Linking as a means to teach other modifications of sounds in connected speech a case study of general english learners at alpha foreign language school m a

VIETNAM NATIONAL UNIVERSITY — HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE LINKING AS A MEANS TO TEACH OTHER MODIFICATIONS OF SOUNDS IN CONNECTED SPEECH: A CASE STUDY OF GENERAL ENGLISH LEARNERS AT ALPHA FOREIGN LANGUAGE SCHOOL A Thesis Submitted to the Faculty of the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By VŨ PHƯƠNG UYÊN Supervised by TÔ MINH THANH, Ph.D Ho Chi Minh City, November 2010 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Linking as a means to teach other modifications of sounds in connected speech: A case study of general English learners at Alpha Foreign Language School” 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, 2010 Vũ Phương Uyên ii ACKNOWLEDGEMENT First and foremost I would like to thank Doctor Tô Minh Thanh, my inspiring teacher and devoted supervisor, through whose lectures I first became interested in Phonetics and Phonology, and without whose unfailing devotion this thesis could never have been finished She counseled me, corrected and accompanied me throughout its completion Thanks to AFLS teachers and students who have provided me with data on which this thesis is based Thanks to Monika and Như Hiền, the two raters, without whom much of what is written in this thesis would never have taken place Thanks also to all my teachers, colleagues, and friends who, in one way or another, have added their touch to this thesis I owe a debt of gratitude to my parents and brothers, who have given me wholehearted encouragement and support, finally to the Lord, my God, who has made a way for me and put beside me so many people who have taught me iii ABSTRACT Although Avery and Erhlich [1995: 8] confirm that the information regarding the ways in which sounds are modified in connected speech and the ways in which words are linked to one another in phrases and sentences “is not only important in helping students to improve their production of spoken English, but also essential in helping students to improve their comprehension,” teaching modifications of sounds in connected speech in general, and linking in particular, has been one of the most neglected areas in teaching English particularly to General English learners Therefore, this thesis was done to (1) determine problems facing General English students at Alpha Foreign Language School (abbreviated to AFLS) in perception and production of modifications of sounds in connected speech (modifications, for short), particularly linking; (2) ascertain the effectiveness of using linking as a means to teach other modifications; and (3) investigate the students’ attitude towards the teaching technique applied during the experimental teaching The study done for this M.A thesis first examined literature on the modifications It then investigated the current then teaching and learning linking as well as other modifications at AFLS through a questionnaire survey covering both teachers and 60 students of two English classes at this selected institution Data concerning the current then teaching and learning modifications in general and linking in particular were also collected from Pre-test, being conducted at the very beginning of the research, for the two selected classes — Control class and Treatment class Only Treatment class received the treatment of modifications via the experimental teaching given by the researcher during an accession of six weeks, three fifteen-minute class meetings per week, with linking as a means to teach other modifications Also done by the classes towards the end of the experimental teaching of the study was Post test which shared the same test form and has equivalent content with Pretest Expected to reveal how well the student subjects acquire linking as a modification in connected speech and as a means to teach other modifications such as assimilation, elision, epenthesis, strong forms and weak forms, and contraction, the tests were designed by the iv researcher to consist of two parts: the listening and the passage reading, which respectively evaluated the students’ perception and production of modifications The students’ performance was scored by two raters of whom either was teacher-incharge of the two selected classes and the other was a foreign teacher Finally, the students were asked to respond to Students’ questionnaire after the experimental teaching It was found that (i) the vast majority of the AFLS student subjects were not explicitly taught the modifications, (ii) their performance was remarkably improved after the experimental teaching, and (iii) the teaching technique, i.e using linking as means to teach other modifications of sounds in connected speech, was greatly appreciated by the students Based on the findings, some conclusions and recommendations were made v CONTENTS Statement of authorship i Acknowledgements ii Abstract iii Contents v List of tables x List of charts xiv Abbreviations xvi Chapter — Introduction 1.1 Background to the study 1.1.1 Teaching and learning pronunciation at AFLS 1.1.2 Description of the syllabus of pre-intermediate General English course at AFLS 1.2 Rationale for teaching linking-assisted modifications of sounds in connected speech 1.3 Purposes of the study 1.4 Significance of the study 1.5 Organization of the study 1.6 Limitation and delimitation of the study Chapter — Literature review 2.1 Background theory 2.1.1 Relevant terms and concepts 2.1.1.1 Linking .7 2.1.1.2 Assimilation 10 2.1.1.3 Elision 12 vi 2.1.1.4 Epenthesis 14 2.1.1.5 Strong forms and weak forms 16 2.1.1.6 Contraction 17 2.1.1.7 Summary 19 2.1.2 Pronunciation teaching and learning 10 2.1.2.1 Pronunciation teaching in the history of language teaching methodologies 19 2.1.2.2 Preliminary considerations in the teaching and learning of pronunciation 21 2.1.2.3 Common ways of teaching pronunciation 25 2.1.2.4 What pronunciation model to teach 26 2.1.2.5 Pronunciation testing and evaluation 26 2.1.3 Importance of modifications of sounds in connected speech 28 2.1.4 Characteristics of the Vietnamese language that affect the Vietnamese students’ acquisition of modifications of sounds in connected speech 30 2.2 A relevant study — Some pronunciation problems facing the learners of English at Hue University when speaking English naturally by Nguyễn Thị Phúc Hoà 33 2.3 Summary 34 Chapter — Methodology 35 3.1 Research questions 35 3.2 Participants 35 3.2.1 The student subjects 36 3.2.2 The teacher subjects 36 3.2.3 The raters 36 vii 3.2.4 The researcher 37 3.3 Instruments 37 3.3.1 Questionnaires 37 3.3.2 Class observations 39 3.3.3 Tests 39 3.4 Experimental teaching 41 3.5 Research procedure 42 3.6 Lesson plans 42 3.6.1 Background of developing lesson plans 42 3.6.2 Lesson plans for 18 class meetings (enclosed as Appendix 8) 43 3.7 Summary 44 Chapter — Data analysis and findings 45 4.1 Results of questionnaires 45 4.1.1 Results of students’ questionnaire before experimental teaching — Set 45 4.1.2 Results of teachers’ questionnaire — Set 53 4.1.3 Results of students’ questionnaire after experimental teaching — Set 57 4.1.4 Summary 60 4.2 Results of pre-test 61 4.2.1 Results of pre-test: Linking 61 4.2.2 Results of pre-test: Assimilation 63 4.2.3 Results of pre-test: Epenthesis 64 4.2.4 Results of pre-test: Elision 66 4.2.5 Results of pre-test: Strong forms and weak forms 67 viii 4.2.6 Results of pre-test: Contraction 69 4.2.7 Summary 70 4.3 Results of post test 71 4.3.1 Results of post test: Linking 71 4.3.2 Results of post test: Assimilation 76 4.3.3 Results of post test: Epenthesis 81 4.3.4 Results of post test: Elision 86 4.3.5 Results of post test: Strong froms and weak forms 92 4.3.6 Results of post test: Contraction 97 4.4 Testing the results of post test 102 4.4.1 Testing the results of post test: Linking 102 4.4.2 Testing the results of post test: Assimilation 104 4.4.3 Testing the results of post test: Epenthesis 105 4.4.4 Testing the results of post test: Elision 106 4.4.5 Testing the results of post test: Strong forms and weak forms 107 4.4.6 Testing the results of post test: Contraction 108 4.5 Results of the researcher’s observation 109 4.6 Summary 111 Chapter — Conclusion 112 5.1 Answers to the research questions 112 5.2 Recommendations 113 5.2.1 For teachers at AFLS 113 5.2.2 For students at AFLS 114 5.2.3 For administrators at AFLS 116 ix 5.3 Limitations and contributions 116 5.4 Summary 117 Bibliography 118 Appendix Strong forms and weak forms 121 Appendix Contracted words 122 Appendix Set — Students’ questionnaire 123 Appendix Set — Students’ questionnaire (Vietnamse version) 126 Appendix Set — Teachers’ questionnaire 129 Appendix Set — Teachers’ questionnaire (Vietnamese version) 131 Appendix Set — Students’ questionnaire after the experimental teaching 134 Appendix Set — Students’ questionnaire after the experimental teaching (Vietnamese version) 135 Appendix Pre-test 136 Appendix Post test 138 Appendix Lesson plans 140 Appendix Handouts 154 Appendix 10 Answer keys for the handouts 172 Appendix 11 Phonemic symbols of British English consonants and vowels 187 Appendix 12 Answer keys of pre-test 188 Appendix 13 Answer keys of post test 192 183 Handout 33 some cards to send to some friends; some gifts to give my niece ̬and nephew; a Christmas cake, a Turkey, a bottle ̬of champagne, and some candles for the party; and finally a new pair ̬ of shoes for me from the discount shoe shop at the end ̬of the corner Handout 34 Handout 35 184 Handout 36 She always does ̬exactly the same thing She wakes ̬up ̬at seven ̬o’clock She doesn’t wake ̬up ̬until quarter past seven She switches ̬on the radio She listens to the news She goes to the loo She brushes ̬her teeth She has ̬a shower She dries ̬her hair She chooses ̬her clothes She gets dressed She doesn’t have ̬any breakfast Handout 37 Researchers ̬in ̬a new field ̬of science called chronobiology are studying the body’s natural rhythms ̬or pattern, to find ̬out just what makes people sleepy Chronologists ̬have learned that ̬a person’s temperature, blood pressure, and hormone levels go up ̬and down in ̬a regular pattern that repeats itself every twenty-four hours During the day, a person’s blood pressure rises as much ̬as twenty percent Body temperature varies daily by as much ̬as two degrees The daily cycle ̬of body temperature affects how ̬a person feels ̬at different times during the day For most people, body temperature begins to drop ̬in the early evening This slows body functions and makes you feel drowsy Around day-break, body temperature rises and you begin to feel more ̬alert Handout 38 /d/ blamed seemed lived turned /t/ attacked liked talked promised helped watched pushed /1d/ counted avoided decided started waited 185 Handout 39 Christine gets up at about seven o’clock she goes downstairs and has breakfast early, because she starts work at eight o’clock When I wake up, I switch on the radio and listen to the news then I get up and have a shower I go downstairs at about quarter past seven Sam comes at about half past seven She doesn’t like the radio, so she switches on the television and watches the breakfast program She always turns up the volume too loud, so we often argue about that Colin goes to college and he’s always late He doesn’t usually have breakfast He runs downstairs at the last minute, and hurries out to get the bus But he usually misses it, so then I take him in my car and I’m late for work I like the weekends, because everyone stays in bed late But I don’t stay in bed I get up first and have my breakfast in peace Handout 40 Readers’ Letters My husband and ̬I had decided to buy a new house, and ̬I’d made an ̬ appointment to see our bank manager I’d never met ̬him before and ̬I was ̬a bit nervous I drove ̬into town and ̬I was lucky enough to find ̬a parking space outside the bank I just started reversing into the space when another car drove into ̬it I was furious I opened my window and shouted ̬at the other driver He ignored me and walked ̬away It took me twenty minutes to find another space As soon as I parked the car, I rushed back to the bank I was ten minutes late for my interview I went to the manager’s ̬ office, knocked ̬and walked ̬in The manager was sitting behind ̬his desk He was the man who had taken my pacing space! Handout 41 In the Sate of South Carolina, a convicted murderer was given the death penalty for a crime he committed while he was a minor In 1977, he was seventeen years old, James Terry Roach and two friends brutally murdered three people Roach’s lawyer fought the decision to execute him The young murderer remained on Death Row (a separate part of prison for convicted criminals who are sentenced to die) for ten years while his lawyer appealed to the governor The lawyer argued that it is wrong to execute a person for a crime he committed while he was a minor In the United States, a the governor of a state has a power to change a sentence from the death penalty to life in prison Nonetheless, the governor of South Carolina refused to stop the execution Roach was finally executed by electrocution in 1986 this is not the first time a criminal was executed in South Carolina for a crime be committed when he was a minor In 1994, a 14-year-old boy died in that state’s electric chair 186 Handout 42 When did you move the home, the place you living now? Who recommended this school to you? When did you first start cloning or decorating your childhood bedroom? When was the last time you called your family? What TV programs or movies did you watch at home, recently? Handout 43 We’re /w16/, You’re /j0:/ A: Tell ̬him we’re ̬here, will you? B: We’re ̬here We’re ̬in here A: Louder B: We’re ̬in here, Mrs Bagshaw! Please come ̬along now! We’re ready for you! A: Well, you’re not going to wait ̬all day Where ̬is ̬he? B: In there, ̬I think ̬If you see what ̬I mean Handout 44 A: You’re not feeling tired, ̬are you, dear? B: Only my legs, love They aren’t ̬as young ̬as they were! A: Well, we aren’t far from the hotel now B: We’re not doing anything tonight, ̬are we? A: Aren’t we playing cards, dear? With the Potters? B: Oh, yes, ̬of course A: They’re ̬a splendid ̬old couple, aren’t they? B: Splendid, yes A: Charming And so dignified B: Even so, we’re not using their pack ̬of cards ̬again tonight, ̬I can tell you! Handout 45 A: I’ll stop ̬if you stop B: If ̬you’ll stop, I’ll stop, yes A: You’ll feel much better ̬if ̬you stop B: Probably you’ll lose ̬your cough A: And ̬I’ll certainly save money B: I’ll stop immediately, I think A: Me too I’ll never have ̬another B: Or perhaps ̬I’ll have just one more 187 Handout 46 It’ll /1t!/, fun’ll /f^n!/, John’ll /d26$n!/, others’ll /^56z!/ , Pete’ll /pi:t!/, A: It’Il ̬improve soon The others’ll be coming B: Then the fun’ll begin, honestly A: John’ll bring his guitar B: And Ptete’ll be here A: It’ll warm ̬up soon, honestly B: Don’t go A: Please stay B: It’ll be no fun without ̬you A: It’ll be hopeless without girls Handout 47 A: If ̬you’ll sign here, please … B: We’ll the rest A: We’ll ̬arrange ̬ everything B: We’ll handle ̬all the details A: You’ll have nothing more to worry about B: You’ll have no need to concern yourself ̬any further A: And those problems … B: Those ̬anxiety … A: They’ll ̬all disappear – dear Mrs Parker … B: If ̬ you’ll kindly sign here, please A: Yes, ̬here Handout 48 A: I’ve got something for you B: You’ve got something for me? A: Well, ̬open ̬it B: A birthday present for me? Now what can it be? B: Like ̬it? A: Thank ̬you, darling Just what I’ve ̬always wanted How did ̬you guess? B: Darling, I’ve been thinking A: Mm? B: You’ve got so many pipes now How about ̬a change next ̬year? 188 Handout 49 A: But, darling, if ̬only you could’ve ̬apologized! B: Hm! He should’ve ̬apologized to me! A: But he’s ̬older than you You could’ve said ̬you were sorry, surely B: I suppose ̬I could’ve said ̬I was But that would’ve been telling a lie A: But ̬only a little one You could’ve said ̬it, just to keep the peace For my sake! B: Oh, all right You win Where ̬is the old devil? Handout 50 189 Appendix 11 PHONEMIC SYMBOLS OF BRITISH ENGLISH CONSONANT AND VOWEL SOUNDS Consonants p b t d k t~ d2 f v s z ʃ ʒ h m n ŋ l r Examples Pen, copy, happen back, baby, job tea, tight, button day, ladder, odd key, clock, school get, giggle, ghost church, match, nature judge, age, soldier Fat, coffee, rough, photo view, heavy, move thing, author, path this, other, smooth soon, cease, sister zero, music, roses, buzz ship, sure, national pleasure, vision hot, whole, ahead more, hammer, sum nice, know, funny, sun ring, anger, thanks, sung light, valley, feel right, wrong, sorry, arrange yet, use, beauty, few j wet, one, when, queen w Syllabic consonants suddenly, cotton n̩ middle, metal l̩ Vowels e æ ^ $ i: e1 a1 01 u: 6$ a$ 16 e6 @ : 0: $6 3: ju Examples kit, bid, hymn, minute dress, bed, head, many trap, bad lot, odd, wash strut, mud, love, blood foot, good, put fleece, sea, machine face, day, break price, high, try choice, boy goose, two, blue, group goat, show, no mouth, now near, here, weary Square, fair, various start, father thought, law, north, war poor, jury, cure nurse, stir, learn, refer about, common, standard happy, radiate glorious thank you, influence, situation [Brown, 1994: xiv] 190 Appendix 12 ANSWER KEYS OF PRE-TEST I LISTENING 1 Listen and mark a hook under the words when you identify they are linked (/z, t, n, k, r, v, d, s/: has ̬a, lot ̬of, in ̬ it, make ̬a, pitcher ̬of ̬it, drink ̬it, read ̬about ̬it ̬on, just ̬about ̬anything, have ̬a) Total score 14 A: What you take for ̬a cold, Helen? B: Oh, orange juice It’s supposed to be good for you because ̬it has ̬a lot ̬of Vitamin C in ̬it I make ̬a big pitcher ̬of ̬it and drink ̬it all the time A: Interesting Maybe I should try it B: You really should I read ̬about ̬it on this website for health problems, you know, on the Internet It says that drinking a lot ̬of orange juice can cure just ̬about anything—even stuff like toothaches and sore muscles! A: Well, I’m not sure about that But I’ll try it next time I have ̬a cold Contraction: Listen and fill the gaps with the missing words Total score A: We’re going to be late Anne’s coming over later B: I’ve lost my bike How’ll she get here? A: I don’t know She might’ve asked Ken for a lift B: I haven’t met Ken It’d be good to see him Listen and cross the letters of which the sounds you identify deleted Total score (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) It was next morning Hold tight She’s world champion It was just him It’s in first gear Take a left turn I heard singing She changed clothes I’ll send Lucy It was hard work They kept quiet It looked good 191 Strong forms and weak forms: Listen and fill in the gaps with the missing words Total score 22 (1) He threw the ball at Tom (2) You must come over for lunch (3) Bill and Mark have borrowed it (4) Have you got more than me? (5) I was at home from lunch (6) We could talk about it at the party (7) Can you tell us soon? (8) We were going to the party Listen and circle the words when you identify they are epenthetic Total score (1) jokes grapes boats addresses (2) promised complained (3) Thomas’s animals (4) things cooks called crashes Robet’s (5) repeated asked (6) objected explained coughs teaches cliffs villages paths added whispered Listen and fill in the gaps (palatalization) Total score * Note: each gap has two missing words If only one correct word is filled in, it is not counted (1) Did you get back this morning? (2) I’ve got your hat but not your coat.(Both or either of the gaps filled with correct missing words will score mark) (3) How was your trip to Paris yesterday? (4) How did your father react? (5) It’s about time he repaid you 192 II PASSAGE READING Passage Note:  linking: linking marker  contraction: bold  weak forms: italic  epenthesis: bold and italic  elision: bold and double strikethrough  palatalization: bold and linking marker In here, the dearest things were the electrical ̬appliances — things like ̬ a dishwasher, a fridge and ̬a stove There was no cutlery, so ̬I bought some knives, forks ̬and spoons I’d been given some bowls, but no cups ̬and saucers, so ̬I bought six ̬of ̬each I needed furniture, too, and curtains for some ̬of the rooms I had to make some difficult choices I bought purple curtains for the dining room That wasn’t my idea, but they should look really good ̬in there They’ll help keep ̬out the noise And ̬I got ̬a nice ̬old wooden table and some chairs They cost ̬about ̬a thousand dollars I’ve painted the walls pale ̬orange and ̬a large poster near the window And ̬I’ve put ̬an oil painting on the ̬opposite wall with ̬an ̬unusual pair ̬of lamps Yesterday I bought blue carpet for the stairs And ̬I had to get ̬a barbecue for the yard Another job ̬is to paint the ̬outside ̬of the house and the garage I’ll ̬enjoy doing that Passage 2: Read the following dialogue (Đọc hội thoại sau) A: Would ̬you like to go to the movie with me this weekend? B: I’d love to but I can’t A: Why can’t ̬you go out with me? B: Sorry, but I have a plan A: Could ̬you change your plan? What’s ̬your plan? B: I have to look after my younger sister My parents will go to the party this weekend A: Why don’t ̬you try to get a babysitter? B: I’m sorry, but I don’t think my parents will agree Maybe another time A; Well, would ̬you like to go somewhere for a drink now? B: Great 193 Answer key table of passage reading Passage Linking (total: 32) electrical ̬appliances, like ̬a, and ̬a, so ̬I (2 times), forks ̬and, cups ̬and, six ̬of ̬each, some ̬of, good ̬in, keep ̬out, and ̬I (2 times), got ̬a, nice ̬old, cost ̬about, about ̬a, pale ̬orange, ̬a, and ̬I’ve, put ̬an, the ̬opposite, with ̬an, an ̬unusual, pair ̬of, get ̬a, job ̬is, the ̬outside ̬of, I’ll ̬enjoy Contraction (total: 6) I’d, wasn’t, they’ll, I’ve (2 times), I’ll Weak forms (total: 39) The (10 times), were, and (9 times), there, was, some (4 times), but (2 times), of (4 times), for (4 times), to (3 times) Epenthesis (total 4) appliances, choices, needed, painted Elision (total: 15) dearest things, and spoons, and saucers, , and curtains, of the, difficult choices, wasn’t my, out the, old wooden, and some, thousand dollars, and hung, paint the, outside, and the Passage Palatalization (total: 7) would you (2 times), can’t you could you, change your, what’s your, don’t you 194 Appendix 13 ANSWER KEYS OF POST TEST II LISTENING Linking: Listen and mark a hook under the words when you identify they are linked (/v, s, n, r, t, d, z, k /: have ̬a, juice ̬in ̬it, better ̬after, not ̬at ̬all, about ̬it, friend ̬of, is ̬an, said ̬it’s, think ̬it) Total score 14 A: Do you have ̬a good cold remedy? B: Oh, sure, I usually make some hot tea—with a little honey and lemon juice ̬in ̬it I feel much better ̬after that A: Yeah, but you probably take cold medicine, too B: No, not ̬at ̬all These cold medicines make me feel really strange I was complaining about ̬it one day to this friend ̬of mine who is ̬an ̬opera singer She told me to try that tea She said ̬it’s what ̬all the famous singers drink when they have ̬a cold A: Oh, yeah? Has your singing improve, too? B: Actually, I think ̬it has Listen! Contraction: Listen and fill the gaps with the missing words Total score A: I’ve made these biscuits Would you like one? B: That’s kind Urgh, they’re so sweet A: I must’ve put too much sugar in B: Don’t panic Richard’d like them He’ll eat anything Listen and cross the letters of which the sounds you identify deleted Total score (1) Did I hurt you (2) We reached Berlin (3) She arrived there (4) We crossed over (5) I phoned Keith (6) It moved towards us (7) They’re second hand (8) He finished first (9) I slept badly (10) I found Ruth (11) I understand this (12) I felt bad 195 Strong forms and weak forms: Listen fill the gaps with the missing words Total score 22 (1) He threw the ball at me (2) You must come over for dinner soon (3) Bill and Mark have left (4) Have you got more than Tom? (5) I was at home from five o’clock (6) We could talk about it at lunch (7) Can you tell us now? (8) We were going to the park Listen and circle the words when you identify they are epenthetic Total score (1) laughed (2) loves (3) admitted (4) replied (5) birds (6) brushes apologized clothes sizes insisted chorused legs confessed Tom’s offered demanded Alison’s catches ribs menus baths stops freezes cages Listen and and fill in the gaps (palatalization) Total score *Note: each gap has two missing words If only one correct word is filled in, it is not counted (1) Did you go shopping at lunch time? (2) She doesn’t want you to go (3) Where did you put my old handbag? (4) Now you’ve finished your course, I suppose you’re looking for a good job (5) I hoped you would have finished by now 196 II PASSAGE READING Passage Note:  linking: linking marker  contraction: bold  weak forms: italic  epenthesis: bold and italic  elision: bold and double strikethrough  palatalization: bold and linking marker In here, the dearest things were the electrical ̬appliances — things like ̬ a dishwasher, a fridge and ̬a stove There was no cutlery, so ̬I bought some knives, forks ̬and spoons I’d been given some bowls, but no cups ̬and saucers, so ̬I bought six ̬of ̬each I needed furniture, too, and curtains for some ̬of the rooms I had to make some difficult choices I bought purple curtains for the dining room That wasn’t my idea, but they should look really good ̬in there They’ll help keep ̬out the noise And ̬I got ̬a nice ̬old wooden table and some chairs They cost ̬about ̬a thousand dollars I’ve painted the walls pale ̬orange and ̬a large poster near the window And ̬I’ve put ̬an oil painting on the ̬opposite wall with ̬an ̬unusual pair ̬of lamps Yesterday I bought blue carpet for the stairs And ̬I had to get ̬a barbecue for the yard Another job ̬is to paint the ̬outside ̬of the house and the garage I’ll ̬enjoy doing that Passage 2: Read the following dialogue (Đọc hội thoại sau) A: Would ̬you like to come over for dinner with us after work? B: I’d love to but I can’t A: Why can’t ̬you come? B: Sorry, but I have an appointment A: Could ̬you change ̬your appointment? What’s ̬your appointment? B: I have to get my car from the mechanic A: Why don’t ̬you have Ron that? B: I’m sorry, but I don’t think my he will agree Maybe another time A; Well, would ̬you like to go somewhere for a drink now? B: Sure 197 Answer key table of passage reading Passage Linking (total: 32) electrical ̬appliances, like ̬a, and ̬a, so ̬I (2 times), forks ̬and, cups ̬and, six ̬of ̬each, some ̬of, good ̬in, keep ̬out, and ̬I (2 times), got ̬a, nice ̬old, cost ̬about, about ̬a, pale ̬orange, ̬a, and ̬I’ve, put ̬an, the ̬opposite, with ̬an, an ̬unusual, pair ̬of, get ̬a, job ̬is, the ̬outside ̬of, I’ll ̬enjoy Contraction (total: 6) I’d, wasn’t, they’ll, I’ve (2 times), I’ll Weak forms (total: 39) The (10 times), were, and (9 times), there, was, some (4 times), but (2 times), of (4 times), for (4 times), to (3 times) Epenthesis (total 4) appliances, choices, needed, painted Elision (total: 15) dearest things, and spoons, and saucers, , and curtains, of the, difficult choices, wasn’t my, out the, old wooden, and some, thousand dollars, and hung, paint the, outside, and the Passage Palatalization (total: 7) would you (2 times), can’t you could you, change your, what’s your, don’t you ... STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?Linking as a means to teach other modifications of sounds in connected speech: A case study of general English learners at Alpha Foreign. .. as a tool to teach assimilation, particularly palatalization to Treatment class during the experimental teaching Assimilation, also called co-articulation [Finch, 2000], “is the name given to the... subjects at AFLS in perception and production of modifications of sounds in connected speech, particularly linking; (2) Ascertaining the effectiveness of using linking as a means to teach other modifications,