Nghiên cứu hiệu quả của phương pháp sử dụng phần mềm luyện ngữ âm trong việc nâng cao khả năng phát âm của sinh viên. Điển cứu âm vị tiếng Anh / æ/ đối với sinh viên không chuyên tại Học viện Ngân hàng =an investigation into the effectiveness of computer

VIETNAM NATIONAL UNIVERSITY, HANOI
COLLEGE OF FOREIGN LANGUAGES
POST-GRADUATE DEPARTMENT



TRẦN THỊ HẢI LÝ




AN INVESTIGATION INTO THE EFFECTIVENESS OF
COMPUTER ASSISTED PRONUNCIATION TRAINING
IN IMPROVING STUDENTS’ PRONUNCIATION: THE
CASE OF ENGLISH VOWEL /æ / PRONOUNCED BY
NON-ENGLISH-MAJOR STUDENTS IN BANKING
ACADEMY.

(Nghiên cứu hiệu quả của phương pháp sử dụng phần mềm
luyện ngữ âm trong việc nâng cao khả năng phát âm của
sinh viên. Điển cứu âm vị tiếng Anh / æ/ đối với sinh viên
không chuyên tại Học viện Ngân hàng)


M.A THESIS

Field: English Linguistics

Code: 60.22.15




HANOI - 2009





VIETNAM NATIONAL UNIVERSITY, HANOI
COLLEGE OF FOREIGN LANGUAGES
POST-GRADUATE DEPARTMENT



TRẦN THỊ HẢI LÝ




AN INVESTIGATION INTO THE EFFECTIVENESS OF
COMPUTER ASSISTED PRONUNCIATION TRAINING
IN IMPROVING STUDENTS’ PRONUNCIATION: THE
CASE OF ENGLISH VOWEL /æ / PRONOUNCED BY
NON-ENGLISH-MAJOR STUDENTS IN BANKING
ACADEMY.

(Nghiên cứu hiệu quả của phương pháp sử dụng phần mềm

luyện ngữ âm trong việc nâng cao khả năng phát âm của
sinh viên. Điển cứu âm vị tiếng Anh / æ/ đối với sinh viên
không chuyên tại Học viện Ngân hàng)

M.A THESIS



Field: English Linguistics
Code: 60.22.15
Supervisor: Do Tuan Minh, PhD.




HANOI - 2009


iv
TABLE OF CONTENTS


Page
DECLARATION
ACKNOWLEDGEMENT
i
ii
ABSTRACT
iii
TABLE OF CONTENTS

iv
LIST OF ABBREVIATION
vi
LIST OF TABLES
vii
LIST OF FIGURES
viii
INTRODUCTION
1
1. Statement of the problem and the rationale of the study
1
2. Aims and objectives of the study
1
3. Scope of the study
3
4. Significance of the study
4
5. Research questions
4
6. Method of the study
5
7. An overview of the rest of the paper
5
CHAPTER 1: LITERATURE REVIEW
6
Introduction
6
1.1. Pronunciation learning and teaching
6
1.1.1 Why second/ foreign language pronunciation should be taught?

6
1.1.2. What should be taught?
7
1.1.3. How can EFL pronunciation be taught?
9
1.2. Computer Assisted Language Learning (CALL)
14
1.2.1. Definition of CALL
14
1.2.2. History of CALL
14
1.2.3. CALL methodology
15
1.2.4. Benefits of computer assisted learning and teaching
17
1.2.5. Computer Assisted Pronunciation Training (CAPT)
18
1.2.5.1 The features of Computer Assisted Pronunciation Training
19
1.2.5.2. Ten suggestions for improving CAPT pedagogy
21
1.2.5.3. Selecting computer software for learning English pronunciation
22
1.2.5.4. Feedback in EFL and Feedback in CALL
23
1.3. English vowels
25
1.3.1. Vowels
25
1.3.2. Features of English vowels

26
1.3.2.1. Articulation
26
1.3.2.2. Acoustics
30
1.3.3. Vowel /æ/
32
Summary
36
CHAPTER 2: THE STUDY
37
Introduction
37
2.1.The setting of the study
37

v
2.1.1. The university
37
2.1.2. The teachers
37
2.1.3. The students
38
2.2 Procedures
38
2.2.1. Research methodology
38
2.2.1.1. An exploratory case study
38
2.2.1.2. Selection of subjects

42
2.2.1.3. Data collection instruments
44
2.2.1.4. Method of data analysis
56
2.2.1.5. Limitation of the paper
61
2.2.2. Data analysis
61
2.2.2.1 Current English ability and knowledge of English pronunciation of
non-major-first-year students in Banking Academy
61
2.2.2.2. Situation of teaching and learning English pronunciation in
Banking Academy
66
2.2.2.3. Feasibility and suggestions for the use of CAPT in teaching and
learning English pronunciation in Banking Academy
73
2.2.2.4. The effectiveness of CAPT in helping students improve their
pronunciation
75
2.2.3. Findings
83
2.2.4. Implications
84
CHAPTER 3: RECOMMENDATIONS
86
3.1. For the administrators
86
3. 2. For teachers

86
CONCLUSIONS AND FUTURE DIRECTIONS
89
BIBLIOGRAPHY
91
APPENDICES




vi

LIST OF ABBREVIATION

1. ARS: Automatic Speech Recognition
2. CAPT: Computer Assisted Pronunciation Training
3. CALL: Computer Assisted Language Learning
4. EFL: English as a Foreign Language
5. ESL: English as a Second Language
6. F1: First Formant
7. F2: Second Formant
8. F3: Third Formant
9. IPA: International Phonetic Alphabet
10. IT: Information Technology
11. L1: First language
12. L2: Second language
13. NS: Native speaker
14. TEFL: Teaching English as a Foreign Language

vii

LIST OF TABLES

Table 1 – Average F1 and F2 of RP pure vowels.
Table 2 – Summary of participants’ background information in the experiment
Table 3 – Respondents’ suggestions for pronunciation-teaching in Banking Academy

viii
LIST OF FIGURES

Figure 1 - Vowel chart
Figure 2 - F1/F2 value based on data from Ladefoged (2006)
Figure 3 - The pronunciation of /æ/ by Japanese learner of English
Figure 4 – the pronunciation of /æ/ by a native speaker of English
Figure 5 – Summary of the experimental design
Figure 6 – Students’ length of English – studying time
Figure 7 – Reasons for students’ lack of confidence when speaking English
Figure 8 – Reasons for students’ lack of confidence when speaking English (from teachers’
perspective)
Figure 9 – Aspects of pronunciation that students had got knowledge of
Figure 10 – Students’ learning methods
Figure 11 – Time spent on pronunciation teaching in class
Figure 12 – Students’ opinions on materials used in pronunciation teaching
Figure 13 – Students’ opinions on pronunciation-teaching methods
Figure 14 – Teachers’ opinions on pronunciation-teaching methods
Figure 15 – Students’ opinions on the efficiency of pronunciation-teaching methods
Figure 16 – Difficulties that teachers encountered in their pronunciation teaching process
Figure 17 – Teachers’ opinion on possible advantages CAPT
Figure 18 – Teacher’s opinion on possible disadvantages of CAPT
Figure 19 – Experimental results of subject 1

Figure 20 – Experimental results of subject 2
Figure 21 – Experimental results of subject 3
Figure 22 – Experimental results of subject 4
Figure 23 – Experimental results of subject 5
Figure 24 – Experimental results of subject 6
Figure 25 – Experimental results of subject 7
Figure 26 – Experimental results of subject 8



1

INTRODUCTION
1. Statement of the problem and rationale of the study
These days, under the great influence of globalization, English has become the major
medium of international communication. The remarkable increase in the need of English for
communication in every area resulted in the shift of ultimate English language teaching goal
from students‘ mastery of English structures and vocabulary to their communicative
proficiency.
With the emphasis on meaningful communication, Morley‘s (1991: 488) premises that
‗intelligible pronunciation is an essential component of communication competence‘. It is
because learners with good pronunciation in English are more likely to be understood even if
they make errors in other areas, whereas unintelligible pronunciation prevents even those with
a large vocabulary and grammar from successful communication with first language (L1)
speakers.
Yet many adult learners find pronunciation one of the most difficult aspects of English to
acquire, and need explicit help from the teacher (Morley 1994; Fraser 2000). Surveys of
student needs consistently show that learners of English feel the need for pronunciation work
in class (e.g. Willing 1989). Thus some sort of pronunciation work in class is essential.
However, according to a literature review on teaching pronunciation by Wei (2006),

although English has become more disseminated globally and the importance of
pedagogies for English has increased, pronunciation teaching is still not given enough
attention, especially in English education in Asian countries where English is not used on a
daily basis and learners cannot have regular access to real-life communication with native
speakers of English (NS).
There are several plausible reasons for this situation. On the one hand, some
misconceptions about the possibility of successfully teaching L2 pronunciation have made
research on this field less attractive than, for instance, research on grammar or vocabulary
acquisition. As a result, few empirical studies are available on pronunciation training and clear
pedagogical guidelines that could be used by language educators are still lacking. On the
other hand, when designing a pronunciation-training programme, one has to reckon with
practical constraints. For the student, learning pronunciation ideally requires prolonged


2

supervised practice and interaction with native speakers. For the teacher, it ideally implies
intensive interaction with the student and the provision of feedback on individual
problems. These tasks are extremely time-consuming and difficult to implement in class-
based settings.
Computer Assisted Pronunciation Training (CAPT) seems to offer a solution to the
problem of practical constrains. CAPT systems allow students to access virtually
unlimited and realistic L2 input through different channels, to practise individually as
often as they wish, and to enjoy unlimited patience from the tutor. Moreover, through
the integration of Automatic Speech Recognition (ASR) technology, these systems can
provide individualized feedback automatically and instantaneously. It is not surprising,
then, that a wealth of CAPT systems has been developed, most of which are already available
on the market.
Despite the popularity of CAPT systems, however, not only Vietnamese students but
also Vietnamese teachers of English are not fully aware of the availability and effectiveness of

those programs in improving students‘ English pronunciation. This may be one of the crucial
factors that hinder Vietnamese students‘ advance in English speaking ability in general and
pronunciation in particular.
For that reason, I desire to study the effectiveness of CAPT in the context of Vietnam.
However, since pronunciation is a large field, with limited time and experience, it is extremely
hard for me to cover all of the matters related to CAPT and its application in teaching English
pronunciation. Therefore, the scope of the study is narrowed to investigating the effectiveness
of CAPT in improving students‘ segmental pronunciation. It is because examining the
relationship between the sentence intelligibility of deaf speakers and acoustic properties at the
segmental and suprasegmental level, Monsen (1978) found that the majority of variance in the
intelligibility of sentences was related to variations at the segmental level and this result is also
emphasised in many other studies (Rogers, Dalby & DeVane, 1994; Maassen and Povel, 1985;
Rogers, 1997)
Moreover, as many studies have substantiated, numerous factors can affect L2
speech production such as age of L2 acquisition, length of residence in the L2
environment, motivation, and the amount of L1 usage. However, according to Flege‘s study
(1995), L1 effect on L2 speech production is especially noteworthy. His invention, called the


3

Speech Learning Model, shows that L2 learners usually substitute the closest L1 phonemes for
similar L2 ones. In other words, rather than create a new sound category, L2 learners
substitute the closest L1 counterpart. This may account for the fact that a great number of
Vietnamese students, particularly non-English major ones, mispronounce unfamiliar sounds
such as /θ/, /đ/, /dʒ/, and are unable to distinguish the difference between /e/, /r/ and /æ/
(Nguyen and Ingram, 2004). As a result, many of them tend to use the Vietnamese sounds /e/
or /a/ to substitute those vowels, which leads to intelligibility problems.
From my observation as a lecturer of English in Banking Academy, mispronouncing
vowel /æ/ or being unable to differentiate the three vowels /e, æ, r / seems to be a common

problem among non-English major students. Therefore, I decide to conduct research on: ―The
effectiveness of Computer Assisted Pronunciation Training (CAPT) in improving students’
pronunciation. The case of vowel /æ/ and non-English-major students in Banking
Academy”.
2. Aims and objectives of the study
The aim of the study is to examine the situation of learning and teaching English
pronunciation in Banking Academy; the efficiency of CAPT in facilitating Banking
Academy’s learners’ segmental pronunciation of the target language as well as to provide
some practical suggestions to the administrators and English teachers in Banking Academy.
It targets the low front vowel /æ/ that exists in English, but not in Vietnamese, and is among
several sounds that are problematic for Vietnamese learners of English.
The study hopes to make a modest contribution to an increased understanding of
CAPT and segmental pronunciation in the context of Vietnamese learners of English. It is also
expected to be useful for any teacher who has intention to utilize CAPT to enhance students‘
English pronunciation.
3. Significance of the study
As a prestigious training and research institute in Vietnam, Banking Academy has for
long realized its mission of training excellent cadres in Banking, Finance and Economics-
related fields, who not only possess good professional knowledge but also excellent English
communicative skills in order to handle demanding tasks in the economic globalization.
However, with students of low English level in large classes, and serious lack of time in class,


4

it is nearly impossible for English lecturers in Banking Academy to help their students
improve their speaking skill, and more specifically, their pronunciation.
The present study presents a research-based experiment that examines the effectiveness
of CAPT programs in helping students in Banking Academy enhance their segmental
pronunciation. Therefore, it is expected to offer a valuable guidance for English teachers in

Banking Academy when using CAPT to deal with their difficulties in teaching pronunciation,
which surely enables English teachers in Banking Academy to improve their teaching quality,
and accordingly enhances the reputation of the university.
The study also makes a good suggestion for learners who want to better their English
pronunciation by utilizing CAPT in their self-studying time.
Additionally, the results of the study are believed to contribute to the knowledge of
pronunciation teaching in general and the effectiveness of CAPT in pronunciation teaching
and learning in particular. It is also supposed to open up new aspects for further studies.
4. Scope of the study
Due to the limited time, and materials accessed, it is impossible to discuss all of the
matters related to pronunciation as well as Computer Assisted Pronunciation Training
(CAPT). Therefore, the present study is designed as a pilot study, and the main purpose is to
investigate how CAPT works in the context of Vietnamese learners of English in general and
non-English major students at Banking Academy in particular as well as to measure its impact
on improving learners‘ segmental phonology with the focus on vowel /æ/. In order to fulfill
these objectives, only background knowledge of CAPT, its effectiveness in enhancing
learners‘ pronunciation, as well as features of English vowels and vowel /æ/ is reviewed. The
objects of the study are also restricted to students at Banking Academy and the experiment is
carried out to measure only the efficiency of CAPT in bettering students‘ pronunciation of
vowel /æ/.
5. Research questions
The study is implemented to answer the following questions:
1. What is the situation of teaching and learning English pronunciation in Banking
Academy? Has English pronunciation received enough attention from students and
teachers of English there?


5

2. Is CAPT really effective for non-English major students in Banking Academy to

improve their pronunciation of /æ/ sound?
6. Methods of the study
To carry out this study, books and internet are two main sources for reference. The
background knowledge is collected from various books and websites, then analyzed and put
together systematically.
A practical work is done to conduct the study. Data are mainly collected from
classroom observation, questionnaires for both teachers and students at Banking Academy and
an experiment in which the effectiveness of CAPT is evaluated. This data instruments give
persuasive data and appropriate assumption of real situation of teaching and learning English
pronunciation in Banking Academy as well as the efficiency of CAPT in improving students‘
pronunciation.
7. An overview of the rest of the paper:
The study consists of five parts:
- The introduction includes some brief information about the rationale for the study, the
aims and objectives of the study, the scope, research questions, the methods as well as
the design of the study.
- Chapter I deals with the literature review of pronunciation teaching and learning,
features of English vowels, the vowel /æ/ and CAPT as well as its effectiveness in
enhancing students‘ pronunciation.
- Chapter II presents the subjects, instruments, procedures, data presentation, data analysis
and interpretation of findings of the study
- Chapter III provides some pedagogical suggestions on how to use CAPT in learning and
teaching English pronunciation in Banking Academy.
The final part is the conclusion and summary of the whole study, followed by references and
appendices.


6

CHAPTER I. LITERATURE REVIEW

1.0. Introduction
Chapter one is aimed at providing readers with theoretical background concentrating
on the importance of teaching English pronunciation in TEFL, definitions of CAPT, its
effectiveness in enhancing students‘ pronunciation, features of English vowels as well as
features of the investigated vowel /æ/.
Firstly, the importance of pronunciation in TEFL will be investigated.
1.1. Pronunciation learning and teaching
1.1.1 Why second/ foreign language pronunciation should be taught?
The usefulness of teaching second/foreign language pronunciation is a widely debated
issue in the language teaching world. Purcell and Suter (1980:286) hold that pronunciation
practice in the class has little effect on the learner‘s pronunciation skills and, moreover ‗that
the attainment of accurate pronunciation in a second language is a matter substantially beyond
the control of educators‘. Contrariwise, Pennington (1989) questions the validity of Purcell
and Suter‘s findings, and states that there is no firm basis for asserting categorically that
pronunciation is not teachable or it is not worth spending time on teaching pronunciation.
However, Stern (1992: 112) maintains ‗there is no convincing empirical evidence which could
help us sort out the various positions on the merits of pronunciation training‘.
Nonetheless, pronunciation is definitely the biggest thing that people notice when a
person is speaking. Let us look at an anecdote:
Whenever I spoke to a person in America, they kept asking me “What? What?”. I would
repeat my sentence again and again. Finally they would say “Ah-ha!” and then say my
sentence, using exactly my words! It was very humiliating. I knew my words and grammar
were good, but nobody would understand me, just because of my pronunciation
(Antimoon.com).
Hence, Gilbert (1995: 1) believes that the skills of listening comprehension and
pronunciation are interdependent, and contends ‗if they (learners) cannot hear well, they are
cut off from language. If they (learners) cannot be understood easily, they are cut off from
conversation with native speakers.‖ Likewise, Nooteboom (1983) suggests that speech

7

production is affected by speech perception, and stresses the need of pronunciation in both
listening and speaking. Wong (1987) points out that even when the non-native speakers‘
vocabulary and grammar are excellent, if their pronunciation falls below a certain threshold
level, they are unable to communicate efficiently and effectively. Tench (1981:1) rightly
maintains pronunciation is not an optional extra for the language learner, any more than
grammar, vocabulary or any other aspect of language is. If a learner‘s general aim is to talk
intelligibly to others in another language, a reasonable pronunciation is important.
Varonis and Gass (1982) examine the factors affecting listening comprehension in
native speakers of English exposed to L2 accents, and conclude that grammar and
pronunciation interact to influence intelligibility.
Moreover, Wong (1993) argues that the importance of pronunciation is even more
distinct when the connection between pronunciation and listening comprehension is taken into
account. Wong (1993) also demonstrates that a lack of knowledge of pronunciation could even
affect learners‘ reading and spelling. According to Baker (1992), pronunciation is very
important and learners should pay close attention to pronunciation as early as possible.
Otherwise, the result will be that advanced learners find that they can improve all aspects of
their proficiency in English except their pronunciation, and mistakes which have been
repeated for years are impossible to eradicate. Scarcella and Oxford (1994) similarly postulate
that pronunciation should be taught in all second (/foreign) language classes through a variety
of activities. With the emphasis on meaningful communication and Morley‘s (1991: 488)
premise, that ‗intelligible pronunciation is an essential component of communication
competence‘, teachers should include pronunciation in their courses and expect their learners
to do well in them.
Therefore, we should countenance what Morley (1991) puts forward: The question is
not whether pronunciation should be taught, but instead what should be taught in a
pronunciation class and how it should be taught.
1.1.2. What should be taught?

The question ‗What should be taught?‘ encompasses two different points: (a) the level, variety
or accent of EFL pronunciation and (b) the aspects, components or features of EFL
pronunciation.
The level, variety or accent of EFL pronunciation


8

It has long been believed and accepted that ESL/EFL learners have to try to get as close as
possible in their pronunciation to one of the dominant native-speaker accents, such as
Received Pronunciation (RP), the USA equivalent. However, the time covering the last fifteen
years or so with the trend of globalization has brought about such a significant change in the
role of the English language throughout the world that it is unavoidable to reexamine and
rethink this situation. English is currently the world‘s most widely used and principal
international language, as a result of which there are now more exchanges between non-native
speakers of English than between non-native speakers and native speakers. It is, moreover,
predictable that in the near future at least this situation is not going to change in favour of the
minority of native speakers, and so suddenly the hegemony of their specific accents is under
fire (Walker, 2001). Macaulay (1988) and Crystal (1995) also question the idea of a native-
speaker accent as a model or norm for ESL/EFL learners.
What accent of English should the learner be exposed to then? Kenworthy (1987) puts
forward the concept of ―comfortable intelligibility‘ as a suitable goal for the majority of
learners. Morley (1991: 496) supports Kenworthy‘s view and advocates that the goal of
pronunciation should be changed from the attainment of ‗perfect‘ pronunciation to the more
realistic goals of developing functional intelligibility, communicability, increased self-
confidence, the development of speech monitoring abilities and speech modification strategies
for use beyond the classroom. The overall aim of these goals is for the learner to develop
awareness and monitoring skills that will allow learning opportunities outside the classroom
environment. Robertson (2003:4) quotes Morley (1991) in saying that ‗intelligible
pronunciation is an essential component of communicative competence‘.

Influenced by both the strands stated above, I am in favour of both a dominant native-
speaker ascent, such as BBC English or standard American accent and an intelligible accent,
but in a practical, convenient and useful manner. I, of course, advocate an intelligible accent;
but to acquire that the learner has to be exposed to appropriate and adequate input being
constituted of a standard or dominant accent. However, the ultimate target of both the teaching
and the learning of EFL pronunciation would be an intelligible accent.
The aspects, components or features of EFL pronunciation


9

EFL pronunciation teaching should cover both the segmentals and the suprasegmentals as
well as the training of the speech organs, such as lips, teeth, alveolar ridge, palate, tongue,
vocal folds, ears, etc.
The segmentals embody vowel and consonant sounds, preferably phonemes, as well as
syllables. A phoneme is a set of similar sounds showing meaning differences or differentiating
between words. And a syllable consists of a vowel as a compulsory element and one or more
consonants at the onset and/or in the termination as optional elements, which is pronounced
with a single contraction of the lungs. The English language has twenty vowel phonemes
(twelve monophthongs and eight diphthongs) and twenty four consonant phonemes. While the
vowels are articulated without any obstacle in the vocal tract, the consonants are produced
with some blockage of the air passage. The treatment of the segmentals basically includes
sound contrast in words, pronunciation of vowel and consonant phonemes. The phonemes
which are not available in the learner‘s mother tongue and problematic to him/her should
receive special treatment in the teaching material and methodology and sufficient room in the
learner‘s practice.
The suprasegmentals are comprised of stress in words and connected speech, rhythm,
pitch, loudness, length, quality, tone and intonation that play an essential and natural role in
English speech production and perception. As Vietnamese is syllable- timed language in
which the rhythm appears to be fairly even, whereas English is stress timed, Vietnamese

students learning English inevitably finds mastering EFL pronunciation a very daunting task.
Hence, the differences in suprasegmentals between the learner‘s mother tongue and the target
language are momentous topics that he/she should not only be aware of but should make a
conscious effort to study and focus on (Thompson and Gaddes, 2005).
Moreover, the learner should be helped to retrain his/her speech organs which have so
long been trained naturally and used to articulate the sounds in his/her L1. This tremendously
helps him/her to comfortably and sufficiently use his/her articulators so as to produce the
sounds of the target language in an intelligible manner.
1.1.3. How can EFL pronunciation be taught?
The question ‗How can EFL pronunciation be taught?‘ comprises axiomatic, procedural
and implemetational issues related to pronunciation teaching: teaching approaches and
classroom techniques/activities.


10

Teaching approaches
In recent years, with the renewed professional support to enable learners to be effective
and efficient speakers of English as an L2, there has been an incessant progress to bring
pronunciation back on stage since, as a large number of prominent theorists and researchers
uncover, it should be given preferential treatment. However, researchers and teachers are not
yet completely convinced of which models, goals, approaches and methodology are more
helpful for leaning and teaching pronunciation alike.
To have a look at the various approaches to pronunciation teaching, the ‗bottom-up
approach‘ begins with the articulation of individual sounds or phonemes and works up
towards stress, rhythm, tone and intonation. On the other hand, the ‗top-down approach‘ starts
with patterns of intonation and brings separate sounds or phonemes into sharper focus as and
when required. According to Dalton and Seidlhofer (1994), the former is based on the idea
that if the segmentals are taught first, the suprasegmentals will subsequently be acquired
without the need of formal instruction whereas the latter rests on the assumption that once the

suprasegmentals features are in place, the necessary segmental discriminations will follow
accordingly. The bottom-up approach and the top-down approach respectively correspond to
the traditional approach and the research-based approach propounded by Scarcella and Oxford
(1994). While the traditional approach is concerned with isolated sounds and native like
pronunciation, the research-based approach deals with suprasegmental features and targets at
communication.
According to Celce-Murcia (2001), the top-down approach, in which suprasegmental
aspects of pronunciation are addressed first, has been the main trend in pronunciation
teaching. Levis (2005) shows that, over the past 25 years, segmental pedagogy has not been
considered critical unless speech is very unclear. However, Levis (2005) claims that the
mainstream emphasis on suprasegmental aspects is not entirely valid because it is not based on
sound research, and he points out that a segmental focus makes a more important contribution
to intelligibility.
It can be readily argued that one must understand the segmental in order to be able to
understand the suprasegmental fully. Considering communicative significance, phoneme
awareness should be prioritized. For instance, if speakers mispronounce the suprasegmental
parts, listeners can at least guess the content of the message. However, communication totally


11

fails if speakers do not differentiate certain sounds in minimal pairs in English such as sea or
she (/s/ and /sh/), rock or lock (/r/ and /l/), and fold or hold (/f/ and /h/)—those combinations
are very common problems among Vietnamese learners of English.
From my perspective, I agree with Witt and Young‘s (1998) argument that
pronunciation quality is based on both phonetic and prosodic features. They believe that for
beginners, phonetic characteristics are of greater importance because these cause
mispronunciations. But they stressed that as learners‘ fluency increases, more emphasis should
be given to teaching prosody, i.e., intonation, stress and rhythm (p. 26)
As revealed from the survey conducted among first-year students in Banking

Academy, though English is taught in secondary and high school, most of them entered the
university with low level of English. In addition, since English speaking and listening skills
are still not paid as much attention as reading, writing and grammar at school, Banking
Academy‘s students are usually lack of basic knowledge of English pronunciation, which
results in simple mistakes with not only suprasegmental but also segmental phonology.
Therefore, to non-English-major students in Banking Academy, the bottom-up approach
should be applied, in which students are provided with knowledge and time to practice
segmental aspects before suprasegmetal ones.
Classroom techniques/activities
Due to pedagogical reasons, it might be helpful to think about the teachability-
learnability scale as introduced by Dalton and Seidlhofer (1994) which suggests that there are
certain aspects of the English pronunciation which appear to be easily taught; namely,
phonemes, stress while others, such as intonation, are extremely dependent on individual
circumstances and thus practically impossible to separate out for direct teaching. Therefore, it
could then be sensible to think that instead of pushing learners to strive for perfect
pronunciation, a focus on pedagogic attention to those items which are teachable and learnable
and also essential in terms of intelligible pronunciation appears to be a more reasonable goal.
Based on the exploration and critical analysis of the different approaches to teaching
pronunciation and what seems to be teachable and learnable for EFL classroom settings,
Maniruzzaman (2007) proposes ten techniques and activities that, according to influential
pronunciation researchers (e.g. Morley, 1991, Scarcella and Oxford, 1994, Fraser, 1999,


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Thompson, Taylor and Gray, 2001) and his own experience, appear to be useful for learners
and teachers alike:
a. Utilization of known sounds: In the early stage of learning, the learner, especially the young
one can be helped to compare the sounds of the target language with those of his/her mother
tongue. This eventually helps the learner produce the EFL sound pattern to a considerable

extent.
b. Explanation: Explanation of how to produce sounds or use pronunciation patterns
appropriately should be kept to a minimum through directions about what to do with the vocal
organs can help some young and adult EFL learners in some circumstances.
c. Communication activities: The teacher can design communicative tasks, such as dialogues
or mini-conversations for both young and adult EFL learners according to their linguistic level
to practise particular sounds, especially those which are not available in their mother tongue,
for example, /æ, , / in case of Vietnamese learners. Besides, the learner can be taught some
useful communication strategies, such as retrieval strategies, rehearsal strategies, cover
strategies which will help him/her give the impression that his/her pronunciation is better than
it really is (Oxford, 2000).
d. Written versions of oral presentations: At the more advanced levels, learners can be given
strategies for analyzing the written versions of their oral presentations. This helps them detect,
identify and correct errors or mistakes committed in their oral presentations.
e. Modelling and individual correction: In this technique, the teacher reports the results of
analyses of learner speech sample individually. The young or adult learner gets feedback from
the analyses and stop repeating previous errors or mistakes.
f. Incorporation of novel elements: The instructor can add novel pronunciation elements, such
as sounds, stress placement, tones to the old ones with the use of directions. This helps both
the young and the adult learner get his/her EFL pronunciation further improved.
g. Tutorial sessions and self-study: Tutorial sessions commence with a diagnostic analysis of
each learner‘s spoken English, and an individualized programme is designed for each learner.
This technique can be used for both young and adult learners.
h. Self-monitoring and self-correction: Self-monitoring is the conscious action of listening to
one‘s own speech in order to find out errors and mistakes. This action is followed by self-


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correction standing for the process of fixing one‘s errors and mistakes after they have occurred

by repeating the word or phrase correctly. By teaching our adult learners to self-monitor and
self-correct, we enable them to make their learning of EFL pronunciation more personal, more
meaningful and more effective.
i. Computer-assisted language learning: Computer-assisted language learning or CALL can
be an important tool when attempting to help the learner become more autonomous by
allowing him/her to hear his/her own errors and mistakes and see both segmental and
suprasegmental graphic representations. CALL benefits the learner by letting him/her study at
his/her own pace in a semi-private environment as well as allowing him/her to build profiles
that enable the teacher to monitor the learner‘s improvement in EFL pronunciation. In
addition, the teacher can exploit visual displays of speech patterns to teach intonation, stress
and phonemes to individuals and small groups of learners. This tool can be used for both
young and adult learners, but in an adjusted manner.
j. Reading aloud: The learner can be given a piece of spoken text to read out loudly. Here the
teacher‘s job is to identify pronunciation the errors and mistakes made by the learner, and then
give feedback that will help the learner improve his/her EFL pronunciation.
Finally, these classroom techniques/activities for teaching EFL pronunciation are in no
way exhaustive, but substantially useful when they are used on the basis of feasibility and
suitability in a particular environment having particular learners. Moreover, according to
Morley (1991: 507), the teacher can perform the role of a ‗speech coach‘ or ‗pronunciation
coach‘ who, rather than just correcting the learner‘s errors and mistakes, supplies information,
gives models, offers cues, suggestions and constructive feedback about the performance, sets
high standards, provides a wide variety of practice opportunities, and overall supports and
encourages the learner.
With regard to teaching English pronunciation in Banking Academy, since class time
for English subject is very limited with only two semesters for general English, each semester
contains only forty-five contact hours, organizing communication activities or pronunciation-
tutoring sessions is nearly impossible. With a wide range of computer assisted pronunciation
training (CAPT) software available, utilizing CAPT seems to be the best solution for both
teacher and students there. Accordingly, in the next part, definition of CALL as well as the
effectiveness of CAPT in improving students‘ pronunciation will be reviewed.

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1.2. Computer Assisted Language Learning (CALL)
1.2.1. Definition of CALL
Computer Assisted Language Learning (CALL) is often perceived, somewhat
narrowly, as an approach to language teaching and learning in which the computer is used as
an aid to the presentation, reinforcement and assessment of material to be learned, usually
including a substantial interactive element (from Wikipedia.org). Levy (1997:1) defines
CALL more succinctly and more broadly as "the search for and study of applications of the
computer in language teaching and learning". Levy's definition is in line with the view held by
the majority of modern CALL practitioners.
1.2.2. History of CALL
Although computers have been used since the first half of the 20th century, they were
not used for educational purposes until the 1960s. The 1970s witnessed the evolution of CALL
as a result of development in research related to the use of computers for linguistic purposes
and for creating suitable language learning conditions. In America the computer-based
introductory courses in the 1960s were pioneering projects in CALL, and were referred to as
computer Assisted Instruction (CAI) The 1980s have witnessed the spread of computers both
in educational institutions and in people's homes. Since the beginning of the '80s computers
have also found their way into many schools. CALL software has also become more readily
available on the market (Ittelson: 2000).
The emergence of inexpensive computer technology and mass storage media,
including optical videodiscs and compact disks, has given instructional technologists better
tools to work with. Compact disks are used to store large amounts of data, such as
encyclopedias or motion pictures. In CALL centers with computers and software such as CD-
ROM, CD-I, or videodiscs, a student who is interested in a particular topic can first scan an
electronic encyclopedia, then view a film on the subject or look at related topics at the reach of
a button. Thus, such learning centers present students with the advantages of reference

materials and popularize computer-aided instruction. The computer laboratory has become an
integral component of foreign-language programs in most educational institutions (Hardisty &
Windeatt: 1989).
Computers have been used for language teaching for more than three decades.
According to Warschauer & Healey (1998) the history of CALL can be divided into three


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stages: behaviouristic CALL, communicative CALL and integrative CALL. Each stage
corresponds to a certain pedagogical approach.
1.2.2.1. Behaviouristic CALL
It was formed in the late 1960s and used widely in the 1970s under the influence of
Audio-lingual teaching method. In this stage of CALL, repetitive language drills, referred to
as drill-and practice were used. The computer was seen as a mechanical tutor who never
allowed students to work at an individual pace, which hindered motivation. Further, it
included extensive drills, grammatical explanations and translation at various intervals
(Warschauer & Healey 1998).
1.2.2.2. Communicative CALL
It was the period of the 1980s. This period was the time that behaviouristic approach to
language teaching was being rejected at both theoretical and pedagogical level, and also
personal computers were creating greater possibilities for individual work at school.
Communicative CALL corresponded to cognitive theories which stressed that learning was a
process of discovery, expression and development. Under the influence of Communicative
Language Teaching, defendants of communicative CALL argued that computer based
activities should focus more on using forms. Software developed in this period included text
reconstruction program and simulations. In communicative CALL, the focus was not so much
on what students did with the computer, but rather what they did with each other while
working at the computer.
1.2.2.3. Interactive CALL

By the 1990s communicative CALL began to be criticized. New second language
acquisition theories and socio-cognitive views influenced many teachers and lead them to use
more social and learner-centered methods. This time, emphasis was put on language use in
authentic social contexts. Task-based, project-based and content-based approaches all sought
to integrate learners in authentic environments, and also to integrate the various skills of
language learning and use. In integrative approaches, students are enabled to use a variety of
technological tools as an ongoing process of language learning and use rather than visiting the
computer lab once a week basis for isolated exercises.
1.2.3. CALL methodology


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Computers are not very good at teaching themselves. How effective computers are in
the language classroom depends on the way the teacher and students use them. Computers
allow the user to carry out tasks which are impossible in other media such as providing
feedback automatically on certain kinds of exercises or editing a piece of writing by deleting,
moving and inserting text. Students can do some exercises on their own and have them marked
by the computer. Multiple-choice and total deletion programs provide examples of this.
Students can carry out exploratory work which is not assessed by the computer but which
allows them to see the results of their decisions. Hardisty & Windeatt (1989) say that the
examples of this can be seen in word-processing, spreadsheet and simulation programs.
Again they argue that students should have an opportunity to discuss with the teacher
the activities they have done on the computer, otherwise they cannot learn effectively from
them.
With regards to the role of teacher in CALL, a review of the CALL literature identifies
two prevalent positions concerning the role of the teacher: the traditional position and the
progressive view. The traditional position is that the teacher is and will remain indispensable
and that the teacher is the ultimate arbiter regarding the place of the computer in language
learning. The traditional position sees the computer as a mere adjunct to the teacher‘s role,

which remains central to the process of language learning. Other supporters of this position
include, to name but a few, Hope (1984), Alatis (1986), and Secan (1990). The progressive
view is that the teacher should take a less intrusive role in managing language learning
especially with the advent of multimedia and networked computers. Progressivists point out
that teachers are not the only source of language information in these days of global
interconnectedness, and the language teachers should understand that students need to develop
strategies to respond and adapt to changes rather than approaching the task of language
learning in a uniform way (Warschauer & Healey, 1998). Warschauer and Healey advocate
that the teacher should play the role of facilitator rather than being the fount of all knowledge
(1998). Warschauer‘s ideas have been modified or elaborated by other researchers. Gruba
(2004: 637) refers to the teacher as a ―mediator‖ between the computer and students
throughout the learning process, serving the role of ―keeping things running smoothly‖. The
more progressive view can find support by many researchers, to name only a few of whom,


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Debski, Gassin, & Smith (1997), Chapelle (2001), and Wang (2004) and it is also adopted in
the present study.
1.2.4. Benefits of computer assisted learning and teaching
Many educators indicate that the current computer technology has many advantages
for second language learning. The following are the advantages as stated by many experts:
1.2.4.1. Interest and motivation
Classical language teaching in classroom can be monotonous, boring, and even
frustrating, and students can loose interest and motivation in learning. CALL programmers can
provide student ways to learn English through computer games, animated graphics, and
problem-solving techniques which can make drills more interesting (Ravichandran 2000).
1.2.4.2. Individualization
CALL allows learners to have non-sequential learning habit; they can decide on their
own which skills to develop and which course to use, as well as the speed and level by their

own needs.
1.2.4.3. A compatible learning style
Students have different style of learning, and an incompatible style for students will
cause serious conflicts to them. Computer can provide an exciting ―fast‖ drill for one student
and ―slow‖ for another.
1.2.4.4. Optimal use of learning time
The time flexibility of using computer enables students to choose appropriate timing
for learning. Winter (1997) in Kiliçkaya (2007) stressed the importance of flexible learning,
learning anywhere, anytime, anyhow, and anything you want, which is very true for the web-
based instruction and CALL. Learners are given a chance to study and review the materials as
many times they want without limited time.
1.2.4.5. Immediate feedback
Students receive maximum benefit from feedback only if it is given immediately. A
delayed positive feedback will reduce the encouragement and reinforcement, and a delayed
negative feedback affect the crucial knowledge a student must master. Computer can give
instant feedback and help the students ward off his misconception at the very first stage.
Brown (1997) listed the advantages of CALL as giving immediate feedback, allowing students
at their own pace, and causing less frustration among students.


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1.2.4.6. Error analysis
Computer database can be used by teacher to classify and differentiate the type of
general error and error on account of the influence of the first language. A computer can
analyze the specific mistakes that students made and can react in different way from the usual
teacher, which make students able to make self-correction and understand the principle behind
the correct solution.
1.2.4.7. Guided and repetitive practice
Students have freedom of expression within certain bounds that programmers create,

such as grammar, vocabulary, etc. They can repeat the course they want to master as many as
they wish. According to Ikeda (1999) in Kiliçkaya (2007), drill-type CALL materials are
suitable for repetitive practice, which enable students to learn concepts and key elements in a
subject area.
1.2.4.8. Pre-determined to process syllabus
Computer enhances the learning process from a pre-determined syllabus to an
emerging or process syllabus. For example, a monotonous paper exercise of ‗fill-in-the-
blanks‘ type can be made more exciting on the screen in the self-access mode, and students
can select their own material. Therefore, CALL facilitates the synthesis of the pre-planned
syllabus and learner syllabuses ―through a decision-making process undertaken by teacher and
learners together‖ (Breen 1986 in Ravichandran 2000).
1.2.5. Computer Assisted Pronunciation Training (CAPT)
The advantages that Computer Assisted Language Learning (CALL) can offer
are nowadays well-known to educators struggling with traditional language classroom
constraints. Computer Assisted Pronunciation Training (CAPT), in particular, can be
beneficial to second language learning as it provides a private, stress-free environment in
which students can access virtually unlimited input, practise at their own pace and, through
the integration of Automatic Speech Recognition (ASR), receive individualized,
instantaneous feedback. It is not surprising, then, that a wealth of CAPT systems have been
developed, many of which are available on the market for the language teacher or the
individual learner. In the following part, we will look at the features of CAPT, its‘
effectiveness in improving students‘ pronunciation, some suggestions for improving CAPT