Cải thiện phát âm cho học sinh lớp 10 bằng việc sử dụng kí hiệu phiên âm nghiên cứu hành động tại một trường trung học phổ thông ở hải dương

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

PHƢƠNG THỊ THẢO

IMPROVING PRONUNCIATION FOR GRADE-10 STUDENTS
BY USING PHONETIC TRANSCRIPTION: AN ACTION RESEARCH
PROJECT IN A HIGH SCHOOL IN HAI DUONG
(Cải thiện phát âm cho học sinh lớp 10 bằng việc sử dụng kí hiệu phiên âm:
Nghiên cứu hành động tại một trường trung học phổ thông ở Hải Dương)

M.A MINOR PROGRAM THESIS

Field: Teaching English Methodology
Code: 8140231.01

Hanoi - 2019


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

PHƢƠNG THỊ THẢO

IMPROVING PRONUNCIATION FOR GRADE 10 STUDENTS
BY USING PHONETIC TRANSCRIPTION: AN ACTION RESEARCH
PROJECT IN A HIGH SCHOOL IN HAI DUONG
(Cải thiện phát âm cho học sinh lớp 10 bằng việc sử dụng kí hiệu phiên âm:
Nghiên cứu hành động tại một trường trung học phổ thông ở Hải Dương)

M.A MINOR PROGRAM THESIS

Field: Teaching English Methodology
Code: 8140231.01

Supervisor: Hoang Thi Xuan Hoa, PhD

Hanoi - 2019


DECLARATION
I hereby declare that this research report is my own unaided work. It is being
submitted for the Master Degree of English Language Teaching, University of
Languages and International Studies, Vietnam National University, Hanoi. It has
not been submitted to any other degree or examination at any other university.

i


ACKNOWLEDGEMENTS
I wish to express my sincere gratitude to the following people for their contribution
to this study.
Dr.Hoang Thi Xuan Hoa, my research supervisor, for her valuable guidance,
commitment and support
Ms Duong Thi Loan and Ms Nguyen Thu Thao, for their support and care, which
helped me through many difficulties
My parents and my two beloved sisters for a great source of inspiration and
encouragement which help me to achieve my goals throughout my years of study
The teacher and the students participating in my study, for their time, assistance and

enthusiasm

ii


ABSTRACT
This action research aims to improve the pronunciation of vowel sounds for high
school students by using phonetic transcription. In order to achieve the aim, the
study identified the mistakes in vowel sounds made by the students through pre-test
and pre-questionnaire and then implemented a plan to help the students improve
such mistakes using phonetic transcription. Finally, the study evaluated the
improvement of the students after applying the technique by employing post- tests,
questionnaire and teacher‘s journal. The findings of the study revealed that the
students made a certain progress in pronouncing vowel sounds after learning with
phonetic transcription. They also showed a positive attitude towards the use of
phonetic transcription in pronunciation learning and wished to receive further
training using this technique.
Keywords: phonetic transcription, vowel sounds, high school students, action
research.

iii


TABLE OF CONTENTS

DECLARATION ....................................................................................................... i
LIST OF FIGURES ................................................................................................ vi
CHAPTER 1: INTRODUCTION ............................................................................1
1. Rationale of the study..............................................................................................1
2. Research aim ..........................................................................................................3

3. Research questions ..................................................................................................3
4. Scope of the study ...................................................................................................4
5. Methods of the study ...............................................................................................4
6. Design of the thesis .................................................................................................4
CHAPTER 2. LITERATURE REVIEW ................................................................6
2.1. Pronunciation ......................................................................................................6
2.1.1. Definition of pronunciation ...............................................................................6
1.1.2. Definition of vowel sounds ...............................................................................6
2.2. Phonetic transcription ...........................................................................................9
2.2.1. Definition of phonetic transcription ..................................................................9
2.2.2. The benefits of phonetic transciption in pronunciation learning ......................9
2.3. Teaching pronunciation ......................................................................................10
2.3.1. The aim of teaching pronunciation .................................................................10
2.3.2. Techniques in teaching pronunciation ............................................................11
2.3.3. The difficulties in pronouncing vowels and using phonetic transcription of the
students ......................................................................................................................13
2.4. Related studies....................................................................................................15
CHAPTER 3: RESEARCH METHODOLOGY..................................................18
3.1. Research design ..................................................................................................18
3.2. The subjects of the study ....................................................................................20
3.3. Data collection instruments ................................................................................21
3.3.1 Pre-test and post-test ........................................................................................21

iv


3.3.2. Pre-questionnaire and post-questionnaire .......................................................22
3.3.3. Teacher‘s journal .............................................................................................23
3.4. Data collection and analysis ...............................................................................23
CHAPTER 4. FINDINGS AND DISCUSSION ...................................................25

4.1 The mistakes and difficulties of students in pronouncing vowel sounds ............25
4.2. The improvements of students after learning with phonetic transcription.........32
4.3.The opinions of the students after learning with phonetic transcription .............36
CHAPTER 5: CONCLUSION ...............................................................................40
5.1. A summary of the major findings ......................................................................40
5.2. Implications of the study ....................................................................................41
5.3. Limitations of the study .....................................................................................41
5.4. Recommendations for further study ...................................................................42
REFERENCES ........................................................................................................43
APPENDICES ........................................................................................................... I

v


LIST OF FIGURES
Figure 1:Table lists of English vowels ( Kelly, 2000) ................................................8
Figure 2: Sound Foundations (Under Hill, 1994) .......................................................9
Figure 3: The percentage of students making mistakes in each vowel sound in the
pre-test .......................................................................................................................26
Figure 4: The difficulties of the students in pronouncing vowel sounds and phonetic
transcription .......................Revision 1
Date: 9/4 Time: 135 minutes
- After four lessons, the teacher helped the students to review all 20 vowel sounds in
English. They were shown a full chart of 20 vowel sounds and asked to pronounce
them all. Among them, the most difficult ones were
/a:/ / ɔ: / /3:/ /u:/ - long monophthongs and some short monophthongs like /æ /.
- The teacher wanted to check if the students remembered the phonetic
symbols of those sounds as well as if they were able to pronounce these
sounds probably. Some students performed better than the others in the sense
that they could pronounce them quite accurately, so the teachers asked them

to be tutor and helped other weaker students to practice.
- Then the students were provided with exercises to practice all the sounds
individually and in groups. It seemed that students could pronounce all the
sounds quite well with the help of phonetic transcription.
Session 16, 17, 18: Revision 2
Date: 16/4 Time: 135 minutes
- When the teacher provided exercises mixed of all twenty sounds for students
to practice, some of them performed quite well. Other students seemed to
recall quite well the symbols and their sounds. They could pronounce words
properly by looking at the phonetic symbols. However, when it came to
recognizing the sounds themselves, the students had more difficulties in
getting them corrected. Many of them, about one third, mispronounced
unfamiliar words without phonetic transcription provided. It seemed that it
might take more time for the students to get used to the sounds and its
common patterns before they could nail the pronunciation of vowel sounds
without the help of phonetic transcription.

XX


Appendix 10
Sample marking paper of a student
Students‘ number:

09

PRE-TEST

Exercise 1: Read out loud these following words
Words

1. Sweep
2. Expensive
3. Food
4. Cookery
5. Anger
6. Preference
7. Hard
8. Another
9. Earth
10. Suppose
11. Support
12. Pot
13. Allowance
14. Promotion
15. Labour
16. Bride
17. Employ
18. Fare
19. Tourist
20. Meal

Phonetic
transcription
/swiːp/
/ɪkˈspen.sɪv/
/fuːd/
/ˈkʊk.ər.i/
ˈæŋ.ɡər/
/ˈpref.ər.əns/

/hɑːrd/
/əˈnʌð.ər/
/ɜːθ/
/səˈpəʊz/
/səˈpɔːt/
/pɒt/
/əˈlaʊ.əns/
/prəˈməʊ.ʃən/
/ˈleɪ.bər/
/braɪd/
/ɪmˈplɔɪ/
/feər/
/ˈtʊə.rɪst/
/mɪəl/

XXI

Mark
Correct = 0
Incorrect =1
1
0
1
0
1
1
1
0
1
1

1
0
1
0
0
0
0
1
0
0

Note

/e/
/u/
“ ăng”
/i/

/a/
“ơ”
/o/
“âu”

/e/


Exercise 2: Read out loud these following sentences
1. My sister and I take turns laying the table for meals, sweeping the house
/tɜːnz/ ( 1- ―ơ‖)
/haʊs/

and feeding the cat.
/fiːdɪŋ/
2. It can help you lose weight, build healthy bones and also prevent diseases
( ―âu‖ – 1)/luːz/ /weɪt/ / bɪld/
/bəʊnz/
/prɪˈvɛnt/ ( 1- ―ư‖)
(1- iu)
like cancer.
/ˈkænsə/ (1-/e/)
3. The food most commonly causing allergies are milk, wheat, eggs, soya
/kɒmənli/ /ˈkɔːzɪŋ / / ˈæləʤiz/ /ɑːr/
/ˈsɔɪə/
(1- ―au‖)
(1- ―a‖)
peanuts, shellfish.
/ˈpiːnʌts/ (1- ―u‖)
Result
Sounds
Mistakes
Sounds
Mistakes
1. /iː/
11. /ɔː/
1
2
2. /ɪ/
12. /ɒ/
1
0
3. /uː/

13. /aʊ/
2
1
4. /ʊ/
14. /əʊ/
0
0
15. /eɪ/
5. /æ/
2
0
6. /e/
16. /aɪ/
2
0
7. /ɑː/
17. /ɔɪ/
2
0
8. /ʌ/
18. /eə/
1
1
9. /ɜː/
19. /ʊə/
2
0
10. /ə/
20. /ɪə/
1

0
( * Note: These above words and sentences were extracted from English 10
Textbook – The second semester – New Curriculum – Vietnam Education
Publishing House and Pearson Cooperation)

XXII


Students‘ number:

09

POST-TEST

Exercise 1: Read out loud these following words
Words

1. Achieve
2. System
3. Honey moon
4. Fullness
5. Planning
6. Widespread
7. Charge
8. Cover
9. Confirm
10. Suggest
11. Force
12. Hottest
13. Browse

14. Raincoat
15. Engage
16. Sightseeing
17. Destroy
18. Compare
19. Tournament
20. Career

Phonetic
transcription
/ əˈʧiːv/
/ˈˈsɪs.təm /
/ˈhʌni muːn/
/ˈfʊl.nəs/
/ˈplæn.ɪŋ/
/ˌwaɪdˈspred/
/ʧɑːʤ/
/ˈkʌvə/
/kənˈfɜːm/
/səˈʤɛst/
/fɔːs /
/hɒtɪst
/braʊz/
/ˈreɪnkəʊt/
/ɪnˈgeɪʤ/
/ˈsaɪtˌsiː.ɪŋ/
/dɪˈstrɔɪ/
/rɪˈpeə/
/ˈtʊə.nə.mənt/
/ kəˈrɪə/

XXIII

Mark
Correct = 0
Incorrect = 1
1
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
1
0
0

Note

/i/

/u/

/i/

/u/

/e/


Exercise 2: Read out loud these following sentences
1. Language translation software allows you to translate from one language into
/læŋgwɪʤ/
/sɒftweər/ /əˈlaʊz/
/trænsˈleɪt/ (1- ―ê‖)
another .
/əˈnʌðə/ (1- ―ơ‖)
2. They are excellent learning tools, too. You can store information, take /
/
/ɛksələnt /ˈ/lɜːnɪŋ/ /tuːlz/
/stɔːr/ (1-―o‖)
notes,
write essays
and do calculations
/nəʊts/ (1- ―ô‖)
/raɪt / /ˈɛseɪz/ (1- /i/)
3. Choose a device that suits your learning style, which will make learning
English easier, faster, more effective and more enjoyable.
/iːzɪə/ /ˈfɑːstə/
/ɪˈfɛktɪv/
/ɪnˈʤɔɪəbl/

Result
Sounds
1. /iː/

Mistakes
1

Sounds
11. /ɔː/

Mistakes
1

2. /ɪ/

0

12. /ɒ/

0

3. /uː/

1

13. /aʊ/

0

4. /ʊ/

0

14. /əʊ/

1

5. /æ/

0

15. /eɪ/

1

6. /e/

2

16. /aɪ/

0

7. /ɑː/

0

17. /ɔɪ/

0

8. /ʌ/

1

18. /eə/

1

9. /ɜː/

0

19. /ʊə/

0

10. /ə/

1

20. /ɪə/

0

( * Note: These above words and sentences were extracted from English 10
Textbook – The second semester – New Curriculum – Vietnam Education
Publishing House and Pearson Cooperation)

XXIV

Appendix 11
The result of the pre-test
Sounds

Marker 1

Marker 2

Average

/iː/

50.00%

44.87%

47.44%

/ɪ/

39.74%

34.62%

37.18%

/uː/

57.69%

50.00%

53.85%

/ʊ/

53.85%

51.28%

52.56%

/æ/

56.41%

48.72%

52.56%

/e/

82.05%

89.74%

85.90%

/ɑː/

85.90%

91.03%

88.46%

/ʌ/

61.54%

60.26%

60.90%

/ɜː/

42.31%

37.18%

39.74%

/ə/

43.59%

51.28%

47.44%

/ɔː/

57.69%

50.00%

53.85%

/ɒ/

24.36%

16.67%

20.51%

/aʊ/

73.08%

74.36%

73.72%

/əʊ/
/eɪ/

56.41%

56.41%

56.41%

41.03%

46.15%

43.59%

/aɪ/

24.36%

16.67%

20.51%

/ɔɪ/
/eə/

0.00%

0.00%

0.00%

82.05%

76.92%

79.49%

/ʊə/

25.61%

15.38%

20.51%

/ɪə/

28.21%

30.77%

29.49%

XXV


Appendix 12
The result of the post-test
Sounds

Marker 1

Marker 2

Average

/iː/

35.59%

30.77%

33.33%

/ɪ/

25.64%

26.92%

26.28%

/uː/

38.46%

46.15%

42.31%

/ʊ/

35.90%

38.46%

37.18%

/æ/

44.87%

37.18%

41.03%

/e/

53.85%

48.72%

51.28%

/ɑː/

46.15%

51.28%

48.72%

/ʌ/

35.90%

43.59%

39.74%

/ɜː/

15.38%

10.26%

12.82%

/ə/

37.18%

35.90%

36.54%

/ɔː/

47.44%

42.31%

44.87%

/ɒ/

8.97%

10.26%

9.62%

/aʊ/

29.49%

28.21%

28.85%

/əʊ/
/eɪ/

39.74%

42.31%

41.03%

20.51%

15.38%

17.95%

/aɪ/

10.26%

10.26%

10.26%

/ɔɪ/
/eə/

0.00%

0.00%

0.00%

30.77%

38.46%

34.62%

/ʊə/

15.38%

12.82%

14.10%

/ɪə/

25.64%

28.21%

26.92%

XXVI


Appendix 13
Comparison of the result between the pre-test and the post-test
Sounds

The pre-test result

The post-test result

Average

/iː/

47.44%

33.33%

14.10%

/ɪ/

37.18%

26.28%

10.90%

/uː/

53.85%

42.31%

11.54%

/ʊ/

52.56%

37.18%

15.38%

/æ/

52.56%

41.03%

11.54%

/e/

85.90%

51.28%

34.62%

/ɑː/

88.46%

48.72%

39.74%

/ʌ/

60.90%

39.74%

21.15%

/ɜː/

39.74%

12.82%

26.93%

/ə/

47.44%

36.54%

10.90%

/ɔː/

53.85%

44.87%

8.97%

/ɒ/

20.51%

9.62%

10.90%

/aʊ/

73.72%

28.85%

44.87%

/əʊ/
/eɪ/

56.41%

41.03%

15.38%

43.59%

17.95%

25.64%

/aɪ/

20.51%

10.26%

10.26%

/ɔɪ/
/eə/

0.00%

0.00%

0.00%

79.49%

34.62%

44.87%

/ʊə/

20.51%

14.10%

6.41%

/ɪə/

29.49%

26.92%

2.56%

Average

48.21%

29.87%

18.33%

XXVII