INTRODUCTION
R ATIONALE OF THE STUDY
English serves as the primary language for global communication, and effective communication hinges significantly on proper pronunciation Pronunciation acts as the vital link for conveying messages, making it essential for comfortable and successful interactions In fact, good pronunciation is often deemed more critical than flawless grammar, as learners with poor pronunciation are generally harder to understand than those who may make grammatical errors.
Pronunciation encompasses two key features: segmental and suprasegmental Segmental features refer to the distinctive sounds of a language, while suprasegmental features involve intonation, stress, and sound changes in connected speech This study specifically focuses on intonation, a crucial aspect of pronunciation that significantly aids communication by helping the listener interpret messages The intonation choices made by speakers convey important linguistic information, with various elements of intonation serving multiple functions.
Pronunciation and intonation are crucial components of language learning, yet they often receive insufficient attention in ESL classrooms (Griffiths, 2011; Woolard, 1993) Many English teachers express discomfort with teaching intonation, viewing it as a challenging topic that is hard to isolate, describe, and create rules for In Vietnam, this issue persists, as universities and colleges frequently overlook pronunciation and intonation, often relegating them to separate lessons or employing traditional teaching methods like top-down, bottom-up, intuitive-imitative, and analytic-linguistic approaches Unfortunately, these conventional methods have proven to be less effective in enhancing English pronunciation skills.
Hanoi University of Industry (HaUI) emphasizes the importance of English proficiency alongside other professional skills for its students The course syllabus is designed to enhance students' oral communication, focusing primarily on listening and speaking skills However, observations over two years of teaching reveal that poor pronunciation poses a significant challenge for students, leading to a lack of confidence in speaking and difficulties in listening comprehension Many students mispronounce words and often speak with flat intonation and equal stress, resembling scripted reading rather than natural conversation This lack of emotional expression and variation in pitch hampers their ability to convey thoughts effectively Furthermore, limited knowledge of intonation affects their understanding of spoken language, causing confusion in interpreting the speaker's intent, particularly when a positive statement is delivered with a rising tone, which they may misinterpret as a question.
Pronunciation poses significant challenges for language learners, leading many English teachers, particularly non-native speakers at HaUI, to feel insecure about teaching it The lack of instructional resources, limited pronunciation exercises in textbooks, and time constraints often result in the neglect of pronunciation instruction To address this issue, integrating pronunciation into other lessons is recommended As Morley (1991:486) noted, there is a growing recognition of the importance of blending pronunciation with oral communication, shifting the focus from specific linguistic skills to broader communicative competencies for both teachers and learners.
3 the researcher decided to integrate pronunciation elements into listening lessons because the conversations in listening tasks can be good models for students to imitate
This action research focuses on integrating pronunciation elements into listening lessons for first-year non-English major students at Hanoi University of Industry Specifically, it emphasizes teaching intonation to enhance students' communicative skills, aiming to improve their overall pronunciation for effective communication.
A IMS AND OBJECTIVES OF THE STUDY
The research is conducted with the aims at:
- Improving students’ intonation by integrating intonation teaching into listening lessons
- Investigating students’ attitudes toward integrating intonation teaching into listening lessons
This study focuses on the impact of incorporating intonation teaching into listening lessons to enhance students' intonation skills Additionally, it examines students' attitudes toward this teaching method, recognizing that these attitudes significantly affect learning outcomes By understanding students' perspectives, educators can better tailor lesson plans, ultimately leading to more effective intonation instruction and improved learning experiences.
R ESEARCH QUESTIONS
In order to fulfill the above aims, the research is designed to seek the answers of the two following questions:
- To what extent does integrating intonation teaching into listening lessons improve students’ intonation?
- What are the student’s attitudes toward integrating intonation teaching into listening lesson?
S COPE OF THE STUDY
This action research involves a focused group of 45 first-year Non-English major students at Hanoi University of Industry While there are numerous aspects of pronunciation, this study specifically targets intonation The researcher aims to enhance students' intonation by integrating its teaching into listening lessons.
S IGNIFICANCE OF THE STUDY
This study aims to enhance the English intonation skills of participating students while providing valuable reference material for EFL teachers, particularly at HaUI, on integrating intonation teaching into listening lessons Additionally, it contributes to the existing literature on teaching intonation within the context of Vietnamese education.
O RGANIZATION OF THE STUDY
The thesis is instructed in five chapters
Chapter 1 includes rationale, the objectives, research questions, the scope, the significance and the organization of the study
Chapter 2 provides a review of the literature on the approaches to pronunciation teaching as well as intonation teaching
Chapter 3 presents the research methodology
Chapter 4 presents the results of the study, along with analysis and discussion of the data Chapter 5 offers a summary of the findings of the study, conclusion, limitations and suggestion for future research
LITERATURE REVIEW
P RONUNCIATION IN TEACHING AND LEARNING E NGLISH AS A SECOND LANGUAGE 5 1 The importance of pronunciation and pronunciation teaching
2.1.1 The importance of pronunciation and pronunciation teaching
Pronunciation is crucial in second language teaching and learning, as emphasized by linguists like Yates (2002) and Kelly (2000) Poor pronunciation can lead to misunderstandings and communication breakdowns, making it challenging for learners to convey their messages and comprehend others Hewings (2004) highlights that pronunciation difficulties can hinder students from effectively communicating, even when they use the correct vocabulary Similarly, Kelly (2000) notes that consistent mispronunciation of phonemes can make it hard for native speakers to understand learners, causing frustration despite their grasp of grammar and vocabulary.
Mastering a language involves grammar, vocabulary, reading, and writing skills; however, poor pronunciation significantly impedes communication Learners who struggle with pronunciation often find it challenging to understand spoken language Therefore, regular pronunciation instruction is crucial Harmer (2001) emphasizes that teaching pronunciation enhances students' awareness of sounds and their features, leading to substantial improvements in speaking skills He notes that focusing on sound production, stress patterns, and mouth positioning provides learners with essential insights into spoken English, ultimately enhancing their comprehension and intelligibility.
Pronunciation is a crucial element of language that significantly impacts effective communication Clear and accurate pronunciation enhances the listening experience, making conversations more enjoyable for both speakers and listeners while minimizing the risk of misunderstandings.
Pronunciation involves features at the segmental level and suprasegmental level The figure that is shown below expresses the main features of pronunciation according to Pourhosein (2012:120)
Figure 1 Features of English pronunciation
Segmental features of the sound system focus on individual vowels and consonants, addressing the micro-level aspects of pronunciation These features encompass specific sounds found within words, such as the 'l' in "lamp," the 'r' in "ramp," and the 'a' in "hat." Understanding these segmental elements is essential for analyzing the intricacies of spoken language.
Phonemes are the fundamental sound units in a language, encompassing consonants, vowels, and their combinations These sounds are crucial, as mispronouncing them can alter the meaning of words significantly For example, the words "pet" and "pat," as well as "lamp" and "ramp," illustrate how slight changes in phoneme pronunciation can lead to different meanings.
Consonants are speech sounds characterized by an obstruction in the airflow from the larynx to the lips They can be classified as voiced, where air is released suddenly from a closed mouth position, as seen in words like "van" (v) and "bun" (b), or unvoiced, where air passes through a narrow mouth opening, exemplified by "fan" (f) and "thin" (th).
Vowels are unobstructed sounds produced from the larynx to the lips, articulated as single sounds They can be categorized as short, like the vowel in "cat," or long, as in "cart." Additionally, diphthongs combine two vowel sounds, such as "eɪ" in "Kate" or "boy."
Suprasegmental features relate to sounds at the macro level Linking, intonation and stress are important features for effective pronunciation at the suprasegmental level
Linking is the process of connecting the final sound of one word to the initial sound of the next, creating a smooth flow of speech This technique involves blending consonants with vowels, consonants with consonants, and vowels with vowels Additionally, certain sounds may be shortened or omitted entirely, contributing to the natural rhythm of spoken language.
Word stress relates to the greater prominence or loudness given to a particular syllable in a word For example: conDItion, JOYful (The syllables indicated in capitals are stressed ones)
Sentence stress refers to the emphasis placed on specific words within a sentence, highlighting their importance and contributing to the overall rhythm of speech By making certain focus words longer and louder, speakers can effectively convey the most significant aspects of their message This prominence helps to clarify which meanings are essential, as some words carry more weight than others in communication.
Can YOU take the scissors? (not someone else)
Can you take the SCISSORS? (not the knife)
Intonation serves as the melody of language, reflecting how voice pitch rises and falls based on context and meaning in communication For instance, variations in intonation can significantly alter the interpretation of a message.
Can you take the scissors? (rising pitch) – request
Can you take the scissors (falling pitch) – command
Intonation plays a crucial role in pronunciation, significantly impacting a speaker's ability to convey thoughts and a listener's capacity to understand speech accurately Inadequate intonation can lead to communication breakdowns This study specifically concentrates on the teaching of intonation, rather than addressing all aspects of pronunciation.
I NTONATION IN THE E NGLISH LANGUAGE
Intonation is commonly defined by linguists as the variation in pitch during speech, characterized as the "rising and falling of the voice to various pitch levels" (Celce-Murcia et al., 1996) or simply as "the pitch pattern in a sentence" (Ladefoged, 2006) Kelly (2000) further emphasizes that intonation refers to how the voice fluctuates in pitch while speaking.
Pitch serves as a fundamental element in the study of intonation, which can be defined as the variations in pitch characterized by familiar labels such as high-low and falling-rising tones According to Higuchi (2002), intonation encompasses both specific movements in pitch and broader interpretations of these variations.
“systematic variations in pitch level, pitch movement and prominence.” (Higuchi, 2002:1) The terms "intonation" and "pitch" are often used interchangeably when talking about the
Intonation refers to the variation in pitch during speech, encompassing the highness or lowness of our voice While the terms "highness" and "lowness" may seem similar, intonation is a broader concept that includes the effective use of pitch Recognizing pitch is essential for mastering correct intonation, which enhances communication and expression.
For purposes of this paper, the definition of intonation in Longman Dictionary of Language Teaching and Applied Linguistics (1992:190) will be adopted
Intonation in speech involves the intentional variation of pitch, loudness, and rhythm, creating distinct patterns that enhance communication These patterns are not random; they can be systematically analyzed based on their structure and functions Intonation serves a crucial role in conveying additional information beyond the literal meaning of words in a sentence.
Intonation in English is intricately linked to pitch variation, stress, and speech rhythm, forming three essential systems: tone, tonicity, and tonality This relationship highlights that English intonation possesses a distinct structure and specific functions The subsequent sections of this research will delve into the systems, structure, and functions of English intonation.
English intonation comprises “three separated, though related, systems: tonality (intonation units), tonicity (the tone syllables) and the tone (pitch movements) (Tech, 1996:73)
According to Tench (2006), discourse is segmented into units of information known as tonality, which can range from a full text to a single syllable Each tonality encapsulates information that is 'encoded' through grammatical units, with clauses being the most prominent example A clause typically conveys a distinct piece of information and consists of two main components: the subject and the predicate Predicates include verbs that may be followed by complements, direct objects, or indirect objects, or may stand alone without any objects The structure of a clause is essential for effective communication.
10 perception of a happening or situation- one piece of information Clause is pronounced as a single unit of intonation
Tonicity refers to the placement of the most prominent word or syllable within an intonation unit, resulting in a notable pitch movement This prominent element, known as the tonic or nucleus, typically appears as the final lexical item in the intonation unit (Tech, 2006) The system of tonicity encompasses the various positions that the tonic syllable can occupy within these units Serving as the focal point of intonation, the tonic syllable is essential to every intonation unit Its significance lies in guiding listeners to discern new information from what is already known, indicating the distinction between new and old information in each utterance (Tech, 2006:7).
The third system in information organization is tone, which refers to the pitch movement that starts with the tonic syllable Tone encompasses primary and secondary information, as well as dependent, implied, and highlighted information According to Roach (1983), tone is defined as a unit of speech marked by pauses and characterized by musical and rhythmic movement associated with voice pitch This structured pattern of voice movement is significant in discourse, allowing speakers to convey various intentions such as referring, proclaiming, agreeing, disagreeing, questioning, hesitating, or signaling completion and continuation in conversation.
Each linguist has their own classifications of English tones Crystal (1969) and Ladefoged
In the study of intonation, Roach (1983) identifies five distinct tones, which are selected for teaching purposes in this research This contrasts with the classifications of O'Connor and Arnold (1973), who recognize only two tones (rise and fall), and the four basic tones (fall, rise-fall, rise, and fail-rise) identified by 1982.
The falling tone is the most commonly used tone in speech, signaling to the listener that the speaker has completed their thought This tone invites the listener to respond, whether by commenting, agreeing, or disagreeing, although the decision to engage is ultimately up to them Overall, the falling tone conveys a sense of finality in the conversation.
When someone responds to a question with a simple "yes" or "no" in a falling tone, it clearly indicates that the question has been answered and no further discussion is necessary.
A falling tone may be used in referring expressions E.g: I love your SMILE
Questions that begin with wh-questions are generally pronounced with a falling tone E.g: Whose is this DICtionay?
Imperative statements often have a falling tone E.g: Come and see a DOCtor
Requests or orders have a falling tone too E.g: Please come IN
Yes/No questions and tag questions seeking or expecting confirmation can be uttered with a falling tone And the response to it may be lengthened Consider the following example:
A: You saw it, DIDN'T you?
In a Yes/No question structure, a falling tone indicates that the speaker is confident in the answer, suggesting that the question serves to confirm information rather than seek it For instance, when the speaker anticipates a 'Yes' response, the tone reinforces their certainty.
This tone conveys an impression that something more is to follow For example, a typical occurrence in a dialogue between two speakers A and B might be the following:
A (wish to attract B’s attention): Excuse me
B: Yes (B’s reply is perhaps, equivalent to “what do you want?”)
The rising tone is commonly employed in authentic 'Yes/No' questions when the speaker is uncertain of the answer but believes the listener has the information For example, a question posed with a rising intonation could lead to one of three possible responses.
The fall-rise intonation is frequently utilized in English, serving specific functions such as indicating "limited agreement" or expressing a response with reservations.
A: I’ve heard that it’s a good school
B's response indicates his partial disagreement with A's statement, suggesting that A anticipates B will elaborate on his hesitations regarding full agreement.
A: It’s not really an expensive record, is it?
A PPROACHES TO TEACH PRONUNCIATION
2.3.1 Bottom-up and top-down approaches
The two primary approaches to pronunciation teaching are the "bottom-up approach" and the "top-down approach." The bottom-up approach focuses on articulating individual sounds or phonemes, gradually progressing to stress, rhythm, tone, and intonation Conversely, the top-down approach begins with patterns of intonation and refines individual sounds as needed Dalton and Seidlhofer (1994) suggest that teaching segmentals first in the bottom-up approach allows for the natural acquisition of suprasegmentals, while the top-down approach assumes that established suprasegmental features will facilitate segmental discrimination For effective integration of pronunciation teaching within language instruction, the top-down approach is often advantageous, enabling teachers to utilize whole language chunks Nonetheless, the bottom-up approach remains beneficial, especially for practicing specific sounds or sound combinations.
2.3.2 Intuitive-imitative and analytic-linguistic approaches
Modern language teaching employs two main approaches to pronunciation: the intuitive-imitative approach and the analytic-linguistic approach The intuitive-imitative approach relies on learners' ability to listen and mimic the sounds and rhythms of the target language without explicit instruction, supported by access to quality audio models through various media like phonographs and compact discs In contrast, the analytic-linguistic approach incorporates tools such as the phonetic alphabet, articulatory descriptions, and charts of the vocal apparatus to enhance learners' understanding of pronunciation This method explicitly focuses on the sounds and rhythms of the target language, providing a structured framework to aid in listening, imitation, and production.
18 rather than to replace the intuitive- imitative approach, which was typically retained as the practice phase used in tandem with the phonetic information
The integrated approach to pronunciation teaching has been advocated since the 1980s, emphasizing the connection between pronunciation practice, listening instruction, and communicative speaking activities (Watts & Huensch, 2013; Gilbert, 1987; Acton, 1984) Chela Flores (2001) highlights the importance of this integration, stating that it enables learners to achieve essential phonological development throughout their language learning journey Pennington and Richard (1986) argue that pronunciation is crucial to the communication process, asserting that it cannot be separated from other language aspects, as sounds are integral to conveying meaning Similarly, Murphy (1991) supports the notion that pronunciation instruction should be intertwined with meaningful communicative activities, fostering effective interaction between speakers and listeners.
In conclusion, researchers have been utilizing the integrated approach for several decades, effectively incorporating pronunciation into the development of listening and speaking skills.
2.3.4 Integrating teaching intonation into listening
Numerous researchers have expressed concerns regarding the integration of intonation instruction into listening lessons This section will review various studies and articles that explore this integrated approach to teaching intonation effectively.
Muniem (2015) emphasizes that enhancing intonation begins with increased awareness He advises ESL learners to attentively listen to recorded conversations, observing how speakers utilize intonation to convey meaning Additionally, recording their own dialogues with friends allows learners to evaluate their intonation and determine if it aligns with their intended expression By repeatedly listening to these recordings, learners can track their progress and even create new versions, showcasing their improvement over time.
According to Tech (2005), effective pronunciation practice relies on the technique of imitation, where learners listen to and repeat a model, such as a teacher or a recording, to enhance accuracy and fluency This method not only provides a clear target for learners but also builds their confidence for independent speaking Tech suggests various listening-related exercises to improve intonation, including prompting students to analyze recordings by asking, “Why did they say it like that?” This analytical approach, known as ‘noticing,’ can be beneficial in certain learning contexts Additionally, prediction exercises encourage learners to anticipate the tone of the next dialogue turn based on a given context, while matching activities help them align what they hear with written forms or appropriate responses, fostering independence as their imitation skills improve.
According to Dang (2011), integrating pronunciation exercises into listening lessons involves a three-stage process: recognition, practice, and production In the recognition stage, the teacher plays a recorded dialogue, prompting students to repeat it line by line, both chorally and individually, while marking word stress and intonation The teacher then plays the recording again, highlighting key features of stress and intonation based on student responses In the practice stage, students engage in practicing the dialogues with one another.
In a classroom activity involving 20 group members, the teacher invited several pairs to present their conversations During the third stage, the teacher introduced additional similar words and sentences, guiding students to practice correct pronunciation, stress, and intonation The teacher attentively listened and evaluated how well the students could incorporate their learning into new sentences and conversations.
In a nutshell, although each author has their own method to integrate intonation into listening, they share the view that imitation is the basic technique for learning intonation.
S UMMARY
The theoretical framework of this study emphasizes the crucial role of pronunciation in second language acquisition, as supported by numerous linguists who argue that mispronunciation can lead to misunderstandings and communication breakdowns This research focuses specifically on intonation, highlighting its definition, system, and significance in effective communication Additionally, various teaching approaches to pronunciation, particularly the integrated approach, are examined, with consensus among researchers on the necessity of combining pronunciation with broader communicative activities Furthermore, previous studies on teaching intonation through listening integration are discussed, with a general agreement among authors that imitation serves as a fundamental technique for teaching intonation The methodology of the study will be elaborated upon in the subsequent chapter.
METHODOLOGY
T HE CONTEXT OF THE STUDY
A study was conducted with 45 first-year technology major students at HaUI, showcasing varied English proficiency levels The classroom is equipped with multimedia facilities, including a projector, loudspeaker, and microphone The English course, designed for non-English majors, spans 90 sections, comprising 32 theory sessions, 55 practice sessions, and 3 examinations, utilizing the textbook "New Headway Elementary" (3rd edition, 2006) by Liz and John Soars The course aims to enhance students' communicative competence, enabling them to apply basic grammatical rules when discussing personal information, experiences, and future plans Additionally, students are trained to listen for gist and detailed information, as well as to write short paragraphs on various topics, including descriptions and storytelling Despite familiarity with grammatical rules and vocabulary from previous education, students face challenges in effectively applying this knowledge in communication.
S UBJECTS
This study focuses on 45 mechanical engineering students aged 18 to 20, primarily from rural areas where English is not prioritized Their previous English education emphasized traditional methods centered on grammar, vocabulary, and reading, resulting in limited communicative competence, particularly in speaking skills Many students struggle with pronunciation and lack an understanding of intonation Therefore, introducing foundational knowledge of intonation is essential Fortunately, these students recognize the importance of English for their future careers and are motivated to improve their communication skills, with proper intonation in speaking being a key goal.
T HE ACTION RESEARCH PROJECT
When thinking of an appropriate methodology, the researcher who is a teacher, found out that action research is the best choice for the purpose of improving the students’ pronunciation
Action research, as defined by O'Brien (2001), is fundamentally about "learning by doing." When a group faces a problem, they take action to address it, evaluate the effectiveness of their solutions, and if the outcomes are unsatisfactory, they can attempt the process again This iterative approach emphasizes continuous improvement and collaborative problem-solving.
Action research, as defined by Dick (2002), is a simultaneous process of acting and researching, embodying its name by aiming for both action and inquiry In the educational context, Glickman (1992) describes action research as a study undertaken by teacher researchers to address and improve issues within their classrooms.
23 other words, action research allows teachers to study their own classrooms in order to better understand them and to be able to improve their quality or effectiveness
Action research has been characterized by various scholars, including Borgia and Schuler (1996), who identify its key components as the "Five C's": commitment, collaboration, concern, consideration, and change Similarly, Creswell offers a distinct perspective on the elements that define action research.
In 2005, six essential characteristics of action research were identified: a practical focus, the educator-researcher’s personal practices, collaboration, a dynamic process, a clear plan of action, and the sharing of research findings According to Creswell, grasping these characteristics enables teachers to effectively design their own studies, as well as to read, evaluate, and utilize published action research in the literature.
Action research is a dynamic and flexible process, making it difficult to define a fixed number of steps, as noted by Creswell (2005) The steps in action research can vary based on different researchers' perspectives Mills (2011) outlines a basic process consisting of four key steps: identifying an area of focus, collecting data, analyzing and interpreting the data, and developing a plan of action For this study, the model implemented is based on Susman’s framework (1983).
Figure 2 Detailed action research model
The research cycle consists of five key phases: first, identifying a problem, followed by gathering relevant information Next, the collected data is analyzed to explore potential solutions, leading to the implementation of one selected intervention Afterward, the outcomes of this intervention are evaluated to assess the effectiveness of the plan Finally, the initial problem is reassessed, and the cycle begins anew, continuously evolving until a satisfactory solution is achieved.
As an English teacher at HaUI for two years, the researcher has observed that first-year non-English major students struggle significantly with communicative competence, particularly in listening and speaking A primary factor contributing to this issue is their inadequate pronunciation skills Many students participating in this research exhibit difficulties in pronouncing both individual words and phrases within sentences, often resulting in flat intonation and equal stress throughout their speech.
Many students speak English without proper rhythm or emotional expression, often using the same intonation for various thoughts This limited understanding of intonation can result in misunderstandings and communication breakdowns.
A recent test revealed that students struggle with intonation, showing minimal attention and a lack of understanding regarding its proper usage Despite the presence of some intonation exercises in textbooks, these are insufficient and often neglected by English teachers at HaUI, with many not included in the course syllabus To address this issue and enhance the teaching and learning of intonation, the researcher initiated an action research project aimed at integrating intonation instruction into listening lessons, with the goal of improving students' intonation skills.
3.3.2.2 Planning and implementing an action
To enhance students' communicative competence, it is essential for them to develop four key skills: speaking, listening, reading, and writing, with a particular emphasis on speaking and listening Listening constitutes about 25% of the overall course content and can be taught either as standalone lessons or integrated with speaking, vocabulary, and everyday English Each listening lesson typically spans 45 minutes and is divided into three stages: pre-listening, while-listening, and post-listening During the pre-listening stage, teachers introduce new vocabulary through exercises or visual aids In the while-listening stage, students engage with recordings and complete textbook exercises Finally, the post-listening stage encourages students to summarize the content or discuss related issues.
The 8-week intonation teaching program, consisting of 8 focused lessons, emphasizes specific intonation patterns based on their occurrence in selected recordings (refer to the intonation syllabus in Appendix 8) This approach is designed to maintain student engagement and minimize distractions during the learning process.
26 from learning to listen, the researcher decided to integrate teaching intonation in the post- listening stage which lasts in 10 minutes The steps for integration are described as follows:
The teacher instructed students to listen to the recording once more while following along with the transcript During this activity, students highlighted the tonic syllables by underlining them and indicated the intonation patterns using arrows.
The teacher validated the correct answers and highlighted the importance of intonation patterns Additionally, formal instruction was provided to the students regarding the attitudinal function of these intonation patterns.
Students engaged in choral practice before moving on to individual or pair performances Subsequently, the teacher invited several students to showcase their rehearsed work, providing feedback and corrections to enhance their performance.
- Lastly, the teacher provided some similar sentences and asked students to say them with appropriate intonation
To assess the impact of integrating intonation teaching into listening lessons on students' intonation improvement, a combination of pre-tests, progress tests, and post-tests, along with a questionnaire, was employed as data collection instruments.
The tests (see the Appendices 1- 6)
S UMMARY
This chapter provides an overview of the teaching and learning of English pronunciation, with a specific focus on intonation, at Hanoi University of Industry The research was carried out in a class of 45 first-year students majoring in technology.
In a study involving 28 participants with mixed English proficiency levels, a 90-section English course emphasized speaking and listening skills, while also addressing reading and writing The subjects' characteristics, including age, background, and attitudes toward English, were analyzed The research followed Susman’s action research model (1983), which includes diagnosing, action planning, taking action, evaluating, and specifying learning Over eight weeks, intonation teaching was integrated into the post-listening stage of lessons, comprising eight dedicated sessions Data collection involved various assessments, including a pre-test, four progress tests, and a post-test, along with a questionnaire to gauge participant feedback.
RESULTS AND DISCUSSIONS
R ESULTS FROM THE TESTS
4.1.1 Results from the pre-test
Table 1 Results from the pre-test
The pre-test scores reveal a concerning situation regarding students' intonation skills, with an average score of only 4.27 Notably, no students scored 8 or above, and the highest score recorded was 7, while the lowest was just 1 Only a small number of students managed to achieve scores of 7 or higher, indicating a significant gap in intonation proficiency among the majority.
In the pre-test, 30% of students scored 3 or lower, indicating that most performed below the average score of 5, with a significant number achieving scores between 5 and 7 These results highlight the need for improvement in students' English intonation skills.
4.1.2 Results from the pre-test and four progress tests
The chart illustrates the progression of students' mean scores over an 8-week treatment period, highlighting a gradual improvement every two weeks Initially, the pre-test mean score was 4.27, which slightly increased to 4.33 after two intonation lessons After four weeks, the mean scores showed more significant changes, rising from 4.33 in the second progress test to 4.7 in the third Notably, the mean score exceeded 5 in the sixth week, and just two weeks later, it surged from 5.11 to 5.89 Overall, the data indicates a marked improvement in students' ability to recognize intonation features throughout the treatment.
Pre-test Progress test 1 Progress test 2 Progress test 3 Progress test 4
Chart 1: Student's mean sores in pre-test and progress tests
The more detailed information of the differences in students’ scores after 8 weeks of learning intonation by integrating it into listening lessons was shown in the table below:
Table 2: Comparison of the scores of pre-test and progress tests
The data reveals that no students scored 8 or higher in the first three tests, with only 4.4% achieving this score range by the third progress test In the first two weeks, the percentage of students scoring between 7 and lower than 8 remained unchanged at 8.9% However, from the second progress test onward, this number gradually increased, nearly tripling by the final test compared to the pre-test Additionally, the proportion of students scoring between 5 and 7 rose significantly from 31.1% to 46.7% following intonation instruction Notably, while the number of students achieving scores of 5 and higher increased substantially, those scoring 5 and lower saw a marked decline Initially, over a third of students scored between 3 and lower than 5, but this figure dropped from 35.6% to 15.6% after eight weeks of teaching Similarly, there was a significant decrease in the number of students scoring 3 and lower in the last progress test compared to the pre-test.
Over an 8-week period, students with the highest scores saw a significant increase from 7 to 8.5, while those with the lowest scores experienced a decline from 1 to 2.5.
In conclusion, while no students achieved a score of 9 or higher over the eight-week period, the test results demonstrated a significant improvement This evidence clearly indicates the extent of progress made by students in their perception of intonation.
Score range Pretest Post test
Table 3: Comparison of the scores of the pre-test and post-test
The table illustrates significant changes in students' scores following an 8-week treatment period In the pre-test, no students scored 8 or higher, but five students achieved this range in the post-test The percentage of students scoring between 7 and 8 nearly tripled, rising from 8.9% to 26.7% Conversely, the proportion of students scoring between 3 and 5 plummeted from 35.6% to 11.1% Additionally, there was a notable increase in the number of students scoring between 5 and 7, which rose from 31.1% to 48.9% Interestingly, only one student received a score of 3 in the post-test.
After 8 weeks of intonation teaching, students demonstrated a significant improvement in their ability to recognize intonation features, with the mean score rising from 4.27 to 6.19, highlighting the effectiveness of the instruction.
4.1.4 Discussion of the test results
Over an 8-week period, students demonstrated significant improvement in their scores, with mean scores rising from 4.27 in the pre-test to 4.33 in the second progress test, and reaching 6.19 in the post-test This indicates an increase of nearly 2 points within two months Initially, the highest score recorded in the pre-test was 7, while the lowest was 1; after the treatment, the highest score improved to 8.5 and the lowest to 3 These results clearly indicate remarkable progress in students' intonation skills.
To achieve significant improvements in English intonation, students demonstrated steady progress through bi-weekly progress tests, taken after every two lessons Data analysis revealed a notable decrease in the number of students scoring 5 or lower, while those achieving average and good scores increased consistently This positive trend is evident in the pre-test and post-test results, where only 40% of students scored 5 or higher in the pre-test, compared to 80% in the post-test Therefore, it is clear that the intervention effectively enhanced students' intonation skills.
In summary, the data indicates a steady improvement in test scores every two weeks, culminating in a notable increase in students' performance after eight weeks of instruction This evidence demonstrates that incorporating English intonation into listening lessons effectively enhances students' intonation skills.
R ESULTS FROM THE STUDENTS ’ QUESTIONNAIRE
4.2.1 Attitude toward studying English intonation
The chart illustrates students' attitudes toward the importance of studying English intonation Most students agree that learning intonation is essential, while nearly a quarter (24.4%) expressed neutrality on the matter A small number of students felt that intonation was unnecessary to study, but notably, none strongly disagreed with the necessity of learning it.
The second question is to investigate how students agree or disagree with the statement
A significant portion of students, approximately 46.6%, disagreed with the assertion that textbook and classroom activities are adequate for improving intonation, with some expressing strong disapproval Meanwhile, around 31.2% of students remained neutral, neither agreeing nor disagreeing with the statement Notably, there were no students who strongly agreed with the effectiveness of these methods for enhancing intonation skills.
For the third question, the majority of students (51.1%) agreed that studying intonation help them to improve their communicative competence and 8.9% of students show their
Strongly agree Agree Neither agree or disagree Disagree Strongly disagree
Chart 2: Attitude toward studying English intonation
35 strong approval whereas a small number of students (6.7%) disagreed with this One in three students expressed no agreement or disagreement
4.2.2 Attitude toward the integrated approach of learning intonation
The chart displays students' attitudes towards an integrated teaching approach that incorporates intonation into listening lessons A significant 77.8% of students believed that this method effectively enhanced their intonation skills, while only one student disagreed Additionally, 20% of the participants were uncertain about the effectiveness of this teaching strategy.
A significant majority of students, 75.6%, reported enjoying listening lessons that included intonation teaching, while a small minority disagreed Additionally, 20% of the students remained neutral, neither approving nor disapproving of the integration of intonation in these lessons.
The data collected from question 6 shows that the minority of students believed learning intonation by integrating it into listening lessons distracted their attention from learning
Strongly agree Agree Neither agree or disagree Disagree Strongly disagree
Chart 3: Attitude toward the integrated approach
36 listening whereas over 60% of them claimed that the intonation teaching didn’t make any distraction on learning listening Additionally, 22% of students didn’t show any approval or disapproval
In part three of the study, students expressed their opinions on the integration of intonation teaching with listening lessons The majority reported a positive attitude towards this innovative approach, finding it more enjoyable than traditional methods They highlighted that the key benefit of this integration was an increased awareness of English intonation, which led to more effective communication Students noted that they became more attentive to using proper intonation while speaking, allowing them to interpret messages from native speakers with greater ease and accuracy, thereby reducing misunderstandings Additionally, classroom activities provided opportunities for self-correction and feedback from peers and teachers Overall, students agreed that intonation teaching significantly enhanced their communicative competence and contributed to their enjoyment of the learning process.
Question 8 aimed to gather students' diverse perspectives on the limitations of the intonation lesson and their suggestions for improvement Feedback revealed variations in English proficiency levels, with some students expressing concerns about the lesson's pace being too fast, making it challenging for lower-level learners to keep up While the models used in the lesson were generally effective, issues arose with the speed and clarity of some speakers, which hindered students' ability to accurately practice intonation patterns Consequently, many students struggled to engage with the models effectively.
Many students expressed concerns about insufficient individual attention from their teacher due to large class sizes and time constraints They suggested that during the production stage, the teacher should incorporate more real-life scenarios to help students create their own conversations effectively.
4.2.4 Discussion of the questionnaire results
At the conclusion of the intervention, questionnaires revealed that students recognized the significance of intonation in communication and its importance in their learning Many students felt that the existing textbook and classroom activities were inadequate for improving their intonation skills They expressed a preference for integrating intonation instruction into listening lessons, which they found helpful without detracting from their listening comprehension Overall, students enjoyed the integrated lessons, appreciating their practicality and effectiveness However, they noted some limitations, including the pace of the lessons and the uneven attention given to individual students by the teacher.
S PECIFY LEARNING
After two months of integrating intonation with listening lessons, the collected data reveals that this teaching approach significantly improved students' intonation skills The eight-week treatment enhanced students' awareness of intonation, clarified its functions, and improved their understanding of its usage in specific contexts Additionally, questionnaire results indicate that most students recognized the importance of intonation in communication and found studying it beneficial for their communicative development, leading to a positive reception of the integrated lessons.
The teaching method proved effective in improving students' intonation, but lessons should be conducted at a slower pace to accommodate lower-level learners To better assess students' application of intonation skills, the teacher should assign voice recording homework This approach allows students to practice what they learned in class and enables the teacher to provide more precise feedback on their performance.
CONCLUSION
M AJOR FINDINGS AND IMPLICATIONS
Integrating intonation teaching into listening lessons significantly enhanced students' intonation skills, as evidenced by improved test scores Observations indicated that many students effectively applied proper intonation patterns in their speaking, leading to more natural and effective communication This progress in intonation likely contributed to better listening skills, helping students avoid misunderstandings of speakers' messages.
After an eight-week treatment, students demonstrated a significant improvement in their scores across four progress tests and a post-test, with scores rising progressively every two weeks This suggests that the enhancement in students' intonation can be attributed to the integration of intonation teaching into listening lessons However, while test results improved consistently, not all students achieved the same level of success; low-level students showed a more substantial increase in scores compared to their medium and high-level peers This disparity may be influenced by various factors, including differences in learning motivation, perception, and familiarity with the new techniques.
Questionnaire data indicated that post-treatment, students' awareness of intonation significantly increased, with many recognizing its crucial role in effective communication This learning approach enhanced their motivation during listening lessons, which they found beneficial for their intonation development Imitating the speaker's voice in conversations emerged as a joyful and effective technique, facilitating self-correction and peer feedback Overall, incorporating intonation practice into listening lessons proved to be an efficient method for improving students' intonation skills.
L IMITATIONS OF THE STUDY
The study highlights the effects of integrating intonation teaching into listening lessons on students' intonation skills, but it also acknowledges certain limitations Key factors such as student motivation, mood, and learning habits, which are beyond the researcher’s control, may influence the outcomes Additionally, while tests serve as a means to assess intonation improvement, they are an indirect method of evaluation Furthermore, due to time constraints, the focus was solely on intonation rather than encompassing all aspects of pronunciation in the listening lessons.
R ECOMMENDATIONS FOR FUTURE RESEARCH
Future research should extend over a longer duration to incorporate all pronunciation elements into listening lessons To assess students' ability to produce conversations with appropriate intonation, it is advisable for researchers to request voice recordings from students for a more thorough evaluation of their intonation improvement In addition to tests and questionnaires, conducting interviews is recommended as an effective and direct method for assessing students' progress in intonation.
C ONCLUSION
This study investigates the impact of integrating intonation teaching into listening lessons on students' intonation skills Data from tests and questionnaires reveal that this approach effectively enhances students' awareness and understanding of intonation's functions and its appropriate usage in various contexts Over eight weeks, students not only improved their intonation but also developed a positive attitude towards the integrated lessons, recognizing the importance of intonation in communication This research serves as a valuable reference for EFL teachers, particularly those at HaUI.
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I Match these intonation patterns with sentences:
1 What would you like for your BIRTHDAY? a
3 I love EATING in my country c
4 You’ve got a job a LONDON, didn’t YOU? d
5 I like all kinds of fruit- APPLE, ORANGE and BANANA e
II Read conversations and draw arrows for the rising tone and for the falling tone starting at the TONIC WORD
A: Whose is this TENNIS RACKET?
2 Conversation 2 A: Would you like some CHOCOLATE CAKE?
B: NO, thanks, just ORANGE JUICE for me
A: But I MADE this cake for you
B: Did YOU? I’m SORRY! I DON’T like chocolate cake
III Listen and judge speaker’s attitudes
4 I will be back by TEN
I Match these intonation patterns with sentences:
1 She DIDN’T like you, did SHE? a
2 She played on the corner near my HOUSE b
3 Did you get any valentine CARDS? c
II Read conversations and draw arrows for the rising tone and for the falling tone starting at the TONIC WORD
B: The 26 th JUNE Didn’t you get your
2 Conversation 2 A: Wake UP, Mummy! Happy MOTHER’s day!
B: Thank you, DARLING Oh, what beautiful FLOWERS, and a cup of TEA!
A: And I made you a CARD! LOOK!
B: It’s LOVELY What a CLEVER boy!
III Listen and judge speaker’s attitudes
2 This is the Leeds TRAIN 5 Would you like some help?
I Match these intonation patterns with sentences:
1 I like vegetables- especially CARROTS, PEAS and
2 Would you like a beef STEAK? b
4 Could I have a kilo of tomato, PLEASE? d
II Read conversations and draw arrows for the rising tone and for the falling tone starting at the TONIC WORD
A: Can I see the menu, PLEASE?
B: Here you are And would you like a
A: YES, a glass of RED wine, PLEASE
2 Conversation 2 A: Mmm, I love APPLE JUICE Do you like IT?
B: NO, it’s DISGUISTING I love BEER A: Well, that’s DIFFERENT I love tea- with lots of milk and SUGAR
B: I don’t like tea, just ORANGE JUICE A: REALLY? I love all kind of FRUIT JUICE
III Listen and judge speaker’s attitudes
1 Come home before the MIDNIGHT
5 Could you give me the recipe?
I Match these intonation patterns with sentences:
1 Rotterdam is the BUSIEST port in Europe, isn’t IT? a
2 Why do you like living in the CITY? b
3 The city life is FASTER, more MODERN, and more
5 Have you got any SISTERS? e
II Read conversations and draw arrows for the rising tone and for the falling tone starting at the TONIC WORDS
A: So, Andy, tell me why did you leave LONDON?
B: Yes, but I’ve got a BETTER job here
A: And you had NICE flat in London
B: Well, I’ve got a NICER flat here It’s a COTTAGE
A: REALLY? How many BEDROOM has it got?
B: THREE And it’s got a GARDEN
A: But the country’s so BORING
B: NO, it isn’t Appleton has got a CINEMA, RESTAURANTS, PUB and a NIGHT CLUB
A: OK OK Everything is BETTER! Can I come next WEEKEND?
III Listen and judge speaker’s attitudes
4 Cafés in London are much WORSE
I Match these intonation patterns with sentences:
3 A simple thing can make you LAUGH or CRY c
4 Venice is very ROMANTIC, isn’t IT? d
5 Which one do you WANT? e
II Read conversation and draw arrows for the rising tone and for the falling tone starting at the TONIC WORDS
A: Can I help YOU? A: YES, of course The changing rooms are
B: Yes, PLEASE I’m looking for a SHIRT to go with my new JEANS
A: What COLOR are you looking FOR?
A: What about THIS ONE? Do you like
B: Oh, YES Can I try it ON?
B: I’ll take THIS ONE How much is IT? A: $39.99 How do you want to PAY? B: Can I pay by CREDIT CARD?
A: Credit card’s FINE Thank you very MUCH
III Listen and judge speaker’s attitudes
1 Look at that sport CAR!
2 Don’t look at me like THAT
I Match these intonation patterns with sentences:
1 What ‘s the weather like today? a
2 It was COLD, CLOUDY and WINDY b
3 Have you been on a gondola YET? c
4 It’s going to RAIN, isn’t IT? d
5 It’s too hot to play TENNIS e
II Read conversations and draw arrows for the rising tone and for the falling tone starting at the TONIC WORDS
A: Can I have your ticket, PLEASE?
A: Thank YOU How many SUICASE have you GOT?
A: And have you got much LUGGAGE?
B: Oh…can I have a seat next to the WINDOW?
A: YES, that’s OK Here’s your BOARDING PASS Have a night FLIGHT!
III Listen and judge speaker’s attitudes
This questionnaire is designed for the research “Integrating pronunciation elements into listening lessons for first year Non English major students at Hanoi University of
Industry” Your assistance in fulfilling the following questions is highly appreciated Moreover, your cooperation will make contribution for the intonation teaching and learning improvement
Thank you so much for your cooperation!
Complete the following questionnaire, checking the box which the best describes how you agree or disagree with each statement
Part 1: Attitude toward intonation learning:
Read each statement concerning how you feel about intonation learning Please circle the number that the best describes the degree of your agreement with each statement
1 Learning English intonation is necessary 1 2 3 4 5
2 The textbook and classroom activities are sufficient to improve intonation 1 2 3 4 5
3 Studying intonation is helpful for improving the communicative competence 1 2 3 4 5
Part 2: Attitude toward the learning approach which integrated teaching intonation into listening lessons
Read each statement concerning how you feel about intonation learning Please circle the number that best describes the degree of your agreement with each statement
4 The teaching of intonation by integrating it into listening lessons helps to improve my intonation
5 I enjoy the listening lessons integrated with intonation teaching
1= strongly agree (SA) 2= agree (A) 3= neither disagree or agree (N) 4= disagree (D) 5= strongly disagree (SD)
6 Learning intonation by integrating it into listening lessons distracts my attention from learning listening
7 Please specify the reasons why you enjoy the listening lessons integrated with intonation teaching
8 What would you like to change to have better intonation lessons?
Appendix 8: The syllabus for the intonation teaching in 8 weeks
Week Unit Lessons Intonation patterns
How did you two meet?
Statements of retelling a story Question tags
Special occasions Yes-no questions
3 Unit 9: Food you like! Food and drink Statements with “I like…” & “ I don’t like…”
4 Unit 9: Food you like! My favorite and national food
Requests with “Would you like ?” and responses
Requests with “Can/ Could I…?” and responses
Country life Statements with comparisons and
Andy’s cottage Wh- questions and narration of a journey
7 Unit 11: Looking good Who’s at the party?
Statements of description of people
8 Unit 11: Looking good In a clothes shop Yes-no questions, wh-questions and responses in a clothes shop.