Cải thiện phát âm tiếng anh của sinh viên người êđê theo định hướng mục đích giao tiếp ph d dissertation linguistics

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES Y TRU ALIO IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES (CẢI THIỆN PHÁT ÂM TIẾNG ANH CỦA SINH VIÊN NGƯỜI ÊĐÊ THEO ĐỊNH HƯỚNG MỤC ĐÍCH GIAO TIẾP) Ph.D DISSERTATION Major: English Linguistics Code: 62.22.15.01 Hà Nội, 2015 i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES Y TRU ALIO IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES (CẢI THIỆN PHÁT ÂM TIẾNG ANH CỦA SINH VIÊN NGƯỜI ÊĐÊ THEO ĐỊNH HƯỚNG MỤC ĐÍCH GIAO TIẾP) Ph.D DISSERTATION Major: English Linguistics Code: 62.22.15.01 Supervisors: Assoc Prof Dr Võ Đại Quang Dr Nguyễn Huy Kỷ Hà Nội, 2015 ii CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in English linguistics Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the dissertation Hanoi, 2015 Y Tru Alio iii ACKNOWLEDGEMENTS This dissertation 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 deepest gratitude to Assoc Prof Dr Võ Đại Quang, and Dr Nguyễn Huy Kỷ, my supervisors, who have 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 My special thanks go to Assoc Prof Dr Lê Hùng Tiến, former Head of the Postgraduate Studies Faculty, Dr Huỳnh Anh Tuấn, Head of the Postgraduate Studies Faculty and all the staff for their tremendous help with administrative clearance, and many others, without whose support and encouragement it would never have been possible for me to have this dissertation accomplished I am grateful to the University of Tây Nguyên where I have been working for the best possible conditions from which I have benefited for the completion of the dissertation Last but not least, I am greatly indebted to my family, my colleagues for the sacrifice they have devoted to the fulfillment of this academic work iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY I ACKNOWLEDGEMENTS IV TABLE OF CONTENTS .V ABBREVIATIONS AND SYMBOLS VII LIST OF GRAPHS IX LIST OF TABLES IX LIST OF SENTENCES X DEFINITIONS OF KEY TERMS XI ABSTRACT XIII PART A INTRODUCTION 1 RATIONALE FOR THE STUDY AIM OF THE STUDY OBJECTIVES OF THE STUDY RESEARCH QUESTIONS SCOPE OF THE STUDY SIGNIFICANCE OF THE STUDY STRUCTURAL ORGANIZATION OF THE DISSERTATION PART B DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 DEFINITION OF PRONUNCIATION 1.2 DEFINITION OF LINKING AND ITS TYPES 1.3 DEFINITION OF ASSIMILATION AND ITS TYPES 10 1.4 PRONUNCIATION FROM THE PERSPECTIVE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) 19 1.4.1 Pronunciation in CLT .19 1.4.2 Linking and assimilation instruction 23 1.5 RESEARCH ON ÊĐÊ PRONUNCIATION 36 1.6 SUMMARY 40 CHAPTER METHODOLOGY 43 2.1 CONTRASTIVE ANALYSIS 43 2.2 ACTION RESEARCH 45 2.2.1 Identifying the problems 46 2.2.2 The treatment 46 2.2.2.1 Designing an intensive course 46 2.2.2.2 Conducting the teaching of the intensive course 51 2.2.3 The progress 53 2.2.4 Questionnaire for teachers’ attitude towards Êđê learners’ pronunciation 54 2.3 DATA COLLECTION 54 2.3.1 The setting 54 2.3.2 The participants 55 2.3.2.1 Êđê learners 55 2.3.2.2 The volunteer teacher of English 56 2.3.3 The procedure of the data collection .56 2.4 DATA ANALYSIS 57 2.4.1 The descriptive and contrastive techniques 57 2.4.2 The wave forms 57 2.4.3 Tables and graphs 61 2.4.4 Logical inferential statistics 61 2.5 SUMMARY 62 v CHAPTER FINDINGS AND DISCUSSION 64 3.1 THE POTENTIAL CAUSES OF ÊĐÊ LEARNERS’ ERRORS IN PRODUCING ENGLISH SOUNDS 64 3.1.1 The similarities between English vowels and Êđê vowels .66 3.1.2 The differences between English vowels and Êđê vowels .67 3.1.3 The similarities between English consonants and Êđê consonants 69 3.1.4 The differences between English consonants and Êđê consonants 70 3.1.5 The differences in consonant sequences 75 3.1.6 The differences between English syllable structures and Êđê syllable structures 81 3.1.7 The differences of sounds in connected speech of the two languages 82 3.2 THE ÊĐÊ LEARNERS’ MISPRONUNCIATION OF ENGLISH RELATED TO LINKING AND ASSIMILATION 84 3.2.1 Êđê learners’ mispronunciation of English linking 84 3.2.2 Êđê learners’ mispronunciation of English assimilation .106 3.3 THE TREATMENT TO IMPROVE ÊĐÊ LEARNERS’ PRONUNCIATION OF ENGLISH LINKING AND ASSIMILATION 123 3.3.1 The treatment to improve the pronunciation of English linking 124 3.3.1.1 Listening and imitating 125 3.3.1.2 Phonetic training 126 3.3.1.3 Minimal pair drills 129 3.3.1.4 Contextualized minimal pairs 131 3.3.1.5 Visual aids 132 3.3.2.The treatment to improve the pronunciation of English assimilation 133 3.3.2.1 Listening and imitating 133 3.3.2.2 Phonetic training 133 3.3.2.3 Minimal pair drills 134 3.3.2.4 Contextualised minimal pairs 135 3.3.2.5 Visual aids 136 3.3.3 Pedagogical implication for English pronunciation teaching .136 3.4 TEACHERS’ ATTITUDE TOWARDS ÊĐÊ LEARNERS’ PRONUNCIATION OF ENGLISH .138 3.5 SUMMARY 142 PART C: CONCLUSION 143 RECAPITULATION 143 2.CONCLUDING REMARKS 144 2.1.The cause of Êđê learners’ errors in producing English sounds 144 2.2 Êđê learners’ mispronunciation of English with respect to linking and assimilation 146 2.3 The treatment to improve Êđê learners’ English pronunciation 147 THE LIMITATION OF THE RESEARCH 148 SUGGESTIONS FOR FURTHER STUDIES .149 REFERENCES 150 THE AUTHOR’S PUBLISHED ARTICLES AND PROJECTS RELATED TO THE DISSERTATION 153 APPENDICES I APPENDIX THE CHART OF ENGLISH VOWELS AND CONSONANTS I APPENDIX THE CHART OF ÊĐÊ VOWELS AND CONSONANTS II APPENDIX THE RESULTS OF PRONUNCIATION OF ENGLISH LINKING III APPENDIX THE RESULTS OF PRONUNCIATION OF ENGLISH ASSIMILATION V APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF ENGLISH LINKING VII APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF ENGLISH ASSIMILATION IX APPENDIX KEYS TO THE TEST FOR PRONUNCIATION OF ENGLISH LINKING XII APPENDIX KEYS TO THE TEST FOR PRONUNCIATION OF ENGLISH ASSIMILATION XIII APPENDIX INTENSIVE COURSE ON ENGLISH PRONUNCIATION XIV APPENDIX 10 LESSON PLANS XXVIII APPENDIX 11 QUESTIONNAIRE FOR TEACHERS LVII APPENDIX 12 INFORMATION ABOUT THE DEVICES FOR RECORDING .LX vi ABBREVIATIONS AND SYMBOLS AlPlVAlPlV+ AlNV+ AlFrVAlFrV+ (Alveolar plosive voiceless) (Alveolar plosive voiced) (Alveolar nasal voiced) (Alveolar fricative voiceless) (Alveolar fricative voiced) /C/ /D/ /Q/ /K/ /L/ AlFrV± (Alveolar fricative voiced or voiceless) /K±/ BilPlV8 BilPlV+ BilNV+ 10 BilSV+ 11 Conson 12 DenFV13 DenFV+ 14 LabDFrV15 LabDFrV+ 16 LatV+ 17 GlFrV18 PalAlAfV19 PalAlAfV+ 20 PalV+ 21 PostAlV+ 22 PalAlFrV23 PalAlFrV+ 24 VePlV+ 25 VelPlV26 VelNV+ (Bilabial plosive voiceless) (Bilabial plosive voiced) (Bilabial nasal voiced) (Bilabial semi-vowel voiced) (Consonant) (Dental fricative voiceless) (Dental fricative voiced) (Labial dental fricative voiceless) (Labial dental fricative voiced) (Lateral voiced) (Glottal fricative voiceless) (Palatal alveolar affricate voiceless) (Palatal alveolar affricate voiced) (Palatal voiced) (Post-alveolar voiced) (Palatal alveolar fricative voiceless) (Palatal alveolar fricative voiced) (Velar plosive voiced) (Velar plosive voiceless) (Velar nasal voiced) /A/ /B/ /P/ /V/ 27 V± 28 V 29 S 30 St 31 Sylcon 32 Sw 33 CLMT 34 GTM 33 L0 34 1st 35 2nd 36 SD1st 37 SD2nd 38 SE1st Voiced or voiceless) (Vowel) (Sentence) (Student) (Syllabic consonant) (Schwa) (Communicative Language Teaching Method) (Grammar Translation Method) (Native speaker) (The first mean) (The second mean) (The first standard deviation) (The second standard deviation) (The first standard error) vii /I/ /J/ /G/ /H/ /S/ /O/ /CM/ /DN/ /U/ /T/ /M/ /N/ /F/ /E/ /R/ 39 SE2nd 40 SPE 41 /…/ 42 […] (The second standard error) (The Sound Patterns of English) (Slanting brackets used for phonemic transcriptions) (Square brackets used for phonetic transcriptions) viii LIST OF GRAPHS Graph 3.1: Scores obtained by 40 learners on linking ….……………… .96 Graph 3.2: Scores obtained by 40 learners on assimilation…….… .116 LIST OF TABLES Table 3.1: The similarities between English vowels and Êđê vowels… … 64 Table 3.2: The differences between English vowels and Êđê vowels……….…… 65 Table 3.3: The similarities between English consonants and Êđê consonants ….….67 Table 3.4: Consonants exist in English only and in Êđê only … ………….… ….69 Table 3.5: The differences between English and Êđê consonants in sequences 73 Table 3.6: The differences in syllable structures …………………………….… 78 Table 3.7: The differences in sounds in connected speech ……….…….………….79 Table 3.8: Percentage of Êđê learners‟ scores on linking ……… 96 Table 3.9: Percentage of Êđê learners‟ scores on assimilation 116 Table 3.10: Teachers‟ attitude towards Êđê learners‟ pronunciation 134 Table 3.11: The similarities and differences between English sounds and Êđê sounds …………………………………………………………………….……………… 141 ix LIST OF SENTENCES Sentences of linking Sentence 81 Sentence 84 Sentence 21 .85 Sentence 28 .87 Sentence 35a .88 Sentence 39 .89 Sentence 46 .90 Sentence 60 .91 Sentence 108 .93 Sentence 144 .94 Sentences of assimilation Sentence 18 .102 Sentence 35b 104 Sentence 52 .105 Sentence 72 .106 Sentence 79 .107 Sentence 121…………………………………………………………………….…108 Sentence 126…………………………………………………………………….…110 Sentence 128……………………………………………………………………….111 Sentence 151……………………………………………………………………….113 Sentence 190……………………………………………………………………….114 x ... AND INTERNATIONAL STUDIES Y TRU ALIO IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES (CẢI THIỆN PH? ?T ÂM TIẾNG ANH CỦA SINH VIÊN NGƯỜI ÊĐÊ THEO ĐỊNH HƯỚNG... - voiced and voiceless sounds: hopes and lobs, laughs and believes (Dalton & Seidlhofer, 1995: 50); - aspirated and unaspirated stops: pie and spy, tie and sty, key and ski (Dalton & Seidlhofer,... endings such as in the tense of verbs, number of verbs or of nouns: laughed and lived, missed and realized, ropes and robes, docks and dogs, reefs and reeves, cloths and clothes (Dalton & Seidlhofer,