Mother tongue interference in vietnamese learners perception and production of english initial consonants m a 60 14 10

VIETNAM NATIONAL UNIVERSITY OF HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE A thesis submitted to the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By CAO THIEN AI NUONG Supervised by DOAN HUE DUNG, Ph D HO CHI MINH CITY, DECEMBER 2011 i CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the Master’s Thesis submitted today entitled MOTHER TONGUE INTERFERENCE IN VIETNAMESE LEARNERS’ PERCEPTION AND PRODUCTION OF ENGLISH INITIAL CONSONANTS in terms of the statements of requirements for Theses in Master’s Program issued by the Higher Degree Committee This thesis has not previously been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, December 2011 CAO THIEN AI NUONG ii RETENTION AND USE OF THE THESIS I hereby state that I, CAO THIEN AI NUONG, being the candidate for the degree of Master of Arts (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, December 2011 Signature: ……………… CAO THIEN AI NUONG iii TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Table of contents iii List of abbreviations vi List of tables vii List of figures and charts viii Acknowledgements ix Abstract x CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.1.1 English consonants: the role and the problems in acquisition 1.1.2 English consonants in the syllabus for EFL learners at high schools 1.1.3 Non-English majored students and their problems with English consonants at NTTC 1.2 Rationale for the study 1.3 Aims of the thesis 1.4 Definitions of related terms 1.5 Limitation 1.6 Delimitation 1.7 Structure of the thesis 10 CHAPTER 2: LITERATURE REVIEW 11 2.1 English and Vietnamese initial consonant systems in comparison 11 2.1.1 English initial consonants 11 2.1.2 Vietnamese initial consonants 12 2.1.3 English and Vietnamese initial consonants in comparison 13 2.2 Theories of speech perception and phonological acquisition 20 2.2.1 Previous researches on speech perception and phonological acquisition 20 2.2.2 Models of speech perception and phonological acquisition 22 2.2.2.1 Perceptual Assimilation Model 22 2.2.2.2 Speech Learning Model 26 iv 2.3 Error Analysis 27 2.3.1 The significance of error analysis 27 2.3.2 Error Analysis 27 2.3.3 Sources of language learning errors 28 2.3.3.1 Mother tongue interference 29 2.3.3.2 Overgeneralization 30 2.3.4 Steps in the process of error analysis 30 2.4 Summary 31 CHAPTER 3: METHODOLOGY 32 3.1 Research questions 32 3.2 Participants 32 3.2.1 The student subjects 32 3.2.2 The judges 33 3.3 Instruments 33 3.3.1 The questionnaire 33 3.3.2 Tests 34 3.3.2.1 Listening Test 34 3.3.2.2 Reading test for recordings 36 3.4 Data collection procedures 36 3.5 Summary 38 CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS 39 4.1 Students’ responses to questionnaire 39 4.1.1 Syllabus for pronunciation at previous high schools 40 4.1.2 The pronunciation teaching at high schools 41 4.1.3 Students’ learning strategies 43 4.2 The most misperceived contrast pairs of English initial consonants 45 4.3 Errors made by the student subjects in the production of English initial consonants 49 4.3.1 MTI errors 51 4.3.2 Overgeneralization errors 60 4.3.3 The comparison between MTI and overgeneralization errors in production of English initial consonants 63 4.4 Summary of findings 65 4.5 Summary 66 v CHAPTER 5: CONCLUSIONS AND IMPLICATIONS FOR TEACHING ENGLISH INITIAL CONSONANTS 67 5.1 Conclusions 67 5.2 Implications for teaching 69 5.2.1 Syllabus design 69 5.2.2 Materials 71 5.2.3 Techniques in teaching pronunciation 71 5.2.3.1 Some recommendations for helping the students distinguish the difference between Vietnamese and English initial consonants 72 5.2.3.2 Minimal pairs 78 5.3 Recommendations for further researches 79 BIBLIOGRAPHY 80 APPENDICES 81 APPENDIX 1: HUMAN VOCAL APPARATUS 86 APPENDIX 2: STUDENTS’ QUESTIONNAIRE (VIETNAMESE VERSION) 87 APPENDIX 3: STUDENTS’QUESTIONNAIRE (ENGLISH VERSION) 91 APPENDIX 4: LISTENING TEST 95 APPENDIX 5: READING TEST 97 APPENDIX 6: CHECKLIST FOR RECORDINGS 98 APPENDIX 7: FEEDBACK SHEET 99 APPENDIX 8: DISTINCTION BETWEEN ENGLISH /d/ & VIETNAMESE /d/ 100 APPENDIX 9: DISTINCTION BETWEEN ENGLISH /ð/ & VIETNAMESE /d/ 101 APPENDIX 10: DISTINCTION BETWEEN ENGLISH /θ/ & VIETNAMESE /tʰ/ 102 APPENDIX 11: DISTINCTION BETWEEN ENGLISH /ʃ/ & VIETNAMESE /s/ 103 vi LIST OF ABBREVIATIONS CG Category-Goodness EFL English as a foreign language HCMC Ho Chi Minh City L1 First language L2 Second language MTI Mother tongue interference NTTC Nguyen Tat Thanh College PAM Perceptual Assimilation Model SC Single-Category SLM Speech Learning Model TC Two-category vii LISTS OF TABLES Table 1.1 Proportions of pronunciation aspects in Elementary New Cutting Edge Table 2.1 The system of English initial consonants 12 Table 2.2 The system of Vietnamese initial consonants 13 Table 2.3 English and Vietnamese initial consonants in comparison 15 Table 2.4 English and Vietnamese initial consonants and their spellings 16 Table 2.5 Differences between English and Vietnamese initial consonants 19 Table 2.6 Assimilation types and discrimination predictions according to the PAM 23 Table 3.1 Tested contrast pairs of English initial consonants 35 Table 4.1 Types of misperceived contrast pairs and their frequency 45 Table 4.2 Errors made in the production of English initial consonants 50 Table 4.3 Types of MTI errors and their descriptions 57 Table 4.4 Summary of frequency percentage of overgeneralization errors 63 Table 4.5 Frequency percentages of MTI errors and overgeneralization errors 64 Table 5.1 Suggested apportionment of pronunciation aspects for the first semester 70 Table 5.2 ‘Learner – friendly’ explanations suggested by Kelly (2000: 55) 74 Table 5.3 Ideas to help students articulate sounds 76 Table 5.4 Correspondences between the English writing system and the English sound system 77 viii LIST OF FIGURES AND CHARTS Figure 2.1 Interrelation between speech perception, phonological acquisition and the mature phonological system 20 Figure 2.2 Transfer, overgeneralization, and interference 29 Chart 4.1 Students’ birthplaces 39 Chart 4.2 English used by the teachers in high school classrooms 41 Chart 4.3 Students’ habit of using Vietnamese letters to make up English sounds 43 Chart 4.4 Frequency percentage of misperceived contrast pairs of English initial consonants 46 Chart 4.5 Frequency percentage of misperceived CG contrast pairs 47 Chart 4.6 Frequency percentages of types of MTI errors 59 Chart 4.7 Frequency percentages of errors due to MTI and overgeneralization in production of English initial consonants 65 ix ACKNOWLEDGEMENTS Above all, I would like to express my deepest gratitude to my thesis supervisor, Doan Hue Dung, Ph.D., who read my manuscript with great care and devotion, gave me thoughtful and insightful comments and provided me with valuable support and relevant materials in the preparation and completion of this thesis, asserting her indispensable role as a wholehearted supervisor I would not have finished my thesis without her enthusiastic guidance and constructive critical questions to help me think over the problems My thanks also go to the authors for the ideas quoted in the thesis Their books are a great source for me to produce my M.A thesis I am also grateful to Ms Gemma Rachael Williams, Ms Hoang Thi Hong Lien, my helpful colleagues and also my best friends, who enthusiastically helped me judge the reading test and gave useful ideas for me to find out the way to develop my thesis I owe my thanks to 104 students of Classes 09CQT01, 09CQT03 and 09CQT06 at Nguyen Tat Thanh College for their enthusiastic participation Finally, I would like to thank my husband, Bui Tien Dung, for the loving support and encouragements he gave me during the time I attended the course and did the thesis 89 C9 Bạn thường học phát âm cách: Bạn học phát âm Rất Khá Thỉnh Ít Khơng cách nào? thường thường thoảng xuyên xuyên Giáo viên đọc từ, bạn lặp lại Giáo viên ghi phiên âm tiếng Anh, đọc từ bạn lặp lại Giáo viên ngữ đọc từ, bạn lặp lại Bạn lặp lại theo băng, đĩa Cách khác C10 Bạn có dạy phiên âm tiếng Anh (các phiên âm, cách đọc phiên âm…) trước đây? Có, đầy đủ Có, đầy đủ Có, Có, Chưa dạy C11 Bạn có phân biệt khác phát âm số âm tiếng Anh số âm tiếng Việt trước ? Có, đầy đủ Có, đầy đủ Có, Có, Chưa phân biệt 90 C12 Bạn làm tập nghe cặp âm ví dụ: “see-she” lớp trước khơng? Có, nhiều Có, nhiều Có, Có, Chưa làm C13 Bạn có thường ghi lại âm tiếng Anh tiếng Việt thay ghi phiên âm tiếng Anh? Ví dụ: table (theibồ) Có, ln ln Có, thường Có, Có, Khơng C14 Nếu có, lý sao? Đồng ý Khơng đồng ý Vì khơng biết ghi phiên âm tiếng Anh   Vì khơng biết đọc phiên âm tiếng Anh   Vì ghi lại âm tiếng Việt dễ bắt chước   Khác: _ 91 APPENDIX Nguyễn Tất Thành College English Center STUDENTS’ QUESTIONNAIRE Dear Students, This questionnaire aims at collecting data for my favourite research on “Mother tongue interference in Vietnamese learners’ perception and production of English initial consonants” Your answers to the questions in this questionnaire will provide me with significant information on which the success of my MA thesis I assure that these data are used only for research purposes and thus, not any of your personal information will be disclosed Thank you very much for your enthusiastic cooperation SECTION I: PERSONAL INFORMATION Name: Age: Major: Sex: Male/ Female Q1 Where were you born? In the North (Northern counties to Thanh Hoa Province) In the Central (countries from Thanh Hoa to Hai Van Pass) In the South (countries from Hai Van Pass to Ca Mau) Q2 Where did you grow up? In the North (Northern counties to Thanh Hoa Province) In the Central (countries from Thanh Hoa to Hai Van Pass) In the South (countries from Hai Van Pass to Ca Mau) Others: Q3 Have you learnt English? Yes No (If you selected the answer in Q3, continue with Q4) 92 Q4 When did you start learning English? three years ago seven years ago more that seven years ago Q5 Where did you learn English? at schools (primary, secondary, high) at schools (primary, secondary, high) and in English centers by yourself SECTION II: MAIN QUESTIONS Q6 What part of English were you taught the most at high school? (Choose answer) Reading Listening Speaking Writing Grammar Pronunciation Q7 What part of English were you taught the least at high school? (Choose answer) Reading Listening Speaking Writing Grammar Pronunciation Q8 Which language was used to give instructions in high school classrooms? totally in English totally in Vietnamese half in English and half in Vietnamese 93 a little in Vietnamese and the rest in English a little in English and the rest in Vietnamese Q9 How did you learn pronunciation at high school? Always Usually Sometimes Rarely Never Teachers read words, you repeat Teachers write the transcriptions of words, read them and then you repeat Native speakers read words, you repeat You repeat along the disc Others (specify) Q10 Have you been taught English transcriptions? (phonemic symbols, articulation…) yes, very much yes, fairly much yes, a little yes, little no Q11 Did your teachers of English made a clear distinction in pronunciation between some English and Vietnamese consonants yes, very much yes, fairly much yes, a little yes, little no Q12 Have you ever done some listening exercises of contrast pairs? yes, very much yes, fairly much yes, a little 94 yes, little no Q13 Do you use Vietnamese letters to describe the sounds instead of writing English transcription, for example, table (theibồ)? yes, always yes, often yes, sometimes yes, rarely no Q14 If yes, give the reasons why? Agree Disagree because I can’t write English transcription   because I can’t read English transcription   because it helps me imitate more easily   others (specify): _ 95 APPENDIX LISTENING TEST FOR STUDENTS Task 1: Distinguish between /s/ and /ʃ/ 1 see* sell * said sock she shell shed* shock* Task 2: Distinguish between /ʃ/ and /ʧ/ 1 ship* sherry* shoes sheep chip cherry choose* cheap* Task 3: Distinguish between /ʧ/ and /ʤ/ 1 chin gin* cheer* jeer choke joke* chain Jane* Task 4: Distinguish between /j/ and /ʤ/ 1 yet* use * yak yeti * Task 5: Distinguish between /s/ and /z/ 1 Sue * said* seal sip Task 6: Distinguish between /p/ and /b/ 1 pit* pat port* pull Task7: Distinguish between/ t/ and /d/ 1 two ten ton* town* Task 8: Distinguish between /k/ and /g/ 1 could* cot * coat cave* jet juice Jack* jetty zoo Zed zeal * zip* bit bat* bought bull* do* den* done down good got goat* gave 96 Task 9: Distinguish between /l/ and /r/ 1 lip lap* light law * Task 10: Distinguish between /v/ and /f/ 1 van * very* veil veal* Task 11: Distinguish between /θ/ and /t/ 1 thin thank* thick three* Task 12: Distinguish between /ð/ and /d/ 1 there then* than though* rip* rap right* raw fan ferry fail* feel tin* tank tick * tree dare* den Dan* dough THANK YOU FOR YOUR CO-OPERATION 97 APPENDIX READING TEST FOR RECORDINGS rate hate shy could pond just gap wake first those van Nile met den tie thigh card sat bet shin lent cheap test dare mile fast very thin then good went knee rent zeal yoke hurt 10 heat she coat rake 11 yet jewel pest zip 12 way nine goat than 13 thumb doze mine taste 14 ban see lake chalk 15 sip share bear cap 16 chip boat lay sing 17 vat they fat net 18 yes ray harm zone 19 Joan zoo yard pace 20 wait push guard joke 21 tick cherry late day 22 me view thank ferry 98 APPENDIX CHECKLIST FOR RECORDINGS Substituted Substituted Substituted Substituted by by by by rate hate shy could pond just gap wake first those van Nile met den tie thigh card sat bet shin lent cheap test dare mile fast very thin then good went knee rent zeal yoke hurt 10 heat she coat rake 11 yet jewel pest zip 12 way nine goat than 13 thumb doze mine taste 14 ban see lake chalk 15 sip share bear cap 16 chip boat lay sing 17 vat they fat net 18 yes ray harm zone 19 Joan zoo yard pace 20 wait push guard joke 21 tick cherry late they 22 me view thank ferry 99 APPENDIX FEEDBACK SHEET FOR THE READING TEST /b/ bear bet ban boat /4 /d/ dare day den doze /4 /f/ fast ferry fat first /4 /g/ goat good guard gap /4 /j/ yet yard yoke yes /4 /k/ could coat cap card /4 /l/ lake lay lent late /4 /m/ met mine mile me /4 /n/ net Nile nine knee /4 10 /p/ push pond pest pace /4 11 /r/ rent ray rate rake /4 12 /s/ sip sat see sing /4 13 /t/ test tick tie taste /4 14 /v/ very view vat van /4 15 /w/ way went wait wake /4 16 /z/ zip zoo zeal zone /4 17 /ʃ/ shy she share shin /4 18 /ʧ/ chalk chip cheap cherry /4 19 /θ/ thigh thumb thin thank /4 20 /ð/ they those than then /4 21 /ʤ/ joke just jewel Joan /4 22 /h/ hurt harm hate heat /4 100 APPENDIX (adopted from To Minh Thanh (2008)) English /d/ Vietnamese /d/ Distinction between English /d/ and Vietnamese /d/ 101 APPENDIX (adopted from To Minh Thanh (2008)) English /ð/ Vietnamese /d/ Distinction between English /ð/ and Vietnamese /d/ 102 APPENDIX 10 (adopted from To Minh Thanh (2008)) English /θ/ Vietnamese /tʰ/ Distinction between English /θ/ and Vietnamese /tʰ/ 103 APPENDIX 11 (adopted from To Minh Thanh (2008)) Vietnamese /s/ English /ʃ/ Distinction between English /ʃ/ and Vietnamese /s/ ... Nasals English Vietnamese English Vietnamese English Vietnamese English Vietnamese English Vietnamese Approximants English Vietnamese pb pb English and Vietnamese initial consonants in comparison... system of Vietnamese initial consonants 13 Table 2.3 English and Vietnamese initial consonants in comparison 15 Table 2.4 English and Vietnamese initial consonants and their spellings... comparison between English and Vietnamese spellings Table 2.4 English and Vietnamese initial consonants and their spellings20 Manner of English articulation initial initial consonants consonants