VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** MAI THỊ HUYỀN STRATEGIES TO ENHANCE THE UNDERSTANDING OF ENGLISH INTONATION FOR THE DEVELOPMENT OF COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS Những chiến lược tăng cường hiểu biết ngữ điệu tiếng Anh nhằm phát triển lực ngôn ngữ giao tiếp người học ngôn ngữ hai M.A MINOR THESIS Field: English Linguistics Code: 602215 Hanoi - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** MAI THỊ HUYỀN STRATEGIES TO ENHANCE THE UNDERSTANDING OF ENGLISH INTONATION FOR THE DEVELOPMENT OF COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS Những chiến lược tăng cường hiểu biết ngữ điệu tiếng Anh nhằm phát triển lực ngôn ngữ giao tiếp người học ngôn ngữ hai M.A MINOR THESIS Field: English Linguistics Code: 602215 Supervisor: Dr Huỳnh Anh Tuấn Hanoi - 2012 iv TABLE OF CONTENT Page Declaration of authorship i Acknowledgements ii Abstract iii Table of content iv List of tables vii PART A - INTRODUCTION 1.1 Rationale for the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Methods of the study 1.4.1 Research questions 1.4.2 Research approach 1.4.3 The participants 1.4.4 Data collection methods 1.4.5 Data collection procedure 1.4.6 Data analysis 1.5 Organization of the study PART B - DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Literature Review 1.2 Theories of English intonation 1.2.1 Definitions of intonation 1.2.2 Systems of English intonation 1.2.3 Structure of English intonation 1.2.4 Basic tune shapes of English intonation 10 1.2.4.1 The falling tune 10 1.2.4.2 The first rising tune 11 1.2.4.3 The second rising tune 12 1.2.4.4 The falling-rising tune 13 1.2.5 Functions of English intonation 14 v 1.2.5.1 The organization of information 14 1.2.5.2 The realization of communicative functions 14 1.2.5.3 The expression of attitude 15 1.2.5.4 Syntactic structure 15 1.2.5.5 Textual structure 16 1.2.5.6 The identification of speech styles 16 1.3 Theories of language learning strategies 17 1.3.1 Definitions 17 1.3.2 Classification of Language Learning Strategies 17 1.3.2.1 Direct Language Learning Strategies 18 1.3.2.2 Indirect Language Learning Strategies 18 1.3.3 Characteristics of Language Learning Strategies 18 1.4 The relations between the competence of intonation and communicative language 19 ability 1.5 Strategies used to enhance the understanding English intonation for the development 23 of listening skill among second language learners in the study CHAPTER 2: METHODOLOGY 26 2.1 Research questions 26 2.2 Research approach 26 2.3 Selecting subjects 27 2.4 Data collection 27 2.4.1 Data collection methods 27 2.4.1.1 Tests 27 2.4.1.1.1 Meta-linguistic tests 27 2.4.1.1.2 Listening comprehension tests 27 2.4.1.2 Questionnaire 27 2.4.2 Data collection procedures 28 2.5 Data analysis 29 CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 30 3.1 Data analysis 30 3.1.1 Learners’ meta-knowledge of English intonation and the development of their 30 listening skill 3.1.1.1 Learners’ meta-knowledge of English intonation 30 vi 3.1.1.2 Learners’ development of listening skill 33 3.1.2 Strategies used by learners 35 3.1.2.1 Memory strategies 36 3.1.2.2 Cognitive strategies 36 3.1.2.3 Metacognitive strategies 37 3.1.2.4 Compensation strategies 37 3.1.2.5 Social strategies 37 3.1.2.6 Affective strategies 37 3.2 Discussions 37 PART C - CONCLUSION 39 Conclusion 39 Limitations of the research 39 REFERENCES 40 APPENDICES vii LIST OF TABLES AND CHARTS No Table 3.1 Title Page Scores of two groups in the pre-teaching phase meta-linguistic 30 tests Table 3.2 Statistics of two groups scores in the pre-teaching phase meta- 31 linguistic tests Table 3.3 Scores of the experimental group‟s in the pre- and post-teaching 31 phase meta-linguistic tests Table 3.4 Statistics of the experimental group‟ in the pre- and post- 31 teaching phase meta-linguistic tests Table 3.5 Scores of the control group in the pre-and post-teaching phase 32 meta-linguistic tests Table 3.6 Statistics of the control group in the pre-and post-teaching phase 32 meta-linguistic tests Table 3.7 Scores of two groups in the post-teaching phase meta-linguistic 32 tests Table 3.8 Statistics of two groups in the post-teaching phase meta-linguistic 32 tests Table 3.9 Scores of two groups’ listening comprehension tests in the pre- 33 teaching phase Table 3.10 Statistics of two groups’ scores in listening comprehension tests in 33 the pre-teaching phase Table 3.11 Scores of the experimental group’s listening comprehension tests in 33 the pre- and post-teaching phase Table 3.12 Statistics of the experimental group’s listening comprehension tests 34 in the pre- and post-teaching phase Table 3.13 Scores of the control group in the pre- and post-teaching phase 34 listening comprehension tests Table 3.14 Statistics of the control group in the pre- and post-teaching phase 34 listening comprehension tests Table 3.15 Scores of two groups in the post-teaching phase listening 35 viii comprehension tests Table 3.16 Statistics of two groups in the post-teaching phase listening 35 comprehension tests Chart 3.1 Percentages of learning strategies used by the students 36 PART A: INTRODUCTION 1.1 Rationale of the study Nowadays, English is more and more popular all over the world With the rapid pace of integration and globalization, English has become a golden key to opening the door of many fields such as commerce, communication, science and technology throughout the world That is why people want to learn English for their interests Therefore, to meet the demand of the society, it is very necessary to teach English in schools at all levels When teaching and learning, what teachers and learners desire to master English to reach the highest target is to get well in communication Apart from extra-linguistic factors, language users‟ competence in such intra-linguistic features as grammar, vocabulary and pronunciation have an effect on their successful communication It is generally assumed that pronunciation is a direct factor participating in conversations between speakers and listeners and difficulties in communicating may be caused by improper pronunciation Thus the growing emphasis on communicative approaches to teaching English has placed higher demands for correct pronunciation When dealing with teaching pronunciation, we have to mention all its components such as sounds (vowels and consonants), intonation and so on, of which intonation is a main component Intonation exists in every language and is crucial for communication as a device to indicate the meaning intended and as a tool to indicate the feelings of the speaker Intonation plays a very important role in helping other people understand what the speaker believes to be the important aspects of the communication and thus helps them follow the structure of the communication Using English without knowledge of intonation can create troubles for learners of English in communication Incorrect intonation can result in misunderstandings and losing interest among interlocutors or may even cause unwanted offences Despite this fact, it seems that teaching and learning intonation has been paid inadequate attention to It may be because of some reasons In the official textbooks at schools used for teaching English, there are few exercises and there is little time for pronunciation practice, especially for intonation practice Intonation is a complex aspect of pronunciation, so it is not surprising that many teachers not feel confident about tackling it in the classroom; whereas, teaching grammar or lexis, they find ways of making the language accessible to their learners Besides, most students often end up learning correct pronunciation of individual words However they not always sound as natural as they want to The problem is most often the use of the wrong intonation of sentences As a teacher of English at Quang Ninh University of Industry, I have experienced problems in teaching English intonation The classes are not divided based on the students‟ English proficiency, and the number of students in each class is normally huge The time for intonation teaching and learning is limited Therefore, it is quite difficult to facilitate teaching and learning in general Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation For the above reasons, the study entitled: “Strategies to enhance the understanding of English intonation for the development of communicative language ability among second language learners” was chosen to carry out I hope that my work can help learners of English have greater awareness and understanding of intonation to facilitate their speaking and listening 1.2 Aims of the study This study is carried out in order to: 1.2.1 Help learners of English have a thorough knowledge of English intonation and its uses in daily communication 1.2.2 Make suggestions to help teachers of English give successful lessons on English intonation 1.3 Scope of the study This study only focuses on some domain as follows: - Only Southern British intonation - In the process of analyzing, intonation is mainly shown through descriptions based on given theories - The study is aimed at the learners of English at pre-intermediate level at Quang Ninh University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of English intonation for the development of listening in particular 1.4 Methods of the study 1.4.1 Research questions This study is to answer two questions: 1.4.1 Do the strategies suggested in the study help second language learners enhance their understanding of English intonation? 1.4.2 Is knowledge of English intonation helpful for the development of second language learners‟ communicative language ability? 1.4.2 Research approach The approach adopted in the research is quasi-experimental in which both quantitative and qualitative methods of analysis are applied Quasi-experimental is adopted because my study lacks random allocation of groups A variable involving learners‟ understanding of English intonation and their listening comprehension is compared between two different groups at the end of the experiment 1.4.3 The participants The participants in my study are 100 first-year students at Quang Ninh University of Industry, divided into two groups: experimental group (50 students) and control group (50 students) 1.4.4 Data collection methods Two methods of collecting data are applied: tests and questionnaire There are two kinds of tests administered in the study: meta-linguistic tests and listening comprehension tests The questionnaire consists of 10 questions to investigate the strategies used by learners when they learn English intonation Questions to are closed questions Question 10 is open ended for learners to give their own opinions about the strategies they used 1.4.5 Data collection procedure First, the participants of the two groups did a pre-test 38 Question and were about lowering anxiety and encouraging oneself strategies which belong to affective strategies These strategies are not nearly applied by the students Only 10% and 21% respectively of the students pay attention to them 3.2 Discussions The findings of the study imply that the application of language learning strategies in teaching and learning can serve as an effective way to help learners to enhance their understanding of English intonation for the development of communicative language ability, especially listening skill By using the strategies suggested the students can get better results which are shown through the scores they get in the tests Therefore, by using a quasi-experiment I have gotten the information to draw a conclusion that the learning strategies used in learning English intonation have positive influences on enhancing the students‟ understanding of English intonation for the improvement of communicative language ability This means that two research questions are answered In addition, based on the percentages of the students‟ responses from the questionnaire, it can be seen that most of the students use the cognitive, metacognitive, memory, compensation and social strategies in their study Cognitive strategies are helpful for the students because they are related directly to learning intonation Tune shapes are not be able to creative, so the students have to imitate models It is significant if they practise as much as possible When they understand English intonation, they can speak nearly like the native speakers and can catch real meanings of utterances in conversations when listening to the tape recorder or communicating with people in English Metacognitive strategies provide the students effective aid to learn because they help them plan language learning in an efficient way The students choose selective attention strategy so that they can concentrate on what they want to acquire It is also a crucial technique when doing listening task because requirements in each task are not the same Besides, the students try to find more chances to practise what they learn in the lessons on English intonation They can listen to tapes or make conversations with their peers This makes the students to be active in their learning and consolidate their knowledge of intonation and strengthen the listening comprehension 39 Beside the most common strategies above, the students tend to use memory, compensation and social strategies Although the percentages of the students‟ choices of these strategies shown in the questionnaire are not as high as that of the students‟ responses about cognitive and metacognitive strategies, these strategies attract many students They are useful for the students to overcome the difficulties in their study It is due to these strategies the students find it easier to memorise the knowledge of English intonation, or create and maintain language communication with people Then they can increase their confidence and get rapid achievement As proved above the strategies suggested in the study are considered as basic for learners who want to improve English intonation and listening comprehension Based on the results analysed, there should be noticed to the relevance of the strategies for each language task In other words, the strategies need to be applied flexibly in terms of language tasks‟ aims and objectives and subjects PART C: CONCLUSION Summary Learning English intonation is not easy for learners because they deal with many problems The most common way to overcome difficulties are memorising and practising However, it needs the aid of learning strategies to get achievement That is the reason why I carried out my study to propose some basic learning strategies to enhance learners‟ understanding of English intonation in order to improve their communicative language ability My study was on the first-year students at Quangninh University of Industry to check the effectiveness of the learning strategies proposed I did a quasi-experiment to get information for the purposes of the research The data were the students‟ results from their tests on the knowledge of English intonation and listening comprehension before and after the experiment In addition to the tests, I gathered the information about the strategies the students tend to use through a questionnaire According to the data collected and the analysis, the experimental group got higher scores in the post-tests than those in the pretests, and most of the students used the learning strategies introduced in the experiment through the percentage of their responses in the questionnaire 40 In conclusion, the findings lead me to believe that the learning strategies examined in the experiment are effective to increase the students‟ understanding of English intonation for their development of listening comprehension Limitations of the research The study suffers from a number of limitations First of all, the validity of the research would be better guaranteed if more participants were involved Another limitation of this study includes the generalizability of the study to other contexts since it was conducted in just one university and the participants were only the first-year students Further, the students were not divided into groups based on their proficiency on English, so the study was not able to investigate learning strategies used by the students with different levels of proficiency Next, my study dealt with the aid the understanding on English intonation to listening comprehension which is only one of communicative language ability; whereas speaking is one of important skill in communication However, this study is my effort to obtain the aim of the research, and I hope it will give some suggestions to further studies REFERENCES Bachman, L.F (1990) Fundamental Consideration in Language Teaching Oxford University Press Bialystok, E (1978) A Theoretical Model of Second Language Learning SEAMEO Language Centre Brazil, D (1997) The communicative value of intonation in English Cambridge University Press Every, P & Ehrlich, S (1992) Teaching American English Pronunciation Oxford University Press Halliday, M.A.K (1970) A course in Spoken English: Intonation London: Oxford UP Hancock, M (2003) English Pronunciation in Use Cambridge University Press Johnson, K (1996) Language Teaching and Skill Learning Blackwell Kelly, G (2000) How to teach pronunciation Longman 41 Kenworthy, J (1992) Teaching English Pronunciation Longman Kỷ, Nguyễn Huy (2006) Intonation by Vietnamese Nxb Văn hóa-Thơng tin Hà Nội Mortimer, C (1985) Elements of Pronunciation: Intensive Practice for Intermediate and more Advanced Students Cambridge University Press Nunan, D (1991) Language Teaching Methodology Prentice Hall International Ltd Nunan, D (1992) Research methods in language learning Cambridge University Press O‟Connor, J.D (1980) Better English pronunciation (Second Edition) Cambridge University Press O‟Malley, J.M & Chamot, A.U (1990) Learning Strategies in Second Language Acquisition Cambridge University Press Oxford, R.L (1990) Language Learning Strategies Newbury House Publishers Richards, J.C., Platt, J., Platt, H (1992) Longman Dictionary of Language Teaching & Applied Linguistics (Second Edition) Longman Roach, P (1983) English phonetics and phonology: A practical course Cambridge University Press Rubin, J (1975) What the good learner can teach Us? TESOL Quarterly, 9, 1: 41-50 Tench, P (1996) The intonation systems of English Cassell 42 I APPENDICES APPENDIX A: TESTS APPENDIX A1: PRE-TEACHING PHASE META-LINGUISTIC TEST Full name:……………………………………… Group:…………………………………………… Date:……………………………………………… Answer the following questions: Does your voice usually go up or down when you mention new information? …………………………………………………………………………………… Does your voice usually go up or down when you mention old information? …………………………………………………………………………………… Does your voice usually go up or down when you want to continue conversations? …………………………………………………………………………………… Does your voice usually go up or down when you want to finish conversations? …………………………………………………………………………………… Does your voice usually go up or down when you agree with the other person in a conversation? …………………………………………………………………………………… Does your voice usually go up or down when you disagree with the other person in a conversation? …………………………………………………………………………………… Does your voice often go high when you want to show your strong feeling with a very strong adjective like excellent? …………………………………………………………………………………… What people mean when they say a strong adjective brilliant with a flat voice after something bad happens? …………………………………………………………………………………… When does your voice go up at the end of open questions? …………………………………………………………………………………… 10 When does your voice go down at the end of open questions? …………………………………………………………………………………… II APPENDIX A2: POST-TEACHING PHASE META-LINGUISTIC TEST Full name:……………………………………… Group:…………………………………………… Date:……………………………………………… Answer these following questions: What are the basic tune shapes of English intonation? …………………………………………………………………………………… What is the movement of the voice when you pronounce a falling tone? …………………………………………………………………………………… What is the movement of the voice when you pronounce a rising tone? …………………………………………………………………………………… What is the movement of the voice when you pronounce a fall-rising tone? …………………………………………………………………………………… What are the main functions of intonation? …………………………………………………………………………………… What are the elements of an intonation unit? …………………………………………………………………………………… Which tone for a question tag when you expect the hearer to acknowledge that what you have just said is correct? …………………………………………………………………………………… Which tone for a question tag when you inviter the hearer to say whether what you have just said is correct or not? …………………………………………………………………………………… When yes-no questions often have a falling tone? …………………………………………………………………………………… 10 When yes-no questions often have a rising tone? …………………………………………………………………………………… III APPENDIX A3: PRE-TEACHING PHASE LISTENING COMPREHENSION TEST Full name:……………………………………… Group:…………………………………………… Date:……………………………………………… I Look at the questions below Listen and underline the word the speaker emphasises I have two daughters Do you have any children? My first language is Urdu What‟s your first language? So you work Monday to Saturday? What you on Sundays? I know how he did it, but … why did he it? My glasses aren‟t here, so … where are my glasses? II The responses to the pairs of sentences a and b below are the same, but the speaker uses a different tone in each response Listen and draw lines to show if the voice goes up or down 1a - Was the movie good? 1b - The book was better 2a - What time‟s lunch? - The book was better 2b - Lunch is at two 3a - I‟d like a leather one - Let‟s go tomorrow 3b - The fish is expensive - The steak‟s more expensive - Why are they so expensive? - They‟re all leather 4b - It‟s closed tomorrow 5a - Let‟s go swimming at two - Lunch is at two - They‟re all leather 4a - Why did you read the book? - When is it closed? - It‟s closed tomorrow 5b - Why didn‟t you have steak? - The steak‟s more expensive IV APPENDIX A4: POST-TEACHING PHASE LISTENING COMPREHENSION TEST Full name:……………………………………… Group:…………………………………………… Date:……………………………………………… I Look at the questions below Are they open or check? Listen and draw a down or an up line Have you been to America? What you study? What time is it? Are you over eighteen? Can you drive? II The responses to the pairs of sentences a and b below are the same, but the speaker uses a different tone in each response Listen and draw lines to show if the voice is flat or goes high 1a - Forget the beach; it‟s raining 1b - They say we don‟t have to pay; it is again! - Brilliant 2a free - Brilliant - I got an A in the exam! 2b - Well done 3a - I can count to three in German - I‟ve crashed the car again! - Well done 3b - Amazing - I learnt how to fly a plane while we were on holiday - Amazing 4a - We could pick fresh fruit off the 4b - We had a tiny bit of cheese on a dry trees in the garden - Delicious! 5a day, old piece of bread - Delicious! - Frank says he‟ll take us to the 5b - The car‟s broken down and there are no V airport taxis - Excellent! - Excellent! APPENDIX B: QUESTIONNAIRE I am a MA student at the Faculty of Post-Graduate of Studies, the University of Languages and International Studies, Vietnam National University, Hanoi I am doing my research on “Strategies to enhance the understanding of English intonation for the development of communicative language ability among second language learners” This questionnaire is designed only for the purposes of my study Your assistance in answering all the following questions is highly appreciated Thank you very much for your cooperation! Mai Thi Huyen Please show your frequency of using the strategies listed below by putting a tick in the boxes Always used Usually used Sometimes used Generally not used Never used No Statement I practice intonation patterns by humming or tapping I use semantic mapping about intonation in memory I imitate models of intonation patterns in the book I focus my attention on the tones when I learn tune shapes I seek opportunities to practice intonation patterns I use linguistic clues and context to guess real meanings of utterances I make conversations with my classmates I relax while I listen to models of intonation patterns I encourage myself to overcome difficulties to learn English intonation although it is not easy VI Which other activities you often use to learn English intonation? APPENDIX C: SYLLABUS Aims This syllabus is designed for only a short course in eight weeks at Quangninh University of Industry This syllabus includes eight lessons (each lesson is in 30 minutes) It only provides the students with the main issues of English intonation In addition to the knowledge of intonation, learning strategies are involved in order to help the students enhance their understanding of English intonation for the development of communicative language ability Procedures Language focus No Date and learning Objective Materials strategies Nov - Definitions of - To provide students - Tench, P (1996) The 24th English with definitions English intonation systems of English 2011 intonation intonation and the ways New York: Cassell - memory to remember information strategies Dec - Systems of - To provide students - Tench, P (1996) The 1st English with systems and intonation systems of English 2011 intonation structure of English New York: Cassell - Structure of intonation and the ways English to remember information intonation - memory strategies VII O‟Connor, J.D (1980) - The falling tone - To provide students - 8th - memory with what the falling tone Better English pronunciation 2011 strategies and how it is pronounced (Second Edition) Cambridge - cognitive - To help students strategies pronounce the falling tone - The rising tone - To provide students - 15 - cognitive with what the rising tone Better English pronunciation 2011 Dec strategies and how it is pronounced (Second Edition) Cambridge Dec th - To help students University Press O‟Connor, J.D (1980) University Press pronounce the rising tone Dec O‟Connor, J.D (1980) - The fall-rising - To provide students - 22 tone with what the fall-rising Better English pronunciation 2011 - metacognitive tone and how it is (Second Edition) Cambridge strategies pronounced University Press th - To help students pronounce the fall-rising tone Dec - Intonation and - To provide students - Hancock, M (2003) English 29th grammar with the intonation in Pronunciation in 2011 - metacognitive questions and statements Cambridge: Cambridge strategies - To help students Use University Press pronounce tones in questions and statements - Intonation and - To help students guess - Hancock, M (2003) English 5th attitude and recognize the Pronunciation in 2012 - compensation speaker‟s attitude through Cambridge: Cambridge strategies Jan intonation University Press - Intonation and - To help students - Hancock, M (2003) English Jan Use VIII 12th discourse 2012 Pronunciation in - Social strategies continue or finish Cambridge: Cambridge - Affective conversations through University Press strategies intonation recognize the ways to APPENDIX D: PERCENTAGES OF LEARNING STRATEGIES USED BY STUDENTS AS REVEALED IN THE QUESTIONNAIRE Frequency Valid Percent Valid Percent Cumulative Percent 20 38.5 40.0 40.0 25 48.1 50.0 90.0 3 5.8 6.0 96.0 Missing Total 3.8 4.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.17 Percentage of mechanical techniques Frequency Valid Percent Valid Percent Cumulative Percent 20 38.5 40.0 40.0 23 44.2 46.0 86.0 7.7 8.0 94.0 3.8 4.0 98.0 Missing Total 1 1.9 2.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.18 Percentage of semantic mapping strategy Frequency Valid Percent Valid Percent Cumulative Percent 30 57.7 60.0 17 32.7 34.0 94.0 Missing Total 5.8 6.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.19 Percentage of imitation strategy 60.0 Use IX Frequency Valid Percent Valid Percent Cumulative Percent 15 29.2 30.0 30.0 25 48.8 50.0 50.0 7.7 8.0 84.0 4 7.7 8.0 92.0 Missing Total 2.8 4.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.20 Percentage of selective attention strategy Frequency Valid Percent Valid Percent Cumulative Percent 19 36.5 38.0 38.0 17 32.7 34.0 72.0 17.3 18.0 90.0 5.8 6.0 96.0 Missing Total 3.8 4.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.21 Percentage of seeking opportunities strategy Frequency Valid Percent Valid Percent Cumulative Percent 16 30.8 32.0 32.0 22 42.3 44.0 76.0 15.4 16.0 92.0 5.8 6.0 98.0 100.0 Missing Total Total System 1.9 2.0 50 52 96.2 3.8 100.0 100.0 Table 3.22 Percentage of guessing strategy Frequency Percent Valid Percent Cumulative Percent X Valid 17 32.7 34.0 34.0 11 21.2 22.0 56.0 12 23.1 24.0 80.0 11.5 12.0 92.0 Missing Total 7.7 8.0 100.0 50 52 96.2 3.8 100.0 100.0 Total System Table 3.23 Percentage of cooperation strategy Frequency Valid Percent Valid Percent Cumulative Percent 3.8 4.0 4.0 5.8 6.0 10.0 13.5 14.0 24.0 30 57.7 60.0 84.0 15.4 16.0 100.0 50 52 96.2 3.8 100.0 100.0 Missing Total Total System Table 3.24 Percentage of lowering anxiety strategy Frequency Valid Percent Valid Percent Cumulative Percent 7.7 8.0 8.0 13.5 14.0 22.0 17.3 18.0 40.0 22 42.3 44.0 84.0 15.4 16.0 100.0 50 52 96.2 3.8 100.0 100.0 Missing Total Total System Table 3.25 Percentage of encouraging oneself strategy ... help second language learners enhance their understanding of English intonation? 1.4.2 Is knowledge of English intonation helpful for the development of second language learners? ?? communicative language. .. to the experimental group after the experiment All the questions aimed to investigate the usefulness of the strategies to enhance the understanding of English intonation for the development of. .. COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS Những chiến lược tăng cường hiểu biết ngữ điệu tiếng Anh nhằm phát triển lực ngôn ngữ giao tiếp người học ngôn ngữ hai M.A MINOR THESIS