Exploring ways to learn english stress at the university of technical education hcmc

VIET NAM NATIONAL UNIVERSITY-HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE  EXPLORING WAYS TO LEARN ENGLISH STRESS AT THE UNIVERSITY OF TECHNICAL EDUCATION HCMC A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By TRUONG THI HOA Supervised by LE HOANG DUNG, PhD HO CHI MINH CITY, JULY 2012 Acknowledgements This thesis would have not been possible without the help and assistance in various forms and from different sources First and foremost, I would like to express my deepest thanks and gratitude to my advisor, Dr Le Hoang Dung, whose enthusiasm, advice, and encouragement have guided me through the stages of this study My special thanks also extend to the coworkers, whose insightful recommendations have greatly helped me in making necessary adjustments on this research I would also sincerely thank University of Technical Education-Ho Chi Minh City, who have so far sponsored my studying This study could not have been completed without the very willing participation of all respondents from the Faculty of Foreign Languages, University of Technical Education- Ho Chi Minh City To all of their great help am I in debt Last but never least, my special love and thanks are also extended to my beloved family, including my parents, my husband and my little son, whose love, encouragement and expectation have nurtured my life in this work and without whom I could have not been able to complete this research I Certificate of originality I hereby certify my authorship of the thesis submitted today entitled: EXPLORING WAYS TO LEARN ENGLISH STRESS AT THE UNIVERSITY OF TECHNICAL EDUCATION HCMC in terms of the statement of Requirements for Theses in Master’s Programs issued by Higher Degree Committee Ho Chi Minh City, July 2012 Truong Thi Hoa II Retention and use of the thesis I hereby state that I, Truong Thi Hoa, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the thesis Ho Chi Minh City, July 2012 Truong Thi Hoa III Table of contents Acknowledgements i Certificate of originality ii Retention and use of the thesis iii Table of contents iv List of abbreviations viii List of tables ix List of figures xi Abstract…… xii CHAPTER INTRODUCTION 1.1 Background to the study .1 1.2 Rationale .1 1.2.1 Teaching and learning English stress at high school level 1.2.2 Teaching and learning English stress at tertiary 1.2.3 Teaching and learning English stress at HCMCUTE 1.3 Significance of the study .5 1.4 Purpose of the study .6 1.5 Research questions 1.6 Delimitations and limitations .8 1.7 Organization of the study CHAPTER LITERATURE REVIEW 10 2.1 An overview of English stress 10 2.1.1 Definitions of English stress 10 2.1.2 A contrastive analysis between Vietnamese tones and English stress 12 2.1.3 Stress problems facing Vietnamese learners of English 13 2.1.4 Stress and communicative ability 15 2.2 An overview of stress learning strategies 18 IV 2.2.1 Definition of stress learning strategies .18 2.2.2 Importance of stress learning strategies 20 2.2.3 Factors affecting learner strategy use .22 2.2.4 How to identify stress learning strategies 24 2.2.5 Related studies on stress learning strategies 26 2.2.6 Eckstein’s (2007) model 34 2.3 Conceptual framework 40 CHAPTER METHODOLOGY .45 3.1 Research method 45 3.2 Respondents of the study 45 3.3 Sources of data 48 3.3.1 Questionnaire to student respondents 48 3.3.2 Pronunciation scores 48 3.3.3 Structured interviews .51 3.4 Pilot study 51 3.5 Research instruments 52 3.5.1 Questionnaire to student respondents 52 3.5.2 Structured interviews .55 3.6 Research design 56 3.7 Collection and analysis of data 58 3.7.1 Collection of data .58 3.7.2 Analysis of data 58 CHAPTER DATA ANALYSIS AND DISCUSSION OF RESULTS 60 4.1 Data analysis .60 4.1.1 Analysis of background information 60 4.1.2 Analysis of stress learning experience .62 4.1.2.1 Phase 1A: Input 4.1.2.1.1 Questionnaire to student respondents 63 V 4.1.2.1.2 Structured interviews 65 4.1.2.2 Phase 1B: Practice 4.1.2.2.1 Questionnaire to student respondents 66 4.1.2.2.2 Structured interviews 68 4.1.2.3 Phase 2: Noticing/ feedback 4.1.2.3.1 Questionnaire to student respondents 68 4.1.2.3.2 Structured interviews 70 4.1.2.4 Phase 3: Hypothesis forming 4.1.2.4.1 Questionnaire to student respondents 71 4.1.2.4.2 Structured interviews 73 4.1.2.5 Phase 4: Hypothesis testing 4.1.2.5.1 Questionnaire to student respondents 74 4.1.2.5.2 Structured interviews 76 4.1.3 A summary of SLSs found in first-year English majors 77 4.1.4 A summary of SLSs found in third-year English majors 79 4.1.5 Analysis of reference sources for stress learning strategies .83 4.1.5.1 Questionnaire to student respondents 83 4.1.5.2 Structured interviews .84 4.1.6.1 Questionnaire to student respondents 85 4.1.6.2 Structured interviews 86 4.1.7 Analysis of frequency of class instructions on stress learning 87 4.1.7.1 Questionnaire to student respondents 87 VI 4.1.7.2 Structured interviews 87 4.1.8 Analysis of effectiveness of stress learning strategies 88 4.1.8.1 Questionnaire to student respondents 88 4.1.8.2 Structured interviews 88 4.1.9 Analysis of interest of an English stress class .88 4.1.9.1 Questionnaire to student respondents 88 4.1.9.2 Structured interviews 89 4.2 Discussion of results 89 4.3 Major findings 91 CHAPTER SUGGESTIONS, RECOMMENDATIONS AND CONCLUSION 95 5.1 Suggestions 95 5.2 Contributions of the study 98 5.3 Recommendations for further research .98 5.4 Conclusion .99 REFERENCES 101 APPENDICES 107 APPENDIX A – A summary of responses to the questionnaire 107 APPENDIX B - The questionnaire 110 APPENDIX C – Structured interviews 114 APPENDIX D - Speaking test guidelines 115 APPENDIX E – Speaking test scoring criteria 116 APPENDIX F – Student score sheet 117 VII List of abbreviations EFL English as a foreign language HCMCUTE University of Technical Education- Ho Chi Minh City L2 Second language L1 Mother tongue LLSs Language learning strategies MOET Vietnamese Ministry of Education and Training PLSs Pronunciation learning strategies SLSs Stress learning strategies SLA Second language acquisition VIII List of tables Table Page 1.1 The syllabus of Speech Training course at HCMCUTE 2.1 Pronunciation learning strategies in academic articles 31 2.2 Pronunciation learning strategies in pedagogy books and workbooks 33 2.3 Connection between Kolb’s (1984) construct, SLA and PLSs 35 2.4 Connection between Kolb’s (1984) construct, SLA and SLSs from academic articles, pedagogy books and workbooks 42 3.1 A summary of respondents 46 3.2 A summary of successful and unsuccessful learners of pronunciation 50 3.3 A summary of the questionnaire items 53 4.1 A summary of respondent profile 61 4.2 Opinions on perception strategies of English stress 63 4.3 Opinions on production strategies of English stress 66 4.4 Opinions on evaluation strategies of performing English stress 69 4.5 Opinions on the ways of encountering with English stress errors 72 4.6 Opinions on the ways of implementing changes in learning English stress……………………………………………………………………………………… 75 4.7 A summary of SLSs found in first-year English majors 77 4.8 A summary of SLSs found in third-year English majors 79 4.9 A summary of stress learning strategy use 81 IX REFERENCES Abraham, R & Vann, R (1987) Strategies of two language learners: A case study In A Wenden & J Rubin (Eds.) Learner strategies in language learning Englewood Cliffs: Prentice Hall Anderson-Hsieh, J., Johnson, R., & Koehler, K (1992) The relationship between native speaker judgments of non-native pronunciation and deviance in segmentals, prosody, and syllable structure Language learning, 42, 529-555 Avery, P., & Ehrlich, S (1995) Teaching American English pronunciation Oxford: Oxford University Press Benrabah, M (1997) Word stress: A source of unintelligibility in English International Review of Applied Linguistics, 35, 157-165 Brown, A (1987) Principles of language learning and teaching Englewood Cliffs: Prentice Hall Bukowski, D (2004) On the training of metacognitive and socio-affective strategies: Some implications for teaching and learning English phonetics In W Sobkowiak, & E Waniek-Klimczak (Eds.) 20-27 Carson, J.G., & Longhini, A (2002) Focusing on learning styles and strategies: A diary study in an immersion setting Language learning (52), 401-438 Chamot, A U., & O‘Malley, J M (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press Chamot, A (1987) The learning strategies of ESL students In A Wenden & J Rubin (Eds), Learner strategies in language learning (pp.71-83) Englewood Cliffs, NJ: Prentice Hall Cohen, A.D (1998) Strategies in learning and using a second language London: Longman Cohen, A.D., Weaver, S J., & Tao-Yuan-Li (1995) The impact of strategies-based instruction on speaking a foreign language Minneapolis, MN: The center for Advanced Research on Language Acquisition (ERIC Document Reproduction Service No, ED 394322) Derwing, T.M., & Rossiter, M.J (2002) ESL learners‘ perceptions of their 101 pronunciation needs and strategies System 30 (2), 155-166 Dickerson, W.B (2000) Covert rehearsal as a bridge accurate fluency Paper presented at International TESOL, Vancouver, BC, Canada Dornyei, Z.,& Skehan, P (2003) Individual differences in L2 learning In C Doughty & M Long (Eds.), The handbook of second language acquisition Malden, MA: Blackwell Eckstein, G T (2007) A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners Unpublished M.A thesis Brigham Young University Ellis, G., & Sinclair, B (1989) Learning to learn English: A course in learner training Teacher’s book Cambridge: Cambridge University Press Ellis, R (1994) The study of second language acquisition Oxford: Oxford University Press Fedderholdt, K (1997) Using diaries to develop language learning strategies Boston: Heinle & Heinle Field, J (2005) Intelligibility and the listener: The role of lexical stress TESOL Quarterly, 34 (3) 20-30 Firth, S (1992).Pronunciation Syllabus Design: A Question of Focus In P Avery & S.Ehrlich (Eds.), Teaching American Englishpronunciation Oxford: Oxford University Press Florez, M C (1998) Improving adult ESL learners' pronunciation skills National center for ESL literacy education Retrieved July 11, 2005 from http://www.cal.org/caela/digests/Pronun.htm Gardner, R C (1985) The attitude/ motivation test battery: Technical report Retrieved December 1, 2006, from http://publish.uwo.ca/gardner/ AMTBmanualforwebpage.pdf Gethin & Gunnemark (1996) The art and science of learning languages Hill, Bristol: Intellect Books Grenfell, M, & Harris, V (1999) Modern languages and learning strategies: In theory and practice London: Routledge Guion, S G., Harada, T., & Clark, J.J (2004) Early and late Spanish-English 102 bilinguals‘ acquisition of English word stress patterns Bilingualism: Language and Cognition, 7, 207-226 Ha, Thanh Bich Loan (2005) The role of basic pronunciation knowledge in the teaching and learning of English at Information Technology College Ho Chi Minh City Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Hahn, L & Dickerson, W (1999) Speechcraft: Discourse pronunciation for advanced learners Ann Arbor: University of Michigan Press Hahn, L D (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals TESOL Quarterly, 38(2), 201-223 Hayes, B (1995) Extrametricality and English stress Linguistic Inquiry, 13, 227–276 Jones, R H (1997) Beyond "listen and repeat": Pronunciation teaching materials and theories of second language acquisition System, 25, 103-112 Joseph, J (2003) Language and identity: national, ethnic, religious Basingstoke: Palgrave Macmillan Kawagoe, I (2003) Acquisition of English word stress by Japanese learners Somerville, MA: Cascadilla Kenworthy, J (1987) Teaching English pronunciation London: Longman Group UK Limited Kolb, D.A (1984) Experiential Learning: Experience as the source of learning and development Englewood Cliffs: Prentice-Hall Ladefoged, P (1993) A course in phonetics (4th ed.) New York: Thomson Wadsworth Le, Thuy Chi (2000) Stress errors analysis in Vietnamese students’ reading aloud Unpublished M.A thesis Hanoi: Hanoi University Lin, H., Fan, C., & Chen, C (1995) Teaching pronunciation in the learnercentered classroom (ERIC Document Reproduction Service No ED393292) Mitchell, R., & Myles, F (19) Second language learning: Key concepts and issues.11-27 Morley, J (1991) The pronunciation component in teaching English to speakers of other languages TESOL Quarterly, 25(3), 481-520 103 Naiman, N., Frohlich, M., Stern, H, & Todesco, A (1978) The good language learner (Research in Education Series, No 7) Toronto: Ontario Institute for Studies in Education Negrin-Cristiana, J (1997) Do non-native speakers of English acquire English stress patterns? Educational Resources Information Center Eric Nguyen, Thị Anh Thu et.al (2005) Prosodic transfer in Vietnamese acquisition of English contrastive stress patterns Journal of Phonetics, 36, 158–190 Retrieved Jun 26, 2010 from www.elsevier.com/locate/phonetics Nguyen, Thi Kim Ba (2009) Pronunciation problems faced by first-year English learners at Mekong University-Pedagogical implications Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Nguyen, Thi Nguyet Anh (2009) Intonation as a means to better English nonmajored students’ Oral Skills: A Case Study at University of Transport in Ho Chi Minh City Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Nguyen, Thi Nhan Hoa (1997) An investigation of listening strategies of Vietnamese EFL Students Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities O‘ Connor, J D (1980) Better English pronunciation (2nd ed.) Cambridge: Cambridge University Press O‘Malley, J M., Chamot A U., Stewner-Manzanares, G., Russo, R P & Küpper, L (1985) Learning strategy applications with students of English as a second language TESOL Quarterly, 19, 285-296 O‘Malley, J.M., & Chamot, A.U (1990) Learning strategies in second language acquisition New York: Cambridge University Press Odlin, T (1989) Language transfer: cross-linguistic influence in language learning Cambridge: Cambridge University Press Osburne, A G (2003) Pronunciation strategies of advanced ESOL learners IRAL, 41, 131-143 Oxford, R & Nyikos, M (1993) A factor analytic study of language-learning strategy use: Interpretation from information-processing theory and social 104 psychology The Modern Language Journal, 77, 12-22 Oxford, R L (1990) Language learning strategies: what every teacher should know Boston: Heinle & Heinle Publishers Pater, J (1997) Metrical parameter missetting in second language acquisition In S.J Hannahs & M Young-Scholten (Eds.) Phonological Acquisition (pp 235-262) Philadelphia: John Benjamins Publishing Company Peterson, S.S (2000) Pronunciation learning strategies: A first look Unpublished research report (ERIC Document Reproduction Service ED 450 599; FL026618) Pham, Thi Hong Minh (2007) Teaching intonation to general English learners: Some problems and recommendations Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Phan, Khanh Van (2006) How to develop the speaking skill for Vietnamese learners at high school Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Phan, Thị Lan Anh (2010) Teaching stress to the first-year English majors at Nong Lam University Unpublished M.A thesis Ho Chi Minh City: University of Social Sciences and Humanities Pickering, L (2001) The role of tone choice in improving ITA communication in the classroom TESOL Quarterly, 35(2), 233-255 Prokop, M (1989) Learning strategies for second language users Wales: The Edwin Mellen Press Richards, J C., Platt, J., & Platt, H (1993) Longman dictionary of language teaching & applied linguistics (3rd ed.) Harlow: Longman Group UK Limited Roach, P (2000) English phonetics and phonology: A practical course (2 nd ed.) Cambridge: Cambridge University Press Rubin, J (1975) What the ‗good language learner‘ can teach us TESOL Quarterly, (1), 41-51 Rubin, J (2003) Diary writing as a process: simple, useful, powerful.Guidelines, 25(2), 10-14 Sardegna, V G (2008) Improving English rhythm through pronunciation learning strategies Paper presented at the Tex-TESOL V State Conference, Richardson, TX 105 & Exhibit, New York, NY Retrieved Jun 26, 2010 from www.elsevier.com/locate/phonetics Stapp, Y F (1999) Neural plasticity and the issue of mimicry tasks in L2 pronunciation studies Retrieved June 8, 2005 from http://wwwwriting.berkeley.edu/TESL-EJ/ej12/a1.html Vann, R J., & Abraham, R G (1990) Strategies of unsuccessful language learners TESOL Quarterly, 24(2), 177-198 Vitanova, G., & Miller, A (2002) Reflective practice in pronunciation learning The Internet TESL Journal, (1) Retrieved July 8, 2005, from: http://iteslj.org Wenden, A (1991) Learner strategies for learner autonomy Hemel Hempstead: Prentice-Hall Wennerstorm, A (1998) Intonnation as cohesion in academic discourse Studies in Second Language Acquisition, 20(1), 1-25 Young-Scholten, M (1993).The acquisition of prosodic structure in a second language Berline: Die Deutsche Bibliothek 106 APPENDICES APPENDIX A A summary of responses to the questionnaire Third year ENGLISH STRESS LEARNING EXPERIENCE First year Items Mean/Freq 3.0 3.69 2.50 3.51 A INPUT/ PRACTICE A1 How can you PERCEIVE English stress? I listen for the primary stress of a word or a phrase when I am speaking to (a) (b) English speakers I notice when they make stress mistakes while talking to speakers of English (c) I listen attentively to native speaker production 2.97 3.73 (d) I listen for stress targets from the TV, movies, songs, ESL podcasts, etc 3.43 3.95 (e) I listen for stress targets from online and recorded materials 3.50 4.10 Average 3.08 3.80 1.96 3.50 3.52 3.61 3.88 4.20 A2 How can you PRACTICE your English stress? (a) I repeat their words or sentences with stress silently (b) (c) I use notes of English stress taken in class and at home until I not need them any longer I imitate stress targets from the TV, movies, songs, ESL podcasts and videos, and online/ recorded materials, native speakers (d) I read words or sentences aloud, paying attention to stress 3.55 3.74 (e) I repeat after CDs 3.87 4.00 (f) I practice with online resources or resources provided by my instructors 3.51 3.98 (g) I apply stress rules to read 2.71 4.10 (h) I memorize strange stress patterns 3.00 3.85 Average 2.88 3.87 3.50 4.15 B NOTICING/ FEEDBACK B3 How can you EVALUATE your performing English stress? (a) I use recordings as models 107 (b) I self-assess my stress problems 3.00 3.95 (c) I ask for help from native speakers 2.20 3.75 (d) I cooperate with peers 3.50 3.90 (e) I stress discrimination activities from web resources 3.05 3.75 (f) I use phonetic symbols and transcriptions 3.55 4.20 Average 3.13 3.95 C HYPOTHESIS FORMING C4 (a) (b) (c) (d) (e) (f) (g) How can you ENCOUNTER with your stress problems? I record words or phrases and then listen to them to assess my English 2.85 3.20 2.95 3.75 3.00 3.50 3.90 4.00 3.65 3.95 3.50 3.75 3.08 3.80 Average 3.28 3.71 stress errors I acquire a general knowledge of phonetics relating to stress I identify useful tips, strategies, activities, materials that can help me improve I guess from similar word or phrase patterns I know I use stress rules (i.e content/ stressed words vs function/ unstressed words) to determine word stress and phrase stress I try to find out about rules of English stress I try to think about the difference between my native language (Vietnamese tones) and English stress D HYPOTHESIS TESTING D5 How can you CORRECT your English stress errors? (a) I repeat new stress patterns according to new hypotheses 3.44 3.97 (b) I rehearse new stress patterns 3.40 3.85 (c) I pronounce the problematic words alone, then in a phrase/ sentence 3.00 4.00 (d) I skip strange/ difficult stress patterns 3.86 2.48 (e) I use symbols to help focus on the right stress position 3.39 3.95 (f) I compile field-specific words with unusual stress for focused practice 2.95 3.20 Average 3.34 3.58 E OTHERS E6 (a) Generally speaking, where did you learn stress learning strategies during your study at university? Check (√) all that apply: Friends 77% 108 68% (b) Teachers 100% 89% (c) Foreigners 26% 37% (d) Self-taught 17% 19% (e) Books 35% 60% (f) The internet 53% 78% E7 How much time you spend on studying English stress? (a) About 15 minutes every day or more 8% 5% (b) About 15 minutes three times a week 20% 38% (c) About 30 minutes a week 33% 30% (d) About 30 minutes a month 14% 17% (e) Hardly never 25% 10% E8 (a) During your study at university, your teachers instruct you how to self-improve your English stress? Always 5% 2% (b) Very Often 20% 5% (c) Often 43% 12% (d) Sometimes 12% 45% (e) Hardly ever 20% 36% How effective you feel the strategies which you are E9 Very effective  very ineffective employing have been in helping you learn English stress? 3.43 If a class of training strategies of stress learning were offered E10 3.89 Very interested  very uninterested at the Faculty of Foreign Languages, HCMCUTE, how interested would you be in taking it? 4.38 4.21 109 APPENDIX B The questionnaire QUESTIONNAIRE ON STRESS LEARNING TO STUDENTS Dear my students, The purpose of this questionnaire is to find out by what ways you have learned English stress and the results of this questionnaire will be used only for a major MA thesis Please read the questions carefully and write down your answers in the space provided by crossing the response options that best reflect your opinions and if you have any other ideas, please write them down in the given space Your cooperation is greatly appreciated Part 1: PERSONAL PROFILE (Please put a tick  in the box ) In this part, we would like some information about you so that we can better understand the other results of this survey Full name: …………………………………… Age: ……………… Gender: (a)  Male What year are you studying?(a)  Year Your high school in: (a)  City The job you expect to after graduation: (b)  Female (b)  Year (c)  Year (d)  Year (b)  Countryside (a)  An English teacher (b)  An interpreter (c)  Others, pls specify: …………… Part 2: STUDIED AREAS (Circle the number chosen) Here, we are seeking your opinions about your own English stress learning experience during your study at university 110 Strongly agree Agree Neutral Disagree Strongly disagree Items ENGLISH STRESS LEARNING EXPERIENCE 5 5 5 A INPUT/ PRACTICE A1 How can you PERCEIVE English stress? I listen for the primary stress of a word or a phrase when I am speaking (a) (b) to English speakers I notice when they make stress mistakes while I am talking to speakers of English (c) I listen attentively to native speaker production (d) I listen for stress targets from the TV, movies, songs, ESL podcasts and videos (e) I listen for stress targets from online and recorded materials Others (pls specify): …………………………………………………………………………… (f) ………………………………………………………………………………………………… A2 How can you PRACTICE your English stress? (a) I repeat their words or sentences with stress silently 5 5 5 (g) I apply stress rules to read (h) I memorize strange stress patterns (b) (c) (d) I use notes of English stress taken in class and at home until I not need them any longer I imitate stress targets from the TV, movies, songs, ESL podcasts and videos, and online/ recorded materials, native speakers I read words or sentences aloud, paying attention to stress with an audience in mind (e) I repeat after CDs (f) (i) I practice with online resources or resources provided by my instructors Others (pls specify): …………………………………………………………………………… …………………………………………………………………………………………………… B NOTICING/ FEEDBACK B3 How can you EVALUATE your performing English stress? (a) I use recordings as models 111 (b) I self-assess my stress problems (c) (d) I cooperate with peers (e) I stress discrimination activities from web resources (f) I use phonetic symbols and transcriptions (g) I ask for help from native speakers Others (pls specify): …………………………………………………………………………… …………………………………………………………………………………………………… C HYPOTHESIS FORMING C4 (a) How can you ENCOUNTER with your English stress errors? I record words or phrases and then listen to them to assess my English stress errors (b) I acquire a general knowledge of phonetics relating to stress (c) I identify useful tips, strategies, activities, materials that can help me improve (d) I guess from similar word or phrase patterns I know I use stress rules (i.e content/ stressed words vs function/ unstressed (e) (f) (g) (h) words) to determine word stress and phrase stress I try to find out about rules of English stress I try to think about the difference between my native language (Vietnamese tones) and English stress 5 5 5 Others (pls specify): …………………………………………………………………………… …………………………………………………………………………………………………… D HYPOTHESIS TESTING D5 How can you CORRECT your English stress errors? (a) I can immediately correct my mispronunciation in stress (b) I repeat new stress patterns according to new hypotheses (c) (d) I pronounce the problematic words alone, then in a phrase or sentence (e) I skip strange or difficult stress patterns (f) I use symbols to help focus on the right stress position 5 I rehearse new stress patterns (g) I compile field-specific words with unusual stress for focused practice (h) Others (pls specify): …………………………………………………………………………… …………………………………………………………………………………………………… 112 E OTHERS E6 Generally speaking, where did you learn stress learning strategies during your study at university? Check (√) all that apply: (a) (e) -taught (b) (c) (f) (g) The internet ……………………………………………………… (h) E7 (d) Foreigners How much time you spend on studying English stress? (a)  About 15 minutes every day or more (b)  About 15 minutes three times a week (c)  About 30 minutes a week (d)  About 30 minutes a month E8 (e)  Hardly never During your study at university, your teachers instruct you how to self-improve your English stress? (a)  Always (b)  Very often (c)  Often (d)  Sometimes E9 (e)  Hardly never How effective you feel the strategies which you are employing have been in helping you learn English stress? If a class of training strategies of stress learning were offered E10 at FFL, HCMCUTE, how interested would you be in taking it? Very effectivevery ineffective Very interested  very uninterested Thank you very much for your participation in this study! I would like to express my special thank if you can participate in a further interview regarding this study If this is the case, may I have your contact details? Tel.…………………… Email/ Others………………………………… 113 APPENDIX C Structured interviews to successful and unsuccessful learners of pronunciation How can you perceive English stress? How can you practice English stress? How can you evaluate your performing English stress? How can you encounter with your English stress problems? How can you correct English stress errors? Generally speaking, where did you learn stress learning strategies during your study at university? How much time you spend on studying English stress? During your study at university, your teachers instruct you how to selfimprove your English stress? To what extent you feel the strategies which you are employing have been effective in helping you learn English stress? 10 If a class of training strategies of stress learning were offered at the Faculty of Foreign Languages, HCMCUTE, how interested would you be in taking it? 114 APPENDIX D SPEAKING TEST GUIDELINES General: Smile! Make the students as comfortable as possible when he/ she enters the room and be friendly Greet the student and allow the student to introduce himself or herself Bear in mind that the speaking test is not exclusively a test of accuracy in grammar or pronunciation, but to assess whether the student can communicate effectively enough so you can understand the gist of the student‘s meaning Try to have a conversation with the student in which you prompt him/ her to speak Be patient and allow time for the students to process information and respond Use the test questions provided Rephrase the questions as necessary for students to better comprehend and respond The test shouldn‘t last longer than minutes per student Get student to sign the scoring sheet Marking: The maximum score of the speaking test is 60 10 points maximum per criterion: Interaction, Grammar, Pronunciation, Vocabulary, Fluency and content development Provide comments for each student to justify their scores Reflect on your experience, teaching various levels to get a sense of the student‘s speaking ability Use your best judgment in marking the assessment Write a short comment about every student, taking into consideration in the different aspects of language use you are testing Do whatever you can to encourage the student to speak, even if it is only a few words in order to rate their speaking Once you‘re confident that you can give the student an accurate score, smile and thank the student Give some positive feedback so they feel confident about the results 115 ... majors at HCMCUTE? How different are English stress learning strategies of successful learners of pronunciation from unsuccessful learners of pronunciation? What factors affect the use of stress learning... able to complete this research I Certificate of originality I hereby certify my authorship of the thesis submitted today entitled: EXPLORING WAYS TO LEARN ENGLISH STRESS AT THE UNIVERSITY OF TECHNICAL. .. also used in the study to identify strategies to learn English stress of English majors at HCMCUTE 2.2.5 Related studies on stress learning strategies As studying stress learning strategies has