A survey on teaching reduced forms to improve listening comprehension of eft learners at the language centre of education university

Vietnam National University - HCMC UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE A SURVEY ON TEACHING REDUCED FORMS TO IMPROVE LISTENING COMPREHENSION AT THE LANGUAGE CENTRE OF EDUCATION UNIVERESITY OF HO CHI MINH CITY Instructor: ĐOÀN HUỆ DUNG, Ph.D Student: DƯƠNG THỊ TUYẾT LAN Class: TESOL 2007 HO CHI MINH CITY March 2012 STATEMENT OF AUTHORSHIP I here by certify that this thesis entitled “A SURVEY ON TEACHING REDUCED FORMS TO IMPROVE LISTENING COMPREHENSION OF EFL LEARNERS AT HCM CITY UNIVERSITY OF EDUCATION FOREIGN LANGUAGGE CENTRE” submitted in terms of the Statements of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee, is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, March 5th , 2012 Dương Thị Tuyết Lan i RETENTION AND USE OF THE THESIS I hereby state that I, DƯƠNG THỊ TUYẾT LAN, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the university relating to the retention and use of Master’s Thesis deposited in the University Library I agree that the original of my Master’s Thesis deposited in the University Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction for theses Ho Chi Minh City, March 5th , 2012 Dương Thị Tuyết Lan ii TABLE OF CONTENTS Statement of authority ······················································· i Retention of use of the thesis ················································ ii Tables of content ······························································ iii Lists of charts ·································································· vi Lists of tables ·································································· vii Lists of abbreviations·························································· viii Lists of Figures ································································ ix Acknowledgement ······························································ x Abstract xi Chapter INTRODUCTION ······································································ 1.1 The background of the study ················································ 1.2 Problems ········································································ 1.3 The rational for teaching reduced forms ···································· 1.4 The aim of the study ··························································· 1.5 Limitation and Delimitation ·················································· 1.5.1 Limitation ······························································· 1.5.2 Delimitation ···························································· 1.6 Methodology···································································· 1.7 The overview ··································································· Chapter LITERATURE REVIEW ····························································· 2.1 An overview of language notions ············································ 2.1.1 Pronunciation ·························································· 2.1.2 Phonetics and Phonology ············································· 2.1.3 Two types of phonology ·············································· 2.2 The concept of Connected Speech and Reduced forms ·················· 2.2.1 Definition of Connected Speech ····································· 2.2.2 Definition of Reduced forms ········································· 10 2.3 Reduced forms and Modifications of sounds in connected speech ····· 11 2.3.1 Reduced forms relating to the weak forms of function words ·· 11 2.3.2 Commonly reduced verbal phrases ································· 16 2.3.3 Reduced forms relating to Contraction and Blending ············ 17 2.3.4 Reduced forms relating to word stress······························ 19 2.3.5 Reduced forms relating to Vowel reduction ······················· 20 2.3.6 Reduced forms relating to Sentence stress ························· 21 2.3.7 Reduced forms relating to Rhythm ································· 21 2.3.8 Reduced forms relating to Assimilation ···························· 22 2.3.9 Reduced forms relating to Deletion of consonants ··············· 25 iii 2.3.10 Reduced forms relating to Linking and Intrusion ··············· 25 2.3.11 Juncture (or transition) ·············································· 27 2.4 The significance of reduced forms and connected speech in communication ············································································ 27 2.5 Reduced forms, Connected speech and Listening comprehension ······ 28 2.5.1 Definition of listening comprehension ····························· 28 2.5.2 Two processes in teaching and learning listening ················· 28 2.5.3 The significance of Pronunciation and Reduced forms in teaching and learning listening comprehension ········································· 29 2.6 Pedagogical Notions ························································· 31 2.6.1 Should we teach connected speech vs reduced forms? ·········· 31 2.6.2 Approaches in teaching pronunciation ····························· 32 2.6.2.1 The intuitive-imitative vs analytic-linguistic approach · 32 2.6.2.2 The communicative approach ······························· 33 2.6.3 Suggestions to teach reduced forms ································ 34 2.6.3.1 Cloze text and dictation ······································ 34 2.6.3.2 Games and competitions ····································· 36 2.6.3.3 Using song lyrics for awareness-raising ··················· 37 2.6.3.4 Listening journals ············································· 37 2.7 The previous studies related to Reduced Forms and listening comprehension ···································································· 39 2.8 Summary ······································································ 41 Chapter RESEARCH METHODOLOGY ··················································· 42 3.1 Research questions··························································· 42 3.2 Research design ······························································ 42 3.2.1 Procedure ······························································· 42 3.2.2 Participants ····························································· 45 3.2.2.1 Learner Subjects ·············································· 45 3.2.2.2 Teacher Subjects ·············································· 45 3.2.2.3The Researcher ················································· 46 3.2.3 Experimental Teaching ··············································· 46 3.2.3.1 Materials ······················································· 46 3.2.3.2 Procedure of the experimental teaching ··················· 46 3.3 Instruments ··································································· 47 3.3.1 Tests ····································································· 47 3.3.1.1 The diagnostic test ············································ 48 3.3.1.2 The achievement test ········································· 49 3.3.2 Questionnaires ························································· 49 3.3.2.1 The Learners’ questionnaire ································· 49 3.3.2.3 The teachers’ questionnaire ································· 50 3.4 Observation ··································································· 51 iv 3.4.1 Researcher’ observation ·············································· 51 3.4.2 Researcher’ observation ·············································· 52 3.5 Summary ······································································ 52 Chapter DATA ANALYSIS AND FINDINGS ··············································· 53 4.1 Findings from the questionnaires ·········································· 53 4.1.1 Questionnaires 4.1.1.1 Teachers’ questionnaire ······································ 53 4.1.1.1.1 Responses for teachers’ background information ··································································· 53 4.1.1.1.2 Teachers’ understanding about reduced forms · 53 4.1.1.1.3 Teachers’ response to the importance of reduced forms······························································· 55 4.1.1.1.4 Teachers’ response to the learners’ difficulties in listening comprehension ········································ 56 4.1.1.1.5 Teachers’ response to the role of reduced forms ··································································· 57 4.1.1.1.6 Responses to teachers’ teaching the contents of reduced forms ···················································· 58 4.1.1.1.7 Teachers’ description of situations of teaching reduced forms ···················································· 59 4.1.1.1.8 Teachers’ responses to the time estimated to devote to reduced forms instructions ·································· 60 4.1.1.1.9 Responses to challenges faced by teachers ······· 60 4.1.1.1.10 The teachers’ expectation of the Role of Reduced forms······························································· 61 4.1.1.1.11 Summary ············································· 62 4.1.1.2 Students’ questionnaires ····································· 62 4.1.1.2.1 Responses for background information ········· 62 4.1.1.2.2 The learners’ experience of using English ······ 64 4.1.1.2.3 Learners’ difficulties in listening comprehension ··································································· 66 4.1.1.2.4 Responses to Learners’ understanding about the role of reduced forms············································ 67 4.1.1.2.5 Responses to learners’ understanding about the use of reduced forms ················································· 68 4.1.1.2.6 Learners’ response to the importance of reduced forms on listening comprehension ···························· 68 4.1.1.2.7 Learners’ responses to familiar aspects of reduced forms······························································· 69 4.1.1.2.8 Responses to the sources giving reduced forms for learners ···························································· 70 v 4.1.1.2.9 Learners’ response to the role of reduced forms instruction ························································ 71 4.1.1.2.10 Learners’ expectation of the Role of Reduced forms······························································· 72 4.1.2 The results of the two tests ··········································· 72 4.1.2.1 Section ······················································· 72 4.1.2.2 Section ······················································· 76 4.1.2.3 The comparison of results of the achievement test and the diagnostic test ·························································· 82 4.1.2.4 Summary ······················································· 91 4.2 The teachers’ observation in class sessions of experimental teaching ··································································· 91 4.3 Overall summary ···························································· 93 Chapter RECOMMENDATIONS AND TEACHING STRATEGIES ············ 94 5.1 Summary of Findings ······················································· 94 5.2 Recommendations ··························································· 97 5.2.1 To the learners ························································· 97 5.2.2 To the teachers ························································· 98 5.2.3 To the syllabus and the course book ······························ 100 5.3 Teaching Strategies ························································ 101 5.3.1 Adopting and adapting different techniques in teaching reduced forms ········································································· 101 5.3.2 Using sound recorders ·············································· 103 5.4 Contribution ································································ 104 5.5 Summary ···································································· 105 CONCLUSION ········································································· 106 BINLIGRAPHY ········································································ 108 APPENDICES ·········································································· 113 Appendix section of the test ················································· 112 Appendix 2: section of the test ················································ 114 Appendix 3: Teachers’ questionnaire ·········································· 117 Appendix 4: Learners’ questionnaire (Vietnamese version) ················ 121 Appendix 5: Learners’ questionnaire (English version) ····················· 125 Appendix 6: Lesson plan ······················································· 129 Appendix Lesson plan ························································ 133 Appendix 8: Lesson plan ······················································· 137 Appendix 9: Lesson plan ······················································· 142 Appendix 10: Lesson plan ····················································· 145 vi LIST OF CHARTS Chart 4.1: Teachers’ experience in teaching listening Chart 4.2: Teachers' understanding the role of Reduced forms Chart 4.3: Teachers’ understanding about the use of reduced forms Chart 4.4: The importance of reduced forms Chart 4.5: The learners’ difficulties in listening comprehension Chart 4.6: The role of Reduced forms Chart 4.7: Contents of reduced forms taught Chart 4.8: The teachers’ expectation of the Role of Reduced forms Chart 4.9: Learners’ gender Chart 4.10: Learners’ jobs Chart 4.11: Learners’ difficulties in listening comprehension Chart 4.12: Learners’ understanding about the use of reduced forms Chart 4.13: Learners’ response to the importance of reduced forms on Listening comprehension Chart 4.14: Learners’ responses to familiar aspects of the reduced forms Chart 4.15: Learners’ expectation of the Role of Reduced forms Chart 4.16: The result of the diagnostic test’s section Chart 4.17: Mistakes found in section of the diagnostic test Chart 4.18: The result of the dialogue of diagnostic test’ section Chart 4.20: The result of the dialogue of the diagnostic test’ section Chart 4.21: Mistakes found in the dialogue of the diagnostic test’ section Chart 22 : The comparison of the result of the diagnostic test’s and achievement test’s section Chart 23 : Learners’ mistakes found in the section of achievement test compared with that of the diagnostic test Table 24: The result of the dialogue of the diagnostic test’s and achievement test’s section Chart 25: The mistakes found in dialogue of section of the achievement test compared with that of the diagnostic test vii LIST OF TABLES Table 1: Teachers’ teaching experience Table 4.2: The learners’ difficulties in listening comprehension Table 4.3: Contents of reduced forms taught Table 4.4: Teachers’ description of situations of teaching reduced forms Table 4.5: Time estimated to devote to reduced forms instructions Table 4.6: Challenges faced by teachers Table 4.7: Learners’ age Table 4.8: Learners’ years of learning English as a foreign language Table 4.9: Learners’ frequent use of English Table 4.10: Learners’ self-evaluation of their English listening and speaking Table 4.11: Learners’ difficulties in listening comprehension Table 4.12: Learners’ understanding about the role of reduced forms Table 4.13: Learners’ responses to familiar aspects of reduced forms Table 4.14: The sources giving reduced forms for learners Table 4.15: Learners’ response to the role of reduced forms instruction Table 4.16: The result of the diagnostic test’s section Table 4.17: Learners’ mistakes found in the section of the diagnostic test Table 4.18: Mistakes found in the dialogue of section of the diagnostic test Table 4.19: The result of the dialogue of the diagnostic test’ section Table 4.20: The result of the dialogue of the diagnostic test’ section Table 4.21: The comparison of the result of the diagnostic test’s and achievement test’s section Table 22 : The mistakes found in the section of achievement test compared with that of the diagnostic test Table 4.23: The comparison of the result of dialogue of the diagnostic test’s and achievement test’s section Table 24: Mistakes found in the dialogue of section of the achievement test compared with that of the diagnostic test Table 26: The mistakes found in the dialogue of section of the achievement test compared with that of the diagnostic test Table 4.27: Teachers’ evaluation of class sessions in the experimental teaching viii LIST OF ABBREVIATIONS EFL English as a foreign language HCMC Ho Chi Minh City HUELC HCMC University of Education Foreign Language Centre ix an /ən/ an emergency between unstressed function words Conjunctions or and /ər/ /ən/ or /n/ Pass or fail Hot and humid to conjunctions, prepositions, Preposition of (articles, /ə/ or /əv/ /tə/ Deck of car pronouns and Out of eggs auxiliary verbs) and Gone to lunch stressed content for /fə/ Call for Pablo words (nouns, verbs, at /ət/ At home adjectives and adverbs) in speech Pronouns him her /əm/ or /im/ /ər/ /əm/ Tell him Introduce her them /iz/ Warn them his /yə/ Are you tired? you Auxiliary What you verbs /də/ want? can /kən/ or /kn/ Can you go? have /ə/ or /ər/ Must have gone - Listen to the teacher and repeat the reduced - T has ss listen and repeat the reduced - Ss listen to the function words and teacher and repeat examples the reduced function words and examples function words and examples III/ Practice (15’) -T asks ss to listen to - Ss listen to the A/ Listen to unstressed function words Fill in the unstressed function unstressed function blanks with the words you hear (Hint: One of the words and fill in the words and fill in missing words in each sentence is a reduced blanks with the the blank - 119 - pronoun/auxiliary verb with a disappearing h: him, words they hear her, his, he, has, or have.) KEY: Example: Did is he will her he get the promotion? running in the marathon? her his _ _ car be ready by this evening? her She’s never used _ credit cards could he have He picked up _ children her I wish I could help she has 10 he his _ gotten lost The interviewer asked _ some questions He talked about _ travels _ had two heart attacks - Ss listen and 10 Tat’s what _ said repeat the sentences B/ Practice blending verb endings with reduced pronouns Say the sentences after your teacher or the speaker on tape or take turns with a partner - T has ss listen and Example: confused him repeat (confuse-dəm) blame- dəm not confused/him I blamed him for the accident check- dəmI checked them out of the library drop-tər T dropped her off at eight hand-zəm She always hands them in on time keep-sər Her new job keeps her busy look- təm He looked him in the eyes Call-dər Her roommate called her to the phone Interview-dəm I interviewed him for a job Ask-tər He asked her for change - 120 - Pay-zəm The company pays them twice - Ss listen to the a month conversation and C Listen to the conversation and fill in the missing fill in the missing words: (Inter.Ex- p.131) words Duncan: …O.K, James Then I suggest you give a talk (1) Italian wines - T has ss listen to James: How about having a wine-tasting too? the conversation and Duncan: Yes, let’s that Right, that’s a very full fill in the missing program on the first day Do you have any words suggestions (2) _ the second day? KEY: 1.on for James: Why don’t we make the second day more to with relaxing? Give people an opportunity to socialize, to could get (3) _ know each other better Why not start can for the day (4) _ a champagne breakfast? on 10 haven’t Duncan: Yes, and we (5) follow that with a treasure hunt in the garden, with a bottle of something special as the treasure? James: Hmm, I’m not sure (6) _ that What if it rains? Duncan: Don’t worry, James We have wonderful summers in Scotland And people (7) _ choose-there’s tennis, swimming, golf James: In fact everything (8) a great weekend! Duncan: That’s right And we finish with a big party in the evening Well, James I think we’ve agreed (9) everything All we need now is to check the guest list, and make sure we (10) _ forgotten anyone… - 121 - about IV/ HOMEWORK: - Read the sentences and conversation with two ways: reduced and unreduced pronunciation - Find out reduced pronunciation when you listen to any recordings - 122 - Teacher: Dương Thị Tuyết Lan Level class: Pre- Intermediate Time duration: 30 minutes LESSON PLAN (4) Unit: CHANGING LIVES PRONUNCIATION: LINKING OF WORDS Period 1: LINKING FINAL CONSONANTS TO FOLLOWING VOWELS I/ Aims: - This lesson will help students to link words together smoothly, especially link final consonants to following vowels - Students will have some basic knowledge of linking of words to improve their listening comprehension - Students will be guided to apply linking not only to listening but also speaking skill II/ Teaching aids and method: - Teaching aids: - cassette, textbook, handout, flash cards … - Teaching methods: - communicative approach III/ Procedure: Content Teacher’s activities Students’ activities I/ WARM-UP ( minutes) - Teacher says the orders Listen to the teacher and fill the missing with linking words and Listen to the teacher and words in the sentences asks students to do as following the Close your following the guidance guidance Read book (flash cards can be used) Sit _ clap your hands KEY: 1.eyes 2.a Put your hands _ your head Come _ the room , please and into II/ PRONUNCIATION: (25 minutes) Give the forms of linking of words: (5 minutes) - 123 - on - Play a game - Listen and repeat please! - Listen to the orders a Close your eyes again and recognize the b Read a book - Teacher says the orders c Sit and clap your hands! again with linking of words d Put your hands on your head! clearly and then explains e Come into the room, please! the way of linking of words Form linking in them and why we should link Final C + following V words ( to help students listen spoken English Practice: (5 minutes) better) A Listen to people giving advice - Teacher asks students to Practise it listen and repeat the a My neck aches sentences with linking of - Wrap it in a scarf words - Drink a cup of tea - Take an aspirin - Don’t think about it b I’ve got a big emerald ring - Teacher asks students to - Put it on listen and repeat - Keep it safe - Lock it up - Take it to the bank - Put it in a big envelope, and hide it under the bed c I’ve got a week off What should I do? - make a dress - Knit a jumper - Read a book - Paint a picture - Sit and relax - 124 - - Listen and repeat Listen and repeat d What would Anne like for Christmas? - a big umbrella - A bag and some flowers - A book on music - A red and white scarf - Teacher reviews the ways - Listen and repeat the of pronouncing /-ed / and sentences with linking of explain how to link /t, d/ to words, then make the following vowels links in the last sentences - Teacher asks students to - Ss listen to the Sales levelled off last month listen the conversation in conversation and fill in Petrol increased in price years the textbook and fill the the missing words B Linking in the simple present tense /-ed/ (5 minutes) - Listen and repeat the sentences with linking of words, then make the links in the last sentences Mary worked at night when we arrived in Sydney, we had only 27 cents He showed it to his friends They lived in Wellington for two years Fairtrade Foundation started in 1992 ago We finished our work missing words in the blanks (three times with C Listen the conversation and fill the pausing at the second time) missing words in the blanks: (10 minutes) KEY James: Sorry I’m late, Duncan The traffic apologize was terrible tenth Duncan: Oh, don’t (1) I’m about glad you could find time for a meeting 4.instead James : OK, so you want to discuss how we include - 125 - celebrate the (2) anniversary of invitation Wine and Dine, right? feel Duncan: Yes First, what you think on (3) _ having the celebration at my idea castle in Scotland, (4) _ of at a 10 decide London hotel? James: Well, in my opinion, Scotland is too far for people to travel Duncan: I agree- it’s a long way But I thought of chartering a plane from London Then we could (5) _ travel to Scotland in the (6) _ What’s your opinion of that idea? James: I think it sound really great! Good Second, how you (7) _ about celebrating the publication of your new book (8) _ Italian wines at the same time? James: That’s a wonderful (9) Duncan! I certainly agree with that I thought you would! Now, we need to (10) _ on the program What you think about this idea… IV/ HOMEWORK: - Read the texts and listen to the recording to find out the linking in them, then practise by yourselves - 126 - Teacher: Dương Thị Tuyết Lan Level class: Pre- Intermediate Time duration: 30 minutes LESSON PLAN (5) Unit: CHANGING LIVES PRONUNCIATION: LINKING OF WORDS Period 2: LINKING FINAL VOWEL TO FOLLOWING VOWELS I/ Aims: - This lesson will help students to link words together smoothly, especially link final vowel to following vowels - Students will have some basic knowledge of linking of words to improve their listening comprehension - Students will be guided to apply linking not only to listening but also speaking skill II/ Teaching aids and method: - Teaching aids: cassette, textbook, handout, flash cards … - Teaching methods: communicative approach III/ Procedure: content Teacher’s activities Students’ activities A Warm-up - Listen to the sentences: - T asks ss the question - Ss listen and answer (Lifelines-Inter p 45) and then read two the question What changes happen between two sentences vowels? KEY: - appearing /j/ and There are too /w/ between two vowels many of them There are too /j/ How often you come many of them here? /w/ How often you come here? - 127 - - T asks ss to repeat the - Ss listen again and sentences check; then they repeat the sentences B Give the rules of linking of - T gives the rules of - Ss take notes the vowels” linking of vowels rules of linking of Link vowels /i,ai, ei, ɔi/ + vowel -> /j/ vowels EX: - T asks ss to repeat the - Ss listen and repeat The end of examples the examples C PRACTICE (Sound English - T has ss listen ad mark /j/ - Ss listen and mark p.86-87) sound linking two vowels /j/ sound linking two Listen and mark /j/ sound in the groups vowels in the groups linking two vowels in the groups: - T has ss listen and repeat - Ss listen and repeat a very interesting the sentences with the the sentences wit the b the story is very interesting links naturally links naturally Say it My aunt Enjoy it 2.Link vowels / u:, ou, au/ + vowel -> /w/ EX: You are late Show us How are you? c The end of the story is very interesting d a lovely ice cream e enjoy a lovely ice cream f I always enjoy a lovely ice cream g a day or two h stay a home for a day or two - 128 - i I ought to stay at home for a day or two Listen and mark /w / sound - T has ss listen ad mark - Ss listen and mark linking two vowels in the groups: /w/ sound linking two /w/ sound linking two a I couldn’t anything about it vowels in the groups vowels in the groups Listen to the tape and fill in the - T has ss listen to the tape - Ss listen to the tape missing words: and fill in the missing and fill in the missing A: Anne’s just phoned She and words words Diana are both (1) their KEY: on way Is dinner nearly ready? Can I out help with (2) ? orange B: Yes Can you get (3) _ two for b Let’s go into the next room c Do you know everyone here? d I’ve moved to a new office- next to Oxford Circus station e I knew I would be late f Are you in the same place? g/ You always say that h It was so exciting i I don’t know all the students, but I know all the teachers j How old is she? k There was snow and ice everywhere l We travelled through Africa m I don’t know anything about him anything eggs in are out 10 could (4a) from the fridge? - 129 - A: Which (4b) _? The large ones or the small ones? B: The large ones Small eggs (5) no good A: OK Anything else? B: Yes Squeeze another (6) _, and put the fresh orange juice in a jug, please A Right What next? B: There’s a pie (7) _ the oven Take it (8) _, and slide it - T asks ss to read the under the grill Then finish laying conversation with their the table (9) me Each partners person needs a knife and fork, and a cup and saucer And then, (10) _you scrub all these potatoes A: Come on, Anne and Diana Role play - Read the conversation wit - Read the your partner again with the links conversation wit your of words partner again with the links of words IV/ HOMEWORK - Read the examples and the conversation many times to make the links of two vowels with /j/ and /w/ sound naturally - Try to find out the links of two words in this way when listening to any recording - 130 - SECTION OF THE TEST I/ Listen twice to the following conversation between roommates Underline the reduced forms of some words: Jane: Hi, Helen, are you going out? Helen: Yeah, I’m going to the football game My brother’s playing and I thought I’d watch him Do you want to come? Jane: I really can’t… I have to study But can you me a favor? Helen: OK Jane: Could you get me tickets for the girls’ soccer game next Saturday? My cousin Sue just made the team Helen: Sure- that’s so col What’s her position? Jane: I’m not sure-I’m going to call her, and I can ask her, if you want Helen: You don’t have to- just wish her luck II/ Listen to the conversation and fill the missing words: (International Express Exercise p 85) Dieter: How was your first week, Lucy? Lucy: You things different here, but everyone (1) _ been very helpful Dieter: Good We’re all going out for a meal (2) _work Would you like to join us? Lucy: I’d love to but I’m afraid I can’t You see, I promised my new neighbors I’d go to (3) _barbecue at 6.00 Dieter: Oh, that’s a pity… I’m (4) town tomorrow morning (5) _ join me there for lunch? I could show you the old castle in the afternoon Lucy: Thanks a lot, but I’m meeting (6) _colleague friend in Munich tomorrow Sorry! - 131 - Dieter: No problem (7) _ Sunday? Some of us are going on a trip to the Bodensee- that’s Lake Constance in English (8) _ joining us? Lucy: That sounds nice Dieter: Yes, it’s beautiful at this time of year, so why (9) _ come with us? Lucy: Are you sure? Dieter: Yes, of course You’re very welcome Lucy: Thank you I’d enjoy that very much Dieter: Good We’ll pick you up at 8.00 (10) Sunday morning ANSWER KEYS I/ Listen twice to the following conversation between roommates Underline the reduced forms of some words like the example Jane: Hi, Helen, are you going out? Helen: Yeah, I’m going to the football game My brother’s playing and I thought I’d watch him Do you want to come? Jane: I really can’t… I have to study But can you me a favor? Helen: OK Jane: Could you get me tickets for the girls’ soccer game next Saturday? My cousin Sue just made the team Helen: Sure- that’s so cool What’s her position? Jane: I’m not sure-I’m going to call her, and I can ask her, if you want Helen: You don’t have to- just wish her luck II/ Listen to the conversation and fill the missing words: (International Express Exercise p 85) Dieter: How was your first week, Lucy? Lucy: You things different here, but everyone has been very helpful Dieter: Good We’re all going out for a meal after work Would you like to join us? - 132 - Lucy: I’d love to but I’m afraid I can’t You see, I promised my new neighbors I’d go to their barbecue at 6.00 Dieter: Oh, that’s a pity… I’m going to town tomorrow morning Would you join me there for lunch? I could show you the old castle in the afternoon Lucy: Thanks a lot, but I’m meeting an old colleague friend in Munich tomorrow Sorry! Dieter: No problem What about Sunday? Some of us are going on a trip to the Bodensee - that’s Lake Constance in English How about joining us? Lucy: That sounds nice Dieter: Yes, it’s beautiful at this time of year, so why don’t you come with us? Lucy: Are you sure? Dieter: Yes, of course You’re very welcome Lucy: Thank you I’d enjoy that very much Dieter: Good We’ll pick you up at 8.00 on Sunday morning - 133 - ... pronunciation class before An analytic-linguistic approach takes advantage of information and tools such as a phonetic alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive... can ask the learners to sing a familiar song, to imitate the sounds and practice them at a time; or they can listen to a conversation, repeat and practise in role-play accordingly - 33 - One of. .. both these features can have a negative impact on the oral communication On the other hand, it is said that the perceptual saliency of spoken English is often reduced creating variation in the way