Nghiên cứu việc hướng dẫn các khía cạnh liên ngữ đối với việc nhận biết và sử dụng của sinh viên năm thứ nhất chuyên ngành tiếng anh tại khoa ngoại ngữ đại học thái nguyên

THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

BUI THI NGOAN
THE EXPLICIT INSTRUCTION ABOUT ASPECTS OF
CONNECTED SPEECH TO THE FIRST YEAR ENGLISH
MAJOR STUDENTS’ PERCEPTION AND PRODUCTION AT
SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN
UNIVERSITY
(Nghiên cứu việc hướng dẫn các khía cạnh liên ngữ đối với việc
nhận biết và sử dụng của sinh viên năm thứ nhất chuyên ngành
tiếng Anh tại Khoa Ngoại ngữ-Đại học Thái Nguyên)

M.A. THESIS
Field: English Linguistics
Code: 8220201

THAI NGUYEN - 2019


THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

BUI THI NGOAN
THE EXPLICIT INSTRUCTION ABOUT ASPECTS OF
CONNECTED SPEECH TO THE FIRST YEAR ENGLISH
MAJOR STUDENTS’ PERCEPTION AND PRODUCTION AT
SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN
UNIVERSITY
(Nghiên cứu việc hướng dẫn các khía cạnh liên ngữ đối với việc
nhận biết và sử dụng của sinh viên năm thứ nhất chuyên ngành

tiếng Anh tại Khoa Ngoại ngữ-Đại học Thái Nguyên)

M.A. THESIS
Field: English Linguistics
Code: 8220201
Supervisor: Dr. Bui Thi Huong Giang

THAI NGUYEN - 2019


DECLARATION
I certify that the thesis entitled “the explicit instruction about aspects of
connected speech to the first year English major students’ perception and
production at School of Foreign Languages-Thai Nguyen University” is my own
study in fulfillment of the requirement for the Degree of Master of Arts at School of
Foreign languages, Thai Nguyen University.

Signature,
Researcher

Supervisor

Bui Thi Ngoan

Bui Thi Huong Giang

i


ACKNOWLEDGEMENTS

Working on this research has been an extremely invaluable and rewarding
experience. This was made possible by the support, encouragement and guidance
from many people. This paper would not have been completed without the support
from all of whom I am profoundly indebted.
First and foremost, I would like to thank my supervisor Dr. Bui Thi Huong
Giang, she has been such a tremendous mentor for me.
I really want to thank the lecturers at School of Foreign Languages who helped
and gave me precious advice to complete this research on time.
I also give thanks to students of N06 and N08 classes who helped me a lot
during my research.
Last but not least, I am truly grateful to my family for their wholehearted care
and support during the time I conducted the study. Without their encouragement and
consolations, my study could not have been completed with such great satisfaction.

ii


ABSTRACT
Connected speech is one of the essential aspects of successful communication,
which comprises effective auditory perception and speech production. Therefore,
this study investigated the effects of aspects of CS training on ELF‟s perception and
production. Forty first year students in English language class were the study
subjects. Participants of the study were divided into two groups (experimental group
and control group); each group consisted of 20 learners. They were required to do
pre-tests before starting research treatment to examine if the participants of both
groups were at the same level of CS awareness. Then, participants of experimental
group were instructed explicitly aspects of CS in 7 weeks while the participants of
control group continued their regularly classes. After 7 instruction weeks, both
groups were asked to do post-tests. The results in pre-tests and post-tests were
compared to be able to answer the research questions. The study results elicited

there was a significant difference between experimental participants who have
experienced explicit instruction of aspects of connected speech and control
participants who have not. Both groups had a higher result in recognition and
production post-tests; however, the experimental group outperformed control group.
Hence, it can be concluded that CS instruction had positive effectiveness on ELF‟s
recognition and production.

iii


LIST OF ABBREVIATIONS
1.

C

Consonant

2.

C-C

Consonant to consonant

3.

C-V

Consonant to vowel

4.

CS

Connected speech

5.

ELF

English language freshmen

6.

f

Final

7.

i

Initial

8.

L2

Second language

9.

N

The number of participants

10.

n

The number of targets

11.

n₁

The number of regconised/produced targets

12.

p

The probability value

13.

S

Score

14.

SFL

School of Foreign languages

15.

TNU

Thai Nguyen University

16.

V

Vowel

17.

V-V

Vowel to vowel

iv


LIST OF FIGURES
Figure 1: CS listed by Alameen (2014)........................................................

6

Figure 2: Linking and assimilation recognition of control and experimental
groups..............................................................................................................

30

Figure 2: Linking and assimilation production of control and experimental
groups..........................................................................................................

v

32


LIST OF TABLES
Table 1: The aspects of connected speech............................................................

7

Table 2: The number of phenomena in listing and reading test...........................

19

Table 3: Mean comparison in aspects of CS recognition of both groups on pre-test..... 26
Table 4: Mean comparison of both groups on listening pre-test...................................... 27
Table 5: Mean comparison of both groups on listing pre-test......................................... 27
Table 6: Mean comparison of both groups on linking and assimilation listening pre-test 27
Table 7: Mean comparison of both groups on linking and assimilation listing pre-test 27
Table 8: Mean comparison of two groups’ performance on the reading text pretest........................................................................................................................... 28
Table 9: Mean comparison of two groups’ performance on the speaking pre-test 28

Table 10: Mean comparison of the experimental group’s CS recognition pre and
post- test.................................................................................................................. 29
Table 11: Mean comparison of the control group’s CS recognition pre and post- test 29
Table 12: Mean comparison of the experimental group’s CS recognition pre and
post-test................................................................................................................... 30
Table 13: Mean comparison of the control group’s CS recognition pre and posttest.......................................................................................................................... 30
Table 14: Mean comparison of both groups on reading test................................. 31
Table 15: Mean comparison of the both groups on speaking test........................ 31
Table 16: The percentage of performed linking of both groups (Reading test)..... 32
Table 17: The percentage of performed linking of both groups (Speaking test).. 33
Table 18: The percentage of performed assimilation of both groups (Reading
test)........................................................................................................................ 33
Table 19: The percentage of performed assimilation of both groups (Speaking
test)........................................................................................................................ 33
Table 20: Mean comparison of two groups on recognition post-test........................... 34
Table 21: Mean comparison of two groups on listing and listening post-test............. 34
Table 22: Mean comparison of two groups on reading post-test................................. 35
Table 23: Mean cpmparison of two groups on speaking post-test........................ 35
vi


CONTENTS
DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF ABBREVIATIONS................................................................................. iv
LIST OF FIGURES ..................................................................................................v
LIST OF TABLES .................................................................................................. vi
CHAPTER 1: INTRODUCTION ............................................................................1
1. Rationale .............................................................................................................1

2. Aims of the study ...............................................................................................2
3. Scope of the study ..............................................................................................3
4. The significance of the study .............................................................................3
5. Organization .......................................................................................................3
CHAPTER 2: LITERATURE REVIEW ................................................................5
1. Theory of connected speech ..............................................................................5
1.1. Definition of connected speech ....................................................................5
1.2. Classification of connected speech ..............................................................6
1.2.1. Linking .......................................................................................................7
1.2.2. Assimilation ...............................................................................................9
2. The importance of connected speech in English language learning ...........12
3. The difficulties of studying connected speech ...............................................13
4. Adapted framework from Khaghaninezhad and Nunan in teaching CS ...14
5. Previous studies on aspects of connected speech ..........................................15
CHAPTER 3: METHODOLOGY .........................................................................18
1. Research questions ...........................................................................................18
vii


2. Subjects .............................................................................................................18
3. Data collection instruments ............................................................................19
4. Procedure of data collection ...........................................................................20
5. Teaching procedure .........................................................................................20
6. Data analysis .....................................................................................................24
CHAPTER 4: FINDINGS AND DISCUSSION ...................................................26
1. Mean comparison of two groups on pre-test. ................................................26
1.1. The data from recognition pre- test. ........................................................26
1.2. The data from production pre- test .........................................................28
2. Mean comparison of both groups on pre-test and post-test ........................29
2.1. The participants’ “connected speech recognition” ...................................29

2.2. The participants’ “connected speech production”. ...................................31
3. Mean comparison of both groups on post-test ..............................................34
3.1. Assimilation and linking recognition ........................................................34
3.2. Assimilation and linking production .........................................................35
4. Discussion .........................................................................................................35
CHAPTER 5: CONCLUSION AND IMPLICATION ........................................38
1. Findings .............................................................................................................38
2. Implications ............6.05

4.3

3.82

7.11

5.46

3

C

1.86

4.74

3.3

2.16

6.32

4.24

4

D

2.55

6.05

4.3

3.04

8.16

5.60

5

E

2.75

5.53

4.1

3.04

6.05

4.55

6

F

0.59

4.74

2.7

0.78

5.79

3.29

7

G

0.49

4.47

2.5

0.88

6.58

3.73

8

H

1.67

5.26

3.5

1.76

6.84

4.30

9

I

0.88

4.74

2.8

2.16

6.84

4.50

10

J

1.76

5.53

3.6

2.35

7.63

4.99

11

K

1.37

7.11

4.2

1.96

8.42

5.19

12

L

2.55

6.32

4.4

3.24

7.37

5.30

13

M

1.27

2.63

2.0

1.96

3.42

2.69

14

N

1.18

6.84

4.0

1.08

8.16

4.62

15

O

0.39

2.63

1.5

1.08

5.00

3.04

16

P

0.59

4.21

2.4

0.49

6.05

3.27

17

Q

0.69

5.00

2.8

1.47

7.11

4.29

18

R

0.88

5.26

3.1

1.47

6.58

4.02

19

S

0.69

3.68

2.2

0.69

5.53

3.11

20

T

0.20

2.63

1.4

0.78

4.47

2.63

II


APPENDIX 3: PARTICIPANTS’ PRODUCTION SCORES
(EXPERIMENTAL GROUP)
No.

Participants

Pre-tests’ scores

Post-tests’ scores

Reading

Speaking

Average

Reading

Speaking

Average

1

a

2.42

0.77

1.60

3.41

2.50

2.96

2

b

1.01

0.67

0.84

1.78

3.47

2.63

3

c

1.22

1.74

1.48

1.74

3.75

2.75

4

d

1.11

1.73

1.42

2.80

2.67

2.74

5

e

1.10

6.90

4.00

2.00

4.43

3.22

6

f

1.11

4.22

2.67

2.12

3.00

2.56

7

g

2.79

3.73

3.26

4.19

5.63

4.91

8

h

1.62

0.80

1.21

3.63

5.83

4.73

9

i

2.64

6.48

4.56

5.49

4.48

4.99

10

j

2.04

1.32

1.68

3.33

7.81

5.57

11

k

1.52

2.09

1.81

2.52

4.54

3.53

12

l

1.01

0.29

0.65

2.50

5.90

4.20

13

m

0.98

0.71

0.85

2.00

5.75

3.88

14

n

1.72

0.36

1.04

2.92

6.25

4.59

15

o

2.04

3.06

2.55

3.45

4.48

3.97

16

p

1.62

1.07

1.35

2.92

4.78

3.85

17

q

0.69

1.00

0.85

1.20

0.86

1.03

18

r

0.89

3.75

2.32

1.34

3.06

2.20

19

s

2.21

4.11

3.16

2.62

5.88

4.25

20

t

0.42

0.00

0.21

0.42

2.05

1.24

III


APPENDIX 4: PARTICIPANTS’ PRODUCTION SCORES (CONTROL
GROUP)
No.

Participants

Pre-tests’ scores

Reading Speaking

Average

Post-tests’ scores
Reading Speaking

Average

1

A

1.52

0.23

0.88

2.21

4.02

3.12

2

B

1.72

1.29

1.51

2.92

1.99

2.46

3

C

1.82

1.00

1.41

2.22

2.08

2.15

4

D

1.10

0.00

0.55

1.81

2.79

2.30

5

E

1.92

0.42

1.17

2.85

2.50

2.68

6

F

0.51

3.21

1.86

0.80

1.25

1.03

7

G

1.11

2.20

1.66

2.05

2.36

2.21

8

H

2.47

1.44

1.96

2.22

0.99

1.61

9

I

1.49

0.32

0.91

0.75

1.92

1.34

10

J

1.71

1.75

1.73

2.22

2.19

2.21

11

K

4.14

2.67

3.41

4.63

4.86

4.75

12

L

2.12

8.93

5.53

2.53

7.33

4.93

13

M

1.11

1.25

1.18

1.20

2.25

1.73

14

N

0.80

0.00

0.40

1.57

1.00

1.29

15

O

0.79

1.25

1.02

0.80

1.52

1.16

16

P

1.71

1.74

1.73

1.70

0.76

1.23

17

Q

0.21

0.63

0.42

0.89

4.44

2.67

18

R

1.52

1.33

1.43

2.12

3.98

3.05

19

S

1.20

4.58

2.89

1.30

5.83

3.57

20

T

1.31

1.87

1.59

1.82

3.11

2.47

IV

APPENDIX 5: PRODUCTION TEST
Task 1: Read out this text.
WOMEN IN SOCIETY
Throughout much of the history of human civilization, deep-seated cultural
beliefs allowed women only limited roles in society. Many people believed that
women‟s natural roles were as mothers and wives. These people considered to be
better suited for childbearing and homemaking rather than for involvement in the
public life of business or politics. Widespread doubt about women‟s intellectual
ability led most societies deny education, employment and many legal and political
rights to women. It was men who controlled most positions of employment and
power in society.
The struggle of women‟s rights- the rights that establish the same social,
economic, and political status for women and for men- began in the 18th century
during the period known as the Age of Enlightenment. During this period, political
philosophers in Europe began to argue that all individuals, male or female, were
born with natural rights that made them free and equal. These pioneer thinkers
advocated that women should not be discriminated against on the basic of their sex.
Today, although their status varies in different countries, women in most parts of
the world have gained significant legal rights. The most important of these are: the
right to have equal work opportunities and pay to men, the right to vote, and the
right to formal education.
(English textbook-12)

Task 2: Work with your partner to make a conversation.

V

APPENDIX 6: RECOGNITION TEST
Task 1: Listen and write down the missing words [linking].
1.
A: Can …………………………...?
B: Yes, ………………… The door………….....
2.
A: …………....………………......?
B: No, ……………………...
3.
A: ……………………..………....?
B: It……………………....……....
4.
A: How ………………....……….?
B: ……………………....…………………………
5.
I love …………..... I eat at restaurants ………....the time.
……………………., but I don‟t care.

Task 2: Fill the missing words in the blank.
1. She's a …………………...
2. I've never been in ………………………….
3. We …………………………. it.
4. ……………………………… see it?
5.
A: What time …………………………?
B: It‟s exactly twelve o‟clock. ……………………

VI

6.
A: Do you play ……………..

………………….. weekend, Rita?

B: No, I ……………………..
7.
A: Wow, what happened?
B: I ……………………….
A: Gee. That ……………….. pretty bad.
B: yeah
8.
I never …………………… like stamp collecting, but now I think it‟s great.
9.
I …………………….. get my passport renewed.
Task 3: Read the text and then indicate how many assimilation and linking may
occur. Write words in columns below:
Assimilation

Linking

Example: in the ,

Example: much of,

…………………………

………………………

…………………………………………

………………………….……………

……………………………....…………

……………………………….………

…………………………....……………

………………………….……………

…………………………………………

……………………….....……………

……………………………....…………

…………………………….…………

…………………………...……..………

……………………….….…...………

…………………………………………

…………………………….…………

…………………………………………

…………………………….………………

VII


WOMEN IN SOCIETY
Throughout much of the history of human civilization, deep-seated cultural
beliefs allowed women only limited roles in society. Many people believed that
women‟s natural roles were as mothers and wives. These people considered to be
better suited for child hearing and homemaking rather than for involvement in the
public life of business or politics. Widespread doubt about women‟s intellectual
ability led most societies t deny education, employment and many legal and
political rights to women. It was men who controlled most positions of employment
and power in society.
The struggle of women‟s rights- the rights that establish the same social,
economic, and political status for women and for men- began in the 18th century
during the period known as the Age of Enlightenment. During this period, political
philosophers in Europe began to argue that all individuals, male or female, were
born with natural rights that made them free and equal. These pioneer thinkers
advocated that women should not be discriminated against on the basic of their sex.
Today, although their status varies in different countries, women in most parts of
the world have gained significant legal rights. The most important of these are: the
right to have equal work opportunities and pay to men, the right to vote, and the
right to formal education.

VIII


APPENDIX 7: KEYS OF LISTENING TEST
Task 1: Listen and write down the missing words [linking].
1.

A: Can I come in?
B: Yes, come on in. The door is open.
2.
A: Should I leave it on?
B: No, turn it off.
3.
A: What time is it?
B: It‟s already five o’clock.
4.
A: How far is it?
B: Four and a half hours away
5.
I love to eat out. I eat at restaurants most of the time. It’s expensive, but I don‟t
care.

Task 2: Dictation. Write down what you hear.
1. She's a good girl.

PLACE

2. I've never been in speed boat.

PLACE

3. We can buy it.

PLACE

4. Did you see it?

PLACE

5.
What time is it now?

Manner

It‟s exactly twelve o‟clock. Midnight.

Manner

IX


6.
A: Do you play sports on the weekend, Rita?

Voicing/ PLACE

B: No, I hate sports.

Manner

7.
A: Wow, what happened?
B: I went skiing.

Manner

A: Gee. That looks pretty bad.

Voicing

B: yeah
8.
I never used to like stamp collecting, but now I think it‟s great.

Voicing

9.
I have to get my passport renewed.

Voicing

X


APPENDIX 8: THE NUMBER OF TARGETS IN READING TEXT

Linking

Paragraph 1

Paragraph 2

Paragraph 3

C-C

considered to

Europe began

right to

much of

struggle of

varies in

beliefs allowed

that establish

women in

women only

women and

parts of

roles in

began in

most important

were as

known as

important of

mothers and

Age of

these are

for involvement

of Enlightenment

have equal

involvement in

philosophers in

work opportunities

life of

all individual

opportunities and

business or

male or

formal education

doubt about

and equal

women‟s intellectual

thinkers advocated

intellectual ability

discriminated

employment and

against

legal and

against on

positions of

basic of

Widespread doubt

C-V

of employment
employment and
power in
V-V

history of

to argue

deny education

free and

XI


Assimilation

Place

Paragraph 1

Paragraph 2

Paragraph 3

Throughout much

and political

different countries

human civilization

period known

in most

seated cultural

that made

most parts

believed that

made them

and pay

childbearing

advocated that

and the

led most

should not

education

and many

not be

and political
controlled most
most positions
education
in the

in the
on the

Manner

Voicing

gained significant
Beliefs

and for

Varies

Allowed

women‟s

countries

Roles

rights

parts

women‟s

philosophers

rights

mothers

individuals

opportunities

wives

thinkers

considered
suited for
politics
rights

controlled
positions
societies

XII


APPENDIX 9: SAMPLE OF LESSON PLAN
LINKING
I.

Objectives
By the end this lesson, students are able to:
- Know the significance of linking when speaking English.
- Apply this phenomenon in spoken language.
- Speak English smoothly and fluently.

II.

Time.
It takes about 2 periods to teach this topic.

III.

Procedure.

Steps/time

Teacher‟s activities

Pre-listening

-

(10 minutes)

-

Interaction

Introduces new words and structures

TeacherAsks questions to make students familiar students
with the topic they are going to hear.

Listening
comprehension
checking

-

Asks

questions

to

check

comprehension.

listening Teacherstudents

(10 minutes)
Fill in the blank
and dictation tasks

-

Gives fill-in-blank task(5 minutes)

-

Distributes tests

(20 minutes)

-

Individual

1. hold…

3. ….end

5. picked…

2. I…it

4. get...late

6. …guy

Gives dictation task (15 minutes)

Teacher plays recording 2 times and asks students Individual
to write down what they hear.

Raising students‟
awareness
(20 minutes)

-

Checks (5 minutes)

-

Gives examples about linking

-

Introduces

the

classification.
XIII

definition

Teacher
and


=> Definition: Linking is a process that the final
sound of the preceding word links to the initials.
There are 3 main types including C-C, C-V, V-V
linking.
- C-V linking
Eg: Fill in -> /fi lin/
- C-C linking
Eg: Big girl -> /bi ggз:l/
- V-V linking
Intrusive /r/.
Eg: Far away => /fa:ʳ әwei/
Intrusive /w/
Eg: Go in => /gәu ʷ in/
Intrusive /j/
Eg: my aunt => /mai ʲ a:nt/
-

Gives more examples and asked students
to repeat after the recording
look up

drop it

That’s enough

a cup of coffee

fill a cup

write it

it’s ok

four eggs

Just a little

4 years old

Two others

Too old

Going

Media events

Allow him

Day and night

XIV

Teacherstudents

The end
Perception
exercises

-

(15 minutes)

-

Likes her

Asks students to give some example about Individual
linking.
Gives students a short paragraph and ask Group
them to write the transcription and list work
linking phenomena.

“It is difficult to know how many elephants
once lived in the continent, but there may have
been at least 3-5 million elephants in Africa in
the early part of the twentieth century. People
have always hunted elephants for meat, hides and
ivory. As the human population grew and
weapons become more advanced, elephants were
under great threat.”
Production
exercises
(20 minutes)

Checks
-

Asks students to read the following
sentences

Please sit down until I call you.
Deep as sea and wide as sky.
You are always on my mind.
Play a song for us on your guitar.
I had the best time ever.
That was a big grape I just ate.
Did you exercise?
Am I too old to learn another language?
He wants to be alone.
I’ll have some boiled potatoes.
He is the picture of his father.
You ought to give me your schedule.
I almost fell on the ice.

XV

Pair work


I will take out the bottles when I pick up the
children.

Pair work

I found it.
-

Requires students to work in pair to make
a conversation using linking phenomenon.

Homework
(5 minutes)

Summarizes

Teacher

Gives homework

XVI