Luận văn tiếng Anh: Designing supplementary exercises in teaching affricative sounds through the book "English pronunciation in use" by Mark Hancock to the first-year English major students at Lang Son teachers' Training College = Thiết kế bài tập bổ trợ dạy phụ âm tắc xát dựa trên giáo trình "English pronunciation in use" của Mark Hancock cho sinh viên năm thứ nhất chuyên Anh tại trường Cao đẳng Sư phạm Lạng Sơn. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Tiếng Anh
Bài tập
Sinh viên
Phụ âm
Acknowledgements
Abstract ..
Table o f contents
List of Abbreviation
List of figures, charts and tables Part A. INTRODUCTION
1. Rationale
.
iv
vii V111
1 1
2 3 3
3 4 § §
5 §
6
9
........ 10 10
11 12 12
iv
TABLE OF CONTENTS
2. Aims of the study
3. Research questions
4. Scope of the study
.5 Methods of the study
6. Design of the study
Part B. DEVELOPMENT
Chapter :I THEORETICAL BACKGROUND
1.1. Teaching pronunciation ............
1.1.1. Importance of teaching pronunciation in EFL teaching 1.1.1. Problems in teaching pronunciation
1.2. Affricative sounds 1.2.1. Definition
1.2.2. Description of affricative sounds 1.2.3. Learners' problems with affricates
1.2.3.1. Distribution/ Absence of sounds 1.2.3.2. Spelling pronunciation
1.2.3.3. Syllable types
1.3. Materials Evaluation
1.3.1. What is Materials Evaluation 1.3.2. Criteria for Materials Evaluation
1.3.2.1. Criteria by Brian Tomlinson . . .
1.3.2.2. Criteria by Hutchinson & Walters 1.3.3. Types of Evaluation . . .
1.4. Materials adaptation . . .
1.4.1. Reasons for adaptation
1.4.2. Objectives for adaptation
1.4.3. Techniques for adaptation Chapter II: THE STUDY .............. 2.1.Subjects ....................... 2.2. Context
12 12 13 14 15 15
. 1 6 17
.......................17 17
2.2.1. The current situation of English teaching and learning at LSTC 2.2.2. Teachers.
2.2.2.1. Description
2.2.2.2. Teacher analysis 2.2.3. Learners
2.2.3.1. Description 2.2.3.2. Learner analysis
2.3. Summary
Chapter III: SUPPLEMENTARY EXERCISES
3.1. Brief evaluation o f current coursebook 3.1.1. Objectives of the material 3.1.2. Organization and design 3.1.3. Activities and exercises
3.1.4. Methodology 3.1.5. Summary ..
3.2. Proposed supplementary exercises
3.3. Suggestions for teachers and answer key 3.4. Summary...
Part C. CONCLUSION
17 18 18 19
21 21 21 29 30 30 30 31 32 33 34
. . . . 34 . . . 38 ..38 39
.1 Conclusion ..... 39
40 3. Recommendation for further research 40
41
IT
XI
2. Limitations of the study . . .
vi
REFERENCES ..........
APPENDICES ...
Appendix .1 Suggestions for teachers and answers for exercises
Appendix 2. Questionnaires . . . . . . . . . VII
Appendix .3 Unit 12 ni "English pronunciation in Use" by Mark Hancock
Part A INTRODUCTION
1. Rationale
The new trend ofteaching EFL has undergone the shift from linguistic competencies to
broader communicative competencies. This leads to the fact that the need for the integration of pronunciation with oral communication is clearly realized. Therefore, pronunciation is such an integrated and integral part of EFL learning because of its direct effects on learners' communicative competencies that teaching pronunciation plays a really crucial role in teaching EFL.
Despite the importance ofpronunciation and teaching pronunciation to EFL students, this aspect is less taken into consideration and takes much of teachers' ignorance in the EFL classes - an idea shared by Kelly (1996) who dubs pronunciation the "Cinderella" area of
foreign language teaching. This fact affects students' learning and they take little concern for pronunciation. Consequently, many students have poor knowledge of this aspect. They often make mistakes in articulating English sounds and they find it difficult to capture correct pronunciation.
The above- mentioned matters are really true to the English teaching and learning situation in Lang Son teachers' training college (LSTC). Many English major students have trouble with pronunciation, especially with the English sounds. As a result, there are various problems arising to the students. Firstly, because ofthe differences between sound systems of English and Vietnamese, some English sounds do not exist in Vietnamese and vice versa and thus many students do not know how to correctly pronounce some certain sounds such as /0/,
/ I t , Idz/, IS, /31 ...and some other vowels. Secondly, "each sound of English is represented by more than one written letter or by sequences of letters" and "any letter of
English represents more than one sound, or it may not represent any sound at a l l (Paul, 1991:5) for example /tf/ in chip, future, watch ; /dz/ in jam, general, age, fridge or /g/ in
giggle, /3/ ni gigolo, /dz/ ni giant .., the confusion among some sounds /d3/, /zl, /3/ or /S/,
Is frequently happens to these students who can scarcely be able to clearly distinguish these sounds from others.
It's believed that this problematic issue results from teachers' ignorance and the fact
that they wonder what and how to teach. The teachers entirely depend on the course book and there is almost no creation or supplementary exercises for students' practice. Besides, the
teachers sometimes find ti really difficult to apply the exercises in order to Giúp students with pronunciation practice. These crucial factors restrict students to improve their knowledge of pronunciation.
To solve the problem, some researchers have designed pronunciation syllabuses for
their own colleges. In LSTC, the book "Pronunciation in Use" written by Mark Hancock si used as course book. However, there are only 45 periods of the whole course for this subject so it is impossible to cover all the features ofpronunciation. From the fact that the students'
"inaccurate of a phoneme can lead to misunderstanding" (G. Kelly, 2006: 11) and that sound
is considered as the core of language, the system of English sounds is chosen as prior part
presented to students. But the system of English sound exposes problems to students as stated
above. Therefore, the researcher decides to choose a particular pair of English sounds -
affricates - which challenge students when they are dealing with the system of English
sounds in order to make an attempt to design the supplementary exercises for these consonants
with the hope that it can Giúp improve students' pronunciation, bring about the teachers'
orientation and concerns over the pronunciation lessons as well as make their lessons more
effective and interesting. Furthermore, ti can be a model for teachers to design exercises for teaching other sounds.
2. Aims of the study
From the fact of teaching and learning pronunciation in EFL classes, there apparently
exist limitations for both teachers and learners when dealing with this aspect. With the hope of bringing about a small contribution to the matter of teaching and learning pronunciation in her own situation ofresearcher's, the study aims to:
- Address a particular pair of English sounds: The affricates
- Make some contrastive analysis of English and Vietnamese consonant sounds.
- Find out the difficulties students meet when pronouncing affricative sounds /tf/ and
7d3/.
- Evaluate the course book " English Pronunciation in Use" in terms of a single section
"Letters and sounds"
- Propose a certain number of exercises on affricate sounds for the first - year English
major students at LSTC. 3. Research questions
To target the aims of the study, the following research questions are addressed:
(1) What difficulties do students have in dealing with affricative sounds?
(2) How suitable is the system of English sound in the course book "English
Pronunciation in Use" for English major students at LSTC? (3) What are supplementary exercises for affricative sounds?
4. Scope of the study
Obviously, pronunciation covers different features: segmentals (individual sounds) and
suprasegmentals (intonation and stress). We must bear in mind that the sounds are considered as the preliminary enquiry in teaching and learning pronunciation and they are also concerned
ni teaching other aspect like vocabulary or teaching speaking skill. However, the researcher does not have ambition to include the whole English sound system because it is a really time- consuming and complex matter. Otherwise, the researcher would like to take only affricates - two complex consonant sounds - which cause difficulties for students to do a different job from the previous researchers': design the supplementary exercises with the hope that it could be not only an improvement in reality of teaching and learning pronunciation but also the sample to design exercises for teaching other sounds in the situation of LSTC and of teachers' who are concerned with the same situation.
5. Methods of the study
The researcher, in this study, applies both quantitative and qualitative methods to
analyze the data which are collected by means of questionnaire to both teachers and students in LSTC and the interviews to the teachers only in order to explore the aims o f the study.
Besides, an important method to establish the theoretical background of the study is reviewing the related document relating to teaching pronunciation especially teaching the English sounds, the understanding of affricates as well as the exercises on English sounds to
Giúp EFL learners' practice is used. Additionally, method of document analysis is also
employed to fulfill the study.
6. Design of the study
The study comprises three main parts, together with appendices:
Part A is treated as the Introduction of the study addressing rationale, aims of the
study, the research questions, scope, method as well as design of the study.
Part B is considered as the main content of the study. It consists of three chapters.
Chapter I reviews theoretical background relating to the importance and problems of teaching and learning pronunciation. Besides, all about affricatives sounds is also mentioned such as the description of affricatives and learners problems with these sounds. The third section in this chapter refers to Material Evaluation. Material adaptation is clearly displayed in section 4.
Chapter I named The study plays a significant role of the study as ti provides findings for the next chapter. This chapters describes the context, instruments for data collection and analyses o ft h e results.
Chapter I targets the goal of the study by making an evaluation of Section A Letters and sounds in the coursebook and designing supplementary exercises of affricative sounds.
Part C makes a conclusion and limitations of the study.
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Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Tiếng Anh
Bài tập
Sinh viên
Phụ âm
Acknowledgements
Abstract ..
Table o f contents
List of Abbreviation
List of figures, charts and tables Part A. INTRODUCTION
1. Rationale
.
iv
vii V111
1 1
2 3 3
3 4 § §
5 §
6
9
........ 10 10
11 12 12
iv
TABLE OF CONTENTS
2. Aims of the study
3. Research questions
4. Scope of the study
.5 Methods of the study
6. Design of the study
Part B. DEVELOPMENT
Chapter :I THEORETICAL BACKGROUND
1.1. Teaching pronunciation ............
1.1.1. Importance of teaching pronunciation in EFL teaching 1.1.1. Problems in teaching pronunciation
1.2. Affricative sounds 1.2.1. Definition
1.2.2. Description of affricative sounds 1.2.3. Learners' problems with affricates
1.2.3.1. Distribution/ Absence of sounds 1.2.3.2. Spelling pronunciation
1.2.3.3. Syllable types
1.3. Materials Evaluation
1.3.1. What is Materials Evaluation 1.3.2. Criteria for Materials Evaluation
1.3.2.1. Criteria by Brian Tomlinson . . .
1.3.2.2. Criteria by Hutchinson & Walters 1.3.3. Types of Evaluation . . .
1.4. Materials adaptation . . .
1.4.1. Reasons for adaptation
1.4.2. Objectives for adaptation
1.4.3. Techniques for adaptation Chapter II: THE STUDY .............. 2.1.Subjects ....................... 2.2. Context
12 12 13 14 15 15
. 1 6 17
.......................17 17
2.2.1. The current situation of English teaching and learning at LSTC 2.2.2. Teachers.
2.2.2.1. Description
2.2.2.2. Teacher analysis 2.2.3. Learners
2.2.3.1. Description 2.2.3.2. Learner analysis
2.3. Summary
Chapter III: SUPPLEMENTARY EXERCISES
3.1. Brief evaluation o f current coursebook 3.1.1. Objectives of the material 3.1.2. Organization and design 3.1.3. Activities and exercises
3.1.4. Methodology 3.1.5. Summary ..
3.2. Proposed supplementary exercises
3.3. Suggestions for teachers and answer key 3.4. Summary...
Part C. CONCLUSION
17 18 18 19
21 21 21 29 30 30 30 31 32 33 34
. . . . 34 . . . 38 ..38 39
.1 Conclusion ..... 39
40 3. Recommendation for further research 40
41
IT
XI
2. Limitations of the study . . .
vi
REFERENCES ..........
APPENDICES ...
Appendix .1 Suggestions for teachers and answers for exercises
Appendix 2. Questionnaires . . . . . . . . . VII
Appendix .3 Unit 12 ni "English pronunciation in Use" by Mark Hancock
Part A INTRODUCTION
1. Rationale
The new trend ofteaching EFL has undergone the shift from linguistic competencies to
broader communicative competencies. This leads to the fact that the need for the integration of pronunciation with oral communication is clearly realized. Therefore, pronunciation is such an integrated and integral part of EFL learning because of its direct effects on learners' communicative competencies that teaching pronunciation plays a really crucial role in teaching EFL.
Despite the importance ofpronunciation and teaching pronunciation to EFL students, this aspect is less taken into consideration and takes much of teachers' ignorance in the EFL classes - an idea shared by Kelly (1996) who dubs pronunciation the "Cinderella" area of
foreign language teaching. This fact affects students' learning and they take little concern for pronunciation. Consequently, many students have poor knowledge of this aspect. They often make mistakes in articulating English sounds and they find it difficult to capture correct pronunciation.
The above- mentioned matters are really true to the English teaching and learning situation in Lang Son teachers' training college (LSTC). Many English major students have trouble with pronunciation, especially with the English sounds. As a result, there are various problems arising to the students. Firstly, because ofthe differences between sound systems of English and Vietnamese, some English sounds do not exist in Vietnamese and vice versa and thus many students do not know how to correctly pronounce some certain sounds such as /0/,
/ I t , Idz/, IS, /31 ...and some other vowels. Secondly, "each sound of English is represented by more than one written letter or by sequences of letters" and "any letter of
English represents more than one sound, or it may not represent any sound at a l l (Paul, 1991:5) for example /tf/ in chip, future, watch ; /dz/ in jam, general, age, fridge or /g/ in
giggle, /3/ ni gigolo, /dz/ ni giant .., the confusion among some sounds /d3/, /zl, /3/ or /S/,
Is frequently happens to these students who can scarcely be able to clearly distinguish these sounds from others.
It's believed that this problematic issue results from teachers' ignorance and the fact
that they wonder what and how to teach. The teachers entirely depend on the course book and there is almost no creation or supplementary exercises for students' practice. Besides, the
teachers sometimes find ti really difficult to apply the exercises in order to Giúp students with pronunciation practice. These crucial factors restrict students to improve their knowledge of pronunciation.
To solve the problem, some researchers have designed pronunciation syllabuses for
their own colleges. In LSTC, the book "Pronunciation in Use" written by Mark Hancock si used as course book. However, there are only 45 periods of the whole course for this subject so it is impossible to cover all the features ofpronunciation. From the fact that the students'
"inaccurate of a phoneme can lead to misunderstanding" (G. Kelly, 2006: 11) and that sound
is considered as the core of language, the system of English sounds is chosen as prior part
presented to students. But the system of English sound exposes problems to students as stated
above. Therefore, the researcher decides to choose a particular pair of English sounds -
affricates - which challenge students when they are dealing with the system of English
sounds in order to make an attempt to design the supplementary exercises for these consonants
with the hope that it can Giúp improve students' pronunciation, bring about the teachers'
orientation and concerns over the pronunciation lessons as well as make their lessons more
effective and interesting. Furthermore, ti can be a model for teachers to design exercises for teaching other sounds.
2. Aims of the study
From the fact of teaching and learning pronunciation in EFL classes, there apparently
exist limitations for both teachers and learners when dealing with this aspect. With the hope of bringing about a small contribution to the matter of teaching and learning pronunciation in her own situation ofresearcher's, the study aims to:
- Address a particular pair of English sounds: The affricates
- Make some contrastive analysis of English and Vietnamese consonant sounds.
- Find out the difficulties students meet when pronouncing affricative sounds /tf/ and
7d3/.
- Evaluate the course book " English Pronunciation in Use" in terms of a single section
"Letters and sounds"
- Propose a certain number of exercises on affricate sounds for the first - year English
major students at LSTC. 3. Research questions
To target the aims of the study, the following research questions are addressed:
(1) What difficulties do students have in dealing with affricative sounds?
(2) How suitable is the system of English sound in the course book "English
Pronunciation in Use" for English major students at LSTC? (3) What are supplementary exercises for affricative sounds?
4. Scope of the study
Obviously, pronunciation covers different features: segmentals (individual sounds) and
suprasegmentals (intonation and stress). We must bear in mind that the sounds are considered as the preliminary enquiry in teaching and learning pronunciation and they are also concerned
ni teaching other aspect like vocabulary or teaching speaking skill. However, the researcher does not have ambition to include the whole English sound system because it is a really time- consuming and complex matter. Otherwise, the researcher would like to take only affricates - two complex consonant sounds - which cause difficulties for students to do a different job from the previous researchers': design the supplementary exercises with the hope that it could be not only an improvement in reality of teaching and learning pronunciation but also the sample to design exercises for teaching other sounds in the situation of LSTC and of teachers' who are concerned with the same situation.
5. Methods of the study
The researcher, in this study, applies both quantitative and qualitative methods to
analyze the data which are collected by means of questionnaire to both teachers and students in LSTC and the interviews to the teachers only in order to explore the aims o f the study.
Besides, an important method to establish the theoretical background of the study is reviewing the related document relating to teaching pronunciation especially teaching the English sounds, the understanding of affricates as well as the exercises on English sounds to
Giúp EFL learners' practice is used. Additionally, method of document analysis is also
employed to fulfill the study.
6. Design of the study
The study comprises three main parts, together with appendices:
Part A is treated as the Introduction of the study addressing rationale, aims of the
study, the research questions, scope, method as well as design of the study.
Part B is considered as the main content of the study. It consists of three chapters.
Chapter I reviews theoretical background relating to the importance and problems of teaching and learning pronunciation. Besides, all about affricatives sounds is also mentioned such as the description of affricatives and learners problems with these sounds. The third section in this chapter refers to Material Evaluation. Material adaptation is clearly displayed in section 4.
Chapter I named The study plays a significant role of the study as ti provides findings for the next chapter. This chapters describes the context, instruments for data collection and analyses o ft h e results.
Chapter I targets the goal of the study by making an evaluation of Section A Letters and sounds in the coursebook and designing supplementary exercises of affricative sounds.
Part C makes a conclusion and limitations of the study.
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