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This is a study of improving pronunciation of English with respect to linking and assimilation for Êđê learners. This study attempts to achieve three objectives that are (i) identifying the potential causes of Êđê learners’ errors in producing English sounds; (ii) identifying the problems of English mispronunciation related to linking and assimilation made by Êđê learners (iii) working out the treatment to improve English pronunciation for Êđê learners.The main issues in the present study are dealt with the following research questions: (i) What are the potential causes of Êđê learners’ pronunciation from a contrastive perspective? (ii) What are the English pronunciation problems encountered by Êđê learners with respect to linking and assimilation? (iii) To what extent does the application of pronunciation improvement techniques affect Êđê learners’ pronunciation with regards to linking and assimilation?In order to find out the answer to the research questions, this study employs contrastive analysis for identifying the similarities and differences between English sounds and Êđê sounds, and action research with three steps: (i) identifying the English pronunciation problems encountered by Êđê learners; (ii) the treatment: designing an intensive course of English pronunciation, conducting the teaching of the intensive course, recording Êđê learners pronunciation; (iii) the progress: comparing the results of the recordings.The findings of the present study are concerned with the differences between English sounds and Êđê sounds that are thought to be the potential causes of Êđê learners’ errors in producing English sounds. By the application of the intensive course of English pronunciation and the appropriate teaching techniques, Êđê learners pronunciation has improved significantly.
CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in English linguistics Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the dissertation Hanoi, 2015 Y Tru Alio i ACKNOWLEDGEMENTS This dissertation could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere deepest gratitude to Assoc Prof Dr Võ Đại Quang, and Dr Nguyễn Huy Kỷ, my supervisors, who have patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher My special thanks go to Assoc Prof Dr Lê Hùng Tiến, former Head of the Postgraduate Studies Faculty, Dr Huỳnh Anh Tuấn, Head of the Postgraduate Studies Faculty and all the staff for their tremendous help with administrative clearance, and many others, without whose support and encouragement it would never have been possible for me to have this dissertation accomplished I am grateful to the University of Tây Nguyên where I have been working for the best possible conditions from which I have benefited for the completion of the dissertation Last but not least, I am greatly indebted to my family, my colleagues for the sacrifice they have devoted to the fulfillment of this academic work ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY I ACKNOWLEDGEMENTS II TABLE OF CONTENTS III ABBREVIATIONS AND SYMBOLS V LIST OF GRAPHS VII LIST OF TABLES VII LIST OF SENTENCES VIII DEFINITIONS OF KEY TERMS IX ABSTRACT XI PART A INTRODUCTION 1 RATIONALE FOR THE STUDY AIM OF THE STUDY OBJECTIVES OF THE STUDY RESEARCH QUESTIONS .2 SCOPE OF THE STUDY SIGNIFICANCE OF THE STUDY STRUCTURAL ORGANIZATION OF THE DISSERTATION PART B DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 DEFINITION OF PRONUNCIATION .4 1.2 DEFINITION OF LINKING AND ITS TYPES 1.3 DEFINITION OF ASSIMILATION AND ITS TYPES .10 1.4 PRONUNCIATION FROM THE PERSPECTIVE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) 19 1.4.1 Pronunciation in CLT 19 1.4.2 Linking and assimilation instruction 23 1.5 RESEARCH ON ÊĐÊ PRONUNCIATION .36 1.6 SUMMARY 40 CHAPTER METHODOLOGY 43 2.1 CONTRASTIVE ANALYSIS 43 2.2 ACTION RESEARCH .45 2.2.1 Identifying the problems 46 2.2.2 The treatment 46 2.2.2.1 Designing an intensive course 46 2.2.2.2 Conducting the teaching of the intensive course 51 2.2.3 The progress 53 2.2.4 Questionnaire for teachers’ attitude towards Êđê learners’ pronunciation 54 2.3 DATA COLLECTION .54 2.3.1 The setting 54 2.3.2 The participants 55 2.3.2.1 Êđê learners 55 2.3.2.2 The volunteer teacher of English 56 2.3.3 The procedure of the data collection .56 2.4 DATA ANALYSIS 57 2.4.1 The descriptive and contrastive techniques 57 2.4.2 The wave forms 57 2.4.3 Tables and graphs 61 2.4.4 Logical inferential statistics 61 2.5 SUMMARY 62 CHAPTER FINDINGS AND DISCUSSION 64 iii 3.1 THE POTENTIAL CAUSES OF ÊĐÊ LEARNERS’ ERRORS IN PRODUCING ENGLISH SOUNDS 64 3.1.1 The similarities between English vowels and Êđê vowels .66 3.1.2 The differences between English vowels and Êđê vowels .67 3.1.3 The similarities between English consonants and Êđê consonants 68 3.1.4 The differences between English consonants and Êđê consonants .70 3.1.5 The differences in consonant sequences 74 3.1.6 The differences between English syllable structures and Êđê syllable structures 80 3.1.7 The differences of sounds in connected speech of the two languages 81 3.2 THE ÊĐÊ LEARNERS’ MISPRONUNCIATION OF ENGLISH RELATED TO LINKING AND ASSIMILATION 83 3.2.1 Êđê learners’ mispronunciation of English linking 84 3.2.2 Êđê learners’ mispronunciation of English assimilation .105 3.3 THE TREATMENT TO IMPROVE ÊĐÊ LEARNERS’ PRONUNCIATION OF ENGLISH LINKING AND ASSIMILATION 123 3.3.1 The treatment to improve the pronunciation of English linking 124 3.3.1.1 Listening and imitating 124 3.3.1.2 Phonetic training 125 3.3.1.3 Minimal pair drills 129 3.3.1.4 Contextualized minimal pairs 130 3.3.1.5 Visual aids 132 3.3.2.The treatment to improve the pronunciation of English assimilation 132 3.3.2.1 Listening and imitating 132 3.3.2.2 Phonetic training 133 3.3.2.3 Minimal pair drills 134 3.3.2.4 Contextualised minimal pairs 135 3.3.2.5 Visual aids .136 3.3.3 Pedagogical implication for English pronunciation teaching 136 3.4 TEACHERS’ ATTITUDE TOWARDS ÊĐÊ LEARNERS’ PRONUNCIATION OF ENGLISH .138 3.5 SUMMARY .141 RECAPITULATION 143 CONCLUDING REMARKS 144 2.1.The cause of Êđê learners’ errors in producing English sounds 144 2.2 Êđê learners’ mispronunciation of English with respect to linking and assimilation 146 2.3 The treatment to improve Êđê learners’ English pronunciation 147 THE LIMITATION OF THE RESEARCH 148 SUGGESTIONS FOR FURTHER STUDIES .148 REFERENCES 149 THE AUTHOR’S PUBLISHED ARTICLES AND PROJECTS RELATED TO THE DISSERTATION 152 APPENDICES I APPENDIX THE CHART OF ENGLISH VOWELS AND CONSONANTS I APPENDIX THE CHART OF ÊĐÊ VOWELS AND CONSONANTS II APPENDIX THE RESULTS OF PRONUNCIATION OF ENGLISH LINKING IV APPENDIX THE RESULTS OF PRONUNCIATION OF ENGLISH ASSIMILATION VI APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF ENGLISH LINKING .VIII APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF ENGLISH ASSIMILATION X APPENDIX KEYS TO THE TEST FOR PRONUNCIATION OF ENGLISH LINKING XIV APPENDIX KEYS TO THE TEST FOR PRONUNCIATION OF ENGLISH ASSIMILATION XV APPENDIX INTENSIVE COURSE ON ENGLISH PRONUNCIATION XVI APPENDIX 10 LESSON PLANS XXX APPENDIX 11 QUESTIONNAIRE FOR TEACHERS LIX LXI APPENDIX 12 INFORMATION ABOUT THE DEVICES FOR RECORDING LXII iv ABBREVIATIONS AND SYMBOLS AlPlV-(Alveolar plosive voiceless) /C/ + AlPlV (Alveolar plosive voiced) /D/ + AlNV (Alveolar nasal voiced) /Q/ AlFrV (Alveolar fricative voiceless) /K/ + AlFrV (Alveolar fricative voiced) /L/ ± AlFrV (Alveolar fricative voiced or voiceless) /K±/ BilPlV(Bilabial plosive voiceless) /A/ + BilPlV (Bilabial plosive voiced) /B/ + BilNV (Bilabial nasal voiced) /P/ + 10 BilSV (Bilabial semi-vowel voiced) /V/ 11 Conson (Consonant) 12 DenFV (Dental fricative voiceless) /I/ + 13 DenFV (Dental fricative voiced) /J/ 14 LabDFrV (Labial dental fricative voiceless) /G/ + 15 LabDFrV (Labial dental fricative voiced) /H/ + 16 LatV (Lateral voiced) /S/ 17 GlFrV (Glottal fricative voiceless) /O/ 18 PalAlAfV (Palatal alveolar affricate voiceless) /CM/ + 19 PalAlAfV (Palatal alveolar affricate voiced) /DN/ + 20 PalV (Palatal voiced) /U/ + 21 PostAlV (Post-alveolar voiced) /T/ 22 PalAlFrV (Palatal alveolar fricative voiceless) /M/ + 23 PalAlFrV (Palatal alveolar fricative voiced) /N/ + 24 VePlV (Velar plosive voiced) /F/ 25 VelPlV (Velar plosive voiceless) /E/ + 26 VelNV (Velar nasal voiced) /R/ 27 V± (Voiced or voiceless) 28 V (Vowel) 29 S (Sentence) 30 St (Student) 31 Sylcon (Syllabic consonant) 32 Sw (Schwa) 33 CLMT (Communicative Language Teaching Method) 34 GTM (Grammar Translation Method) 33 L0 (Native speaker) 34 81st (The first mean) 35 82nd (The second mean) 36 SD1st (The first standard deviation) 37 SD2nd (The second standard deviation) 38 SE1st (The first standard error) 39 SE2nd (The second standard error) 40 SPE (The Sound Patterns of English) 41 /…/ (Slanting brackets used for phonemic transcriptions) v 42 […] (Square brackets used for phonetic transcriptions) vi LIST OF GRAPHS Graph 3.1: Scores obtained by 40 learners on linking ….……………… .96 Graph 3.2: Scores obtained by 40 learners on assimilation…….… .116 LIST OF TABLES Table 3.1: The similarities between English vowels and Êđê vowels… … 64 Table 3.2: The differences between English vowels and Êđê vowels……….…… 65 Table 3.3: The similarities between English consonants and Êđê consonants ….….67 Table 3.4: Consonants exist in English only and in Êđê only … ………….… ….69 Table 3.5: The differences between English and Êđê consonants in sequences 73 Table 3.6: The differences in syllable structures …………………………….… 78 Table 3.7: The differences in sounds in connected speech ……….…….………….79 Table 3.8: Percentage of Êđê learners’ scores on linking ……… 96 Table 3.9: Percentage of Êđê learners’ scores on assimilation 116 Table 3.10: Teachers’ attitude towards Êđê learners’ pronunciation 134 Table 3.11: The similarities and differences between English sounds and Êđê sounds …………………………………………………………………….……………… 141 vii LIST OF SENTENCES Sentences of linking Sentence 81 Sentence 84 Sentence 21 .85 Sentence 28 .87 Sentence 35a .88 Sentence 39 .89 Sentence 46 .90 Sentence 60 .91 Sentence 108 .93 Sentence 144 .94 Sentences of assimilation Sentence 18 .102 Sentence 35b 104 Sentence 52 .105 Sentence 72 .106 Sentence 79 .107 Sentence 121…………………………………………………………………….…108 Sentence 126…………………………………………………………………….…110 Sentence 128……………………………………………………………………….111 Sentence 151……………………………………………………………………….113 Sentence 190……………………………………………………………………….114 viii DEFINITIONS OF KEY TERMS The following cues have been used in this dissertation to convey the information presented (1) The italic type is used for the emphasized sounds, words, phrases or sentences which are defined in the text (2) The mean (8) is the average of a set of scores (obtained by adding the individual scores together and dividing by the total number of scores) The mean gives us information about the central tendency of the scores (3) The standard deviation (SD) is the most important measure of dispersion The standard deviation can be estimated by deducting the mean from each individual score, squaring the resulting figures to get rid of the minus signs, adding these together and dividing by the number of scores minus one This gives the variance The SD gives information on the extent to which a set of scores varies in relation to the mean (4) The standard error (SE) equals the standard deviation divided by the square root of the number The standard error’s information can be used to place a single sample mean in relation to the population mean from which it is drawn (5) Frequency is measured in Hertz (Hz), to be referred to the frequency of vibration of the vocal cords (6) The amplitudes can be known as the waveform The average amplitude of the waveform over a small fraction of a second is a convenient way of presenting the amplitude at that point The computerized Speech Lab (CSL) Model 4500 calculates amplitude graph, and is called amplitude Note: The information gained from the wave forms when being observed is still very abstract, since the observations involve the frequency calculations (times, intensities, and frequencies) There are still lists of questions and problems that might be needed for further future works However, in the dissertation, the wave forms are used to illustrate and to compare the differences between native speakers’ voices recorded and Êđê learners’ voices recorded ix (7) Transcriptions In this present study, slanting squares / / are used for phonetic transcriptions and bracket squares [ ] for phonological transcriptions Some sounds are tested within words, and some words are tested in contexts Some sentences are not needed to be transcribed in the whole utterance The transcriptions, depending on the items to be tested for the study purpose, can be in the full sentence at once or only in a few words of the sentence x 10’ 40’ - He’s not on the fourth floor now, he’s been moved - to the fifth Use the lift I’ll ring to say you’ve arrived - No hurry Er how is he, Nurse? - I think he’s improved Still coughs, of course - And he behaves all right, does he? - Oh, yes We have plenty of laughs! We’ll miss him when he leaves! - He loves pretty nurses, Granddad does! It’s a family weakness! By the way, he wanted me to bring him this gift For his special favorite - a nurse called Soft - How lovely! - Funny name, Soft, isn’t it? - Yes But I’ve got used to it - Oh Sorry a Well, I’ll ring to say you’ve arrived b I’m sorry! IC JD IK JL - Who baths you? - She baths me She’s always bathed me - Who clothes you? - She clothes me She’s always clothed me - And yet she loathes you? - She’s always loathed me! Consolidation Further practice lpt lkt lps lts lks - She sulks - She always has sulked - And you should hear the insults! - She insults him all the time - She never helps him - Never has helped - Well, we warned him - Oh, we warned him - We forecast the results - We did - Finish your ice-cream, Harold before it melts Teacher plays the cassette recorder, indicates the items needed to be pronounced Teacher asks Êđê learners to listen, imitate Teacher trains the learners by using phonetic symbols and explains the pronunciation of two weak forms with linking xlvii Students listen and imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation 40’ lmd lmz - One of your most famous films was about an enormous monster that overwhelms a city You played the monster, didn’t you? - That’s right It was filmed in the studio, of course And the city I overwhelmed was only a small, plaster-board model Even so, I managed to break my toe in rehearsal! - I’ll never forget the bit where you kicked the Marine Hotel into the sea! - With my left foot, you’d notice! SIK SKC - I was alone Missing you - So whilst I was away, you opened my last bottle of champagne! - I drank your health, darling! - From two glasses? - And my health, darling! Drank both our healths! sps sts spt skt sks - The hotel caters mainly for tourists - As usual, they gasped in terror as we whisked away the bedclothes - And as we whisked away the pillows, there were more pasps - Even though these tasks were performed nicely - None of the guests ever requests a second night in the haunted room - As hosts - Resident ghosts - We find this so disappointing GCK GIK - We have now completed our customer survey, Sir Of the total numbers going up to the Arts and Crafts, and Gifts Departments, three fifths used the escalator, two fifths used the lifts, and one fifth used the steps, Sir Teacher underlines the items related to two weak forms so that Êđê learners can follow the content of the lesson Teachers corrects learners’ pronunciation of ending sounds with attention to linking and assimilation Teacher plays the cassette recorder, indicates the items needed to be pronounced Teacher asks Êđê learners to listen, imitate Teacher trains the learners by using phonetic symbols and explains the pronunciation of two weak forms with linking Teacher underlines the items related to two weak forms so that Êđê learners can follow the content of the lesson Teachers corrects learners’ pronunciation of ending sounds with attention to linking and assimilation xlviii Students listen and imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation 10’ - Six fifths, Mr Tofts? Consolidation Ask students to regularly practice linking and assimilation Students listen to the disc and practice at home Lesson 7: Pronunciation of English Contractions Timing: periods (180’) Objectives: Students will be able to pronounce English ending sounds, assimilation, linking, voicing and devoicing Teaching techniques: Listening and imitating, phonetic training and visual aids minimal pair drills and contextualised minimal pairs Teaching tools: Cassette recorder , handout, projector and screen Procedure: Time Contents Teacher’s activities Students’ activities Teacher plays the Students listen and 40’ + he’s /O" L/ + John’s /DN+ 'QL/ + Jack’s /DN$EK= 151 John’s in, is he? 152 He’s out, actually 153 Oh When’s he expected back? 154 No idea Jack’s in, though 155 Who’s Jack? + it’s /"CK/ who’s /O( L/ 156 It’s time! It’s time to go! 157 Oh, it’s only half past Plenty of time 158 Look, it’s awful being late every time! + we’re /V!+ / 159 Tell him we’re here, will you? 160 We’re here We’re in here + I’ll /a" S/ + you’ll /U( S/ 161 I’ll stop if you’ll stop 162 If you’ll stop I’ll stop, yes + he’ll /O! S/ + she’ll /M! S/ 163 He’ll open the gate for her 164 She’ll say thank you + it’ll /" C+ S/ 165 It’ll improve soon The others’ll be coming 166 It’ll be no fun without you + I’ve /a" H / + you’ve /U( H/ cassette recorder, Indicates the items needed to be pronounced Teacher asks Êđê learners to listen, imitate Teacher trains the learners by using phonetic symbols and explains the pronunciation of English contractions Teacher underlines the items related to English contractions so that Êđê learners can follow the content of the lesson Teachers corrects learners’ pronunciation of English contractions xlix imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation 40’ 167 I’ve got something for you 168 You’ve got something for me? + we’ve /V! H/ + they’ve /J-" H/ 169 We’ve failed 170 We’ve failed? Both of us? 171 They’ve passed 172 They’ve passed? All of them? + he’s /O! L/ + she’s /M! L/ 173 Jim’s left, of course 174 He’s left, too, has he? 175 Yes, she’s gone to work at Fletcher’s, they tell me + ‘s /K/ or /L/ 176 It’s gone it’s not here 177 It’s not there? Ask Vic where he’s put it! 178 Vic’s gone + he’d /O! D/ + you’d /U( D/ 179 He’d already gone when I got there 180 I wish you’d spoken to him 181 You really think he’d have helped? 182 I think he’d have tried I wish you’d seen him + it’d /" C+ D/ 183 Then we realized it’d escaped 184 It’d bitten through one of the bars and squeezed through the gap + hadn’t /O+ DQC/ 185 He hadn’t got time for a drink, he said 186 He said he hadn’t got time for a meal +I’d /a" D/ + You’d /U( D/ + She’d /M! D/ 187 If you’d like to know what I’d like, I’d like a car 188 She’d like a car, if you’d like to know 189 I’d adore some diamonds! Teacher plays the cassette recorder, indicates the items needed to be pronounced Teacher asks Êđê learners to listen, imitate Teacher trains the learners by using phonetic symbols and explains the pronunciation of contractions Teacher underlines the items related to contractions so that Êđê learners can follow the content of the lesson Teachers corrects learners’ pronunciation of contractions l Students listen and imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation + it’d /" C+ D/ 190 It’d be difficult to tell him, of course 191 It’d obviously come as a shock + wouldn’t /V'DQC/ 192 Well, they said they wouldn’t paint it 193 Wouldn’t they put in new windows? + hadn’t /O+ DQC/ + wouldn’t /V'DQC/ 194 I hadn’t expected a promotion 195 Well, you wouldn’t, would you? 196 I really hadn’t expected it + could’ve /E'D+ H/ 197 But, darling, if only you could’ve apologized! 198 Hm! He should’ve apologized to me! 10’ 40’ Consolidation Further practice tie – thigh tree – three tanks – thanks bat – bath tent – tenth mouse – mouth pass – path first – thirst fin – thin day – they dare – there doze - those Send (tanks/thanks) She (taught/thought) I always (sink/think) in the pool Do you want these (free/three) book? Teacher is notices pairs of words that appear to have difficulty in hearing a difference between the two words The teacher works on these minimal pairs in practice activity and asks learners to listen and imitate Teacher gives learners plenty of opportunity to listen out for differences and then asks learners to try out what was said Teacher trains the learners by contrasting two words (minimal pairs) and explains the pronunciation of two contrastive words (contextualised minimal pairs) Teachers corrects li Students listen and imitate, and practice what was taught these minimal pairs are drilled chorally and individually Students work in pairs and discuss their problems of pronunciation 40’ Further practice sheep – ship heel – hill seat – sit cheeks – chicks feel – fill + He wants to buy a (sheep/ship) + Those (heels/hills) are very high + Look at those (cheeks/chicks) + Did you (feel/fill) the glass? + He isn’t going to (leave/live) bill – bell pin – pen chicks – checks wrist – rest fill – fell learners’ pronunciation of minimal pairs and contextualised minimal pairs Teacher is as model for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by contrasting two words (minimal pairs) and explains the pronunciation of two contrastive words (contextualised minimal pairs) Teachers corrects learners’ pronunciation of minimal pairs and contextualised minimal pairs Students listen and imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation + You dropped a (pin/pen) + Did you get the (bill/bell)? + This coffee tastes (bitter/better) + Her name is (Ginny/Jenny) + Whose (chicks/checks) are these? pen – pain wet – wait tell – tail test – taste pepper – paper 10’ + Can I have some more (pepper/paper)? + This (pen/pain) is terrible + I want to (sell/sail) the boat + (Test/Taste) the cake and see if it’s done + Put it in the (shed/shade) Consolidation and homework Ask lii students to Students listen to the regularly practice disc and practice at minimal pairs home liii Lesson 8: Pronunciation of English assimilation Timing: periods (170’) Objectives: Students will be able to pronounce English ending sounds, assimilation, linking, voicing and devoicing Teaching techniques: Listening and imitating, phonetic training, visual aids, minimal pair drills, and contextualised minimal pairs Teaching tools: Cassette recorder , handout, projector and screen Procedure: Time Contents Teacher’s activities Students’ activities (7) Oh, you need some lean Teacher plays the Students listen and 40’ meat, some vegetables, some butter, flour, salt, chilies Some garlic, if you’ve got some Lots of things /n+m= m/ /t+s= s/ (13) At one o’clock? At my mother’s /t+m= pm/ (14) At my sister’s /t+m= pm/ (18) Where did you see them? /d+j= DN/ (20) When did you see them? /d+j= DN / (35) Mm But these are more suitable, don’t you think? /t+j= CM / (51) What does he see in me? /n+m= m / (52) She can play the flute She can paint pictures She can write poems She can grow plants She can most things What can I do? I can’t any of the things she can! 40’ disc for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by using phonetic symbols to show assimilation that occur in the sentences, and Teacher explains how to pronounce English assimilation Teachers corrects learners’ pronunciation of English assimilation in contexts /n+p= mp/, /n+g= RF / (56) No need to mention me, for instance /n+m=m/ I will look at them, darling But I have to be at a meeting at a quarter past seven And I would like a bath Do hurry up Please! /t+s= s/ I think he’s improved Still coughs, of course /v+k= fk/ You see, as the exchange rate Teacher plays the disc for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by using phonetic symbols to show assimilation that occur in the sentences, and liv imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation sinks, the value of your savings shrinks But if you banked your money, instead of keeping it wherever you keep it it could earn interest, to some extent linked to the cost of living /t+j= CM/, /t+k= k/ Now you’ve practised lots of clusters /v+k= fk/ It’ll be no fun without you /t+j= CM/ Well, you wouldn’t, would you? /d+j= DN/ 10’ 40’ Consolidation Further practice I can believe it I can’t believe it I can go I can’t go I saw him in Korea Did you tell him what you saw? Would you like cream and sugar? He can go to the store but she can’t She can’t go to the store but he can 40’ Teacher explains how to pronounce English assimilation Teachers corrects learners’ pronunciation of English assimilation in contexts Further practice Ten green botles Ten pin bowling She has, has she? Good boy Good girl Good morning She was born in Birmingham The right key White paper Ten players Speed boat Bit part Teacher is as model for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by using phonetic symbols to show assimilation that occur in the sentences, and Teacher explains how to pronounce English assimilation Teachers corrects learners’ pronunciation of English assimilation in contexts Teacher is as model for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by using phonetic symbols to show assimilation that occur in the sentences, and Teacher explains how to pronounce English assimilation lv Students listen and imitate, and pratice what was taught Students read the sentences in chorus Students read the sentences in turn one after another, individually 4.Students work in pairs and discuss their problems of pronunciation Teachers corrects learners’ pronunciation of English assimilation in contexts 10 Consolidation Ask students to regularly practice assimilation lvi Students listen to the disc and practice at home Lesson 9: Pronunciation of English Stress Timing: periods (90’) Objectives: Students will be able to pronounce English sentence stress and unstressed words Teaching techniques: Listening and imitating, phonetic training and visual aids Teaching tools: Cassette recorder , handout, projector and screen Procedure: Time Contents Teacher’s activities Students’ activities Teacher plays the Students listen and 30’ + / Dinner’s / ready / Come and / get it + / This is the / furniture + / When are you / bringing it? / Saturday, / probably + / Come and / see us at our / new ap/artment + / Why was he / trying to em/barras me? + / ϖ He was a / wonderful / treasurer + / ϖ Is there / sugar in it? + / ϖ You pre/fer it with / sugar in it + / ϖOn / Monday, ϖ you were / going to / mend it + / ϖIt’s a boy ϖ And it’s / big one + / ϖ And you’re / fond of him? 20’ Further practice + Long life rock and roll + She’s footloose and fancy free + Eat your bread and butter + We got up bright and early + There are five or six people coming + You can either stay or leave + It’s a life or death matter + Did you help him for love or money? + It’s as cold as ice + The apartment is as clean as a whistle + Sue is as happy as a clam cassette recorder, indicates the items needed to be pronounced Teacher asks Êđê learners to listen, imitate Teacher trains the learners by using phonetic symbols and explains the pronunciation of contractions Teacher underlines the items related to contractions so that Êđê learners can follow the content of the lesson Teachers corrects learners’ pronunciation of contractions Teacher is as model for learners to listen and imitate Teacher asks Êđê learners to try out what was said Teacher trains the learners by using phonetic symbols to show assimilation that occur in the sentences, and explains how to pronounce English assimilation Teachers corrects learners’ lvii imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another individually 4.Students work in pairs and discuss their problems of pronunciation Students listen and imitate, and practice what was taught Students read the sentences in chorus Students read the sentences in turn one after another individually 4.Students work in pairs and discuss their problems of pronunciation + He did it as quick as a wink + Are you taller than me? + Please talk to me + The score is ten to two 30’ pronunciation of English assimilation in contexts Further practice The teacher asks students which word is stressed and hightlights strong and weak forms of function words The teacher reads out the sentences so that learners can hear them The teacher makes sure that the students can mark stresses on the word carrying the meaning from each sentence Students listen and work in pair group to discuss which word carries stress Ask students to regularly practice English stress Students listen to the disc and practice at home I love you (…and I want you to know this) I love you (I don’t love her.) I love you (He doesn’t) I WAS at the party I was at the PARty I was at the party He was a / wonderful treasure He was a / marvellous treasure He was con/siderate He was a /gentleman And he was humorous He was a / comical / fellow and / none of us ever sus/pected that / something pe/cular was / happening And that the / jocke was on / us 10’ Consolidation lviii Appendix 11 Questionnaire for teachers QUESTIONNAIRE Please, give your opinions about the levels of difficulty of the pronunciation of English for Êđê learners at Tay Nguyen University by marking a tick (√) in the box Weak forms+ a /+/ Easy + an/+Q/ I need an immediate answer + and/+QD/ A whisky and soda A whisky and water A brandy and soda Three gin and tonics with ice and lemon, and two gin and tonics without ice and lemon And another whisky and soda And a glass of water for me 18 Where did you see them? 21 Let’s ask him to let us go 28 Cunning? I’m as innocent as a child! 35 Mm But these are more suitable, don’t you think? 39 Which has gone? The Sixty? + have/+H/ 42 The wheels have dropped off! The wings have broken! It’s useless! + had/+D/ 46 My jewels had gone + can/E+ Q/ 52 She can play the flute She can paint pictures She can write poems She can grow plants She can most things What can I do? I can’t any of the things she can! 60 No because of aword he used in front of an old lady Ending sounds and clusters 72 My parents are at a meeting and my sisters are at the cinema I’m alone Like to join me? + pt 79 Stripped of everything! lix Difficult Very Difficult + CMC 91 We pitched our tents by the river + QCM QDN 108 Tomorrow we launch our new sales campaign I’m giving a lunch at our city branch In the staff lounge Do come + mpt mps 121 Mm Of course, he got those lumps on his head when they jumped on him and dumped him down that well And he still limps + QCMC QDND 126 He lunged at me with a knife I punched him he dropped it He cringed in the corner, teeth tightly clenched, eyes filled with hatred I’ll be revenged! He snarled I punched him again Harder + REC REK 128 You see, as the exchange rate sinks, the value of your savings shrinks But if you banked your money, instead of keeping it wherever you keep it it could earn interest, to some extent linked to the cost of living 144 As usual, they gasped in terror as we whisked away the bedclothes Contractions, stress and rhythm 151 John’s in, is he? + it’ll/" C+ S/ 166 It’ll be no fun without you + Have/+H/ 182 I think he’d have tried I wish you’d seen him +it’d/" C+ D/ 190 It’d be difficult to tell him, of course 195 Well, you wouldn’t, would you? Assimilations lx (7) Oh, you need some lean meat, some vegetables, some butter, flour, salt, chilies Some garlic, if you’ve got some Lots of things /n+m= m/ /t+s= s/ (13) At one o’clock? At my mother’s /t+m= pm/ (14) At my sister’s /t+m= pm/ (18) Where did you see them? /d+j= DN/ (20) When did you see them? /d+j= DN / (35) Mm But these are more suitable, don’t you think? /t+j= CM / (51) What does he see in me? /n+m= m / (52) She can play the flute She can paint pictures She can write poems She can grow plants She can most things What can I do? I can’t any of the things she can! /n+p= mp/, /n+g= RF (56) No need to mention me, for instance /n+m=m/ (62) I will look at them, darling But I have to be at a meeting at a quarter past seven And I would like a bath Do hurry up Please! /t+s= s/ (110) I think he’s improved Still coughs, of course /v+k= fk/ (128) You see, as the exchange rate sinks, the value of your savings shrinks But if you banked your money, instead of keeping it wherever you keep it it could earn interest, to some extent linked to the cost of living /t+j= CM/, /t+k= k/ (148) Now you’ve practised lots of clusters (166) It’ll be no fun without you (195) Well, you wouldn’t, would you? /v+k= fk/ /t+j= CM/ /d+j= DN/ lxi ... identified aspects of English pronunciation made by Êđê learners, and as a teacher of English, I realize that there is a need to improve their pronunciation of English towards communication purposes So... 3.2.1 Êđê learners? ?? mispronunciation of English linking 84 3.2.2 Êđê learners? ?? mispronunciation of English assimilation .105 3.3 THE TREATMENT TO IMPROVE ÊĐÊ LEARNERS? ?? PRONUNCIATION. .. OF PRONUNCIATION OF ENGLISH ASSIMILATION VI APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF ENGLISH LINKING .VIII APPENDIX THE MEAN, THE SD AND THE SE OF PRONUNCIATION OF