondence method 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 phát âm Xin đọc hoàn thành câu hỏi một cách cẩn thận Kết câu trả lời dùng cho mục đích nghiên cứu Sự giúp đỡ cộng 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) mức độ trung bình cho câu trả lời Việc nhận biết âm quan trọng nào? Không thực quan trọng Rất quan trọng Rất khó Việc nhận biết âm khó nào? Khơng thực 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 = Không đồng ý = Đồng ý = Hoàn toàn đồng ý = Không chắn Mục Cảm nhận học sinh phương pháp liên hệ chữ viết phát âm Nhìn chung, bạn thấy phương pháp liên hệ chữ viết phát âm a thú vị b gây hài lòng c có tính khích lệ d hữu ích Khi dạy theo phương pháp liên hệ chữ viết 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 phát 5 5 5 âm mang lại khơng khí học tập tích cực Phương pháp liên hệ chữ viết phát âm giúp bạn cải thiện khả nhận biết âm Phương pháp liên hệ chữ viết phát âm mang lại thích thú phát âm Phương pháp liên hệ chữ viết phát âm giúp bạn tự tin phát âm Phương pháp liên hệ chữ viết phát âm giúp bạn mở rộng kiến thức 10 Phương pháp liên hệ chữ viết phát 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 chữ viết phát âm nên sử dụng 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 See A /ɪ/ B /i:/ C /e/ D /ǝ/ Red A /ǝ/ B /e/ C /i:/ D /æ/ Milk A /ɪ/ B /i:/ C /ǝ/ D /e/ Was A /ɒ/ B /æ/ C /ɜ:/ D /ǝ/ Jar A /ɑ:/ B /ɒ/ C /ǝ/ D /e/ Stalk A /ɑ:/ B /ǝ/ C /ʌ/ D /ɔ:/ Grunt A /u:/ B /ʌ/ C /ǝ/ D /ʊ/ Plot A /ǝ/ B /i:/ C /e/ D /ɒ/ Sugar A /u:/ B /ǝ/ C /ʊ/ D /ʌ/ 10 Clarify A /ǝ/ B /æ/ C /e/ D /ɑ:/ 11 Urge A /ʌ/ B /u:/ C /ɜ:/ D /ǝ/ 12 Rudimentary A /u:/ B /ʌ/ C /ǝ/ D /ʊ/ 13 Quarantine A /ɒ/ B /ǝ/ C /æ/ D /ɜ:/ 14 Piece A /ɪ/ B /i:/ C /ǝ/ D /e/ 15 Audacious A /ǝ/ B /ʌ/ C /ɒ/ D /ɔ:/ 16 Learn A /ɪ/ B /ɜ:/ C /ǝ/ D /ɑ:/ 17 Threw A /u:/ B /ǝ/ C /ʌ/ D /ɔ:/ 18 Door A /ɒ/ B /ǝ/ C /ɔ:/ D /ɜ:/ 19 Said A /e/ B /æ/ C /ɑ:/ D /ɒ/ 20 Heart A /ɑ:/ B /ɪ/ C /e/ D /ǝ/ ANSWER KEY: 1B 2B 3A 4D 5A 6D 7B 8D 9C 10 B 11 C 12 A 13 A 14 B 15 D 16 B 17 A 18 C 19 A 20 A VIII APPENDIX III (b) Post-test Choose the correct phonemic symbol for the underlined part of the following words Rudimentary A /u:/ B /ʌ/ C /ǝ/ D /ʊ/ Was A /ɒ/ B /æ/ C /ɜ:/ D /ǝ/ Quarantine A /ɒ/ B /ǝ/ C /æ/ D /ɜ:/ Learn A /ɪ/ B /ɜ:/ C /ǝ/ D /ɑ:/ Stalk A /ɑ:/ B /ǝ/ C /ʌ/ D /ɔ:/ See A /ɪ/ B /i:/ C /e/ D /ǝ/ Heart A /ɑ:/ B /ɪ/ C /e/ D /ǝ/ Said A /e/ B /æ/ C /ɑ:/ D /ɒ/ Audacious A /ǝ/ B /ʌ/ C /ɒ/ D /ɔ:/ 10 Plot A /ǝ/ B /i:/ C /e/ D /ɒ/ 11 Sugar A /u:/ B /ǝ/ C /ʊ/ D /ʌ/ 12 Clarify A /ǝ/ B /æ/ C /e/ D /ɑ:/ 13 Red A /ǝ/ B /e/ C /i:/ D /æ/ 14 Jar A /ɑ:/ B /ɒ/ C /ǝ/ D /e/ 15 Door A /ɒ/ B /ǝ/ C /ɔ:/ D /ɜ:/ 16 Urge A /ʌ/ B /u:/ C /ɜ:/ D /ǝ/ 17 Milk A /ɪ/ B /i:/ C /ǝ/ D /e/ 18 Piece A /ɪ/ B /i:/ C /ǝ/ D /e/ 19 Grunt A /u:/ B /ʌ/ C /ǝ/ D /ʊ/ 20 Threw A /u:/ B /ǝ/ C /ʌ/ D /ɔ:/ ANSWER KEY: 1A 2D 3A 4B 5D 6B 7A 8A 9D 10 D 11 C 12 B 13 B 14 A 15 C 16 C 17 A 18 B 19 B 20 A IX APPENDIX IV Correlation reliability of the test Number of items: 20 Student Number of students: 25 Score Correct even numbered items Correct odd numbered items 12 6 13 12 6 11 13 6 13 7 11 13 15 10 12 6 11 10 5 12 12 6 13 10 5 14 12 6 15 11 16 15 17 15 18 13 19 15 20 15 21 22 15 23 12 6 24 11 25 14 7 Correlation r 0,681621 X APPENDIX V (a) Test results of the experimental group Student Number Pre-test Post-test 11 13 12 14 12 15 10 11 13 16 12 16 14 18 11 13 13 16 10 12 13 11 12 14 12 13 14 13 12 15 14 13 17 15 15 20 16 14 18 17 10 11 18 11 12 19 9 20 11 12 21 12 13 22 10 13 23 13 17 24 12 15 25 11 12 26 13 15 27 12 15 28 15 18 XI 29 11 13 30 13 15 31 10 12 32 11 12 33 11 13 34 12 13 35 11 12 36 12 15 37 13 17 MEAN 11,94594595 14,24324 PreT-PostT Mean 2,297297297 SD 1,373275604 XII 2,373528 APPENDIX V (b) Test results of the control group Student Number Pre-test Post-test 12 14 13 14 11 11 10 12 13 16 13 16 14 15 10 10 13 14 10 13 14 11 12 12 12 12 13 13 14 16 14 15 16 15 10 12 16 11 13 17 11 13 18 10 19 10 11 20 10 11 21 12 15 22 13 14 23 13 15 24 10 11 25 13 15 26 11 14 27 10 12 28 12 14 XIII 29 10 10 30 11 11 31 10 32 10 12 33 12 13 34 12 14 35 13 15 36 12 13 37 11 12 38 9 MEAN 11,55263 12,94737 PreT-PostT Mean 1,394737 SD 1,536886 XIV 1,958314 ... present study, ? ?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? ??, is an attempt... that the former can convey grammatical information thanks to rhythm and intonation As indicated above, it can be concluded that like grammar and vocabulary, pronunciation is of great importance... DECLARATION I hereby certify that the thesis entitled ? ?A Study on the Effects of Using PhonemeGrapheme Correspondence Method on Sound Recognition Ability of EFL 10thGrade Students at Quoc Oai High