VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES MAI THỊ H STRATEGIES TO ENITANCE THE UNDERSTANDING OF ENGLISII INTONATION FOR THE DEVELOPMENT OF COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS Những chiến lược tăng cường sự hiểu biết rễ ngữ diệu Hễng Anh nhằm phat triển năng lực ngôn ngữ giaa tiễn của người học ngân ngit hai M. MINOR THESIS Field: English Linguistics Code: 602215 Thanoi - 2012 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES, VACULTY OF POST-GRADUATE STUDLES MAI THI H STRATEGIES TO ENHANCE THE UNDERSTANDING OF ENGLISH INTONATION FOR THE DEVELOPMENT OF COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS Những chiến lược lăng cường sự hiểu biết về ngữ điện đỗng Anh nhằm phái triển năng lực ngôn ngữ giao tiếp của người học ngân ngữ lai M. MINOR THESIS Field: English Linguistics Code: 602215 Supervisor: Dr. Hujnh Anh Tuấn Hanoi - 2012 TABLE OF CONTENT Page Declaration of authorship Acknawledgements Abstract Yable of content List of tables PART A - INTRODUCTION nn 1.
Rationale for the study 1. Aims of the study 1. Scope of the study 1. Methods of the study eS 1.
Data collection methods 1. Data collection procedure ee ee 1. Organization of the sludly PART B- DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND om 1. Theories of English intonation » son 12.
Definitions of intonation 1. Systems of English intonation 1. Structure of English mtonation 1. Basie tune shapes of English intonation 1.1, The falling tune 1.
The first rising hue 12. The second rising tune 1.4, The falling-vising tune 1.5, Functions of English intonation natural as they want to. ‘The problem is most often the use of the wrong intonation of SCTIICTICGS. As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation.
The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge. ‘The time for inlonation twaching and leaning is limited. Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled: “Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening 1. Aims of the study This study is carried out in order to: 1.
Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication. Make suggestions to help teachers of English give successful lessons on English jnlonatian. Scope of the study This study only focuses on some domam as follows: - Only Southern British intonation - In the process of analyzing, intonation is mainly shown through descriptions based on given theories + The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth ‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular viii comprehension tests Table 3.16 | Statistics of two groups in the pastteaching phase listening | 35 comprehension tests Chart 3.1 | Percentages af learning strategies used by the students 36 1.4, The organization of information 14 1.2, The realisation of communicative functions 14 1.4, Tha expression af attitude 15 1. The identification of speech styles 16 1.
Theories of language learning strategies 1? 1. Classification of Language Learning Strategies 17 1.4, Direct Language Learning Strategies 18 1. Indirect Language Learning Strategies 18 1. Characteristics of Language Learning Strategies 18 1.
The relations between the competence of intonation and communicative language 19 ability. Strategies used to enhance the understanding English intonation for the development of listening skill among second language leamers in the stndy CHAPTER 2: MEFHODOLOGY 2.4], Rata collection methods 2ALL Tests 24444. Meta-linguisitc tests 24. Lislening comprehension tesis 2412 Questionnaire 2.2, Data collection procedures 2.5, Data analysis, CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 3.
Teamers’ meta-knowladge of Englixh intonation and the development of their Listening skill 3.11, Learners’ meia-knowledge of English intonation natural as they want to. ‘The problem is most often the use of the wrong intonation of SCTIICTICGS. As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation. The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge.
‘The time for inlonation twaching and leaning is limited. Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled: “Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening 1. Aims of the study This study is carried out in order to: 1. Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication.
Make suggestions to help teachers of English give successful lessons on English jnlonatian. Scope of the study This study only focuses on some domam as follows: - Only Southern British intonation - In the process of analyzing, intonation is mainly shown through descriptions based on given theories + The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth ‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular vii LIST OF TABLES AND CHARTS No Title Page Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30 tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31 phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31 teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32 meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32 meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32 tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32 tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33 teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33 the pre-teaching phase “Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33 the pre- and post-teaching phase ‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34 in the pre-and post-teaching phase ‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34 listening comprehension tests “Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34 listening comprehension tests “Tab Scores of two groups in the postteaching phase listening | 35 vii LIST OF TABLES AND CHARTS No Title Page Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30 tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31 phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31 teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32 meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32 meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32 tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32 tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33 teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33 the pre-teaching phase “Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33 the pre- and post-teaching phase ‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34 in the pre-and post-teaching phase ‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34 listening comprehension tests “Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34 listening comprehension tests “Tab Scores of two groups in the postteaching phase listening | 35 1.4, Methods of the study 1.1, Research questions ‘This study is to answet two questions: 1. Do the strategies suggested in the study help second language leamers enhance their understanding of English intomation? 1. Is knowledge of Linglish intonation helpfid for the development of second language learners’ communicative language ability? 1.
Research approach The approach adopled in the rescarch is quasi~xperimental im which both quantitative and qualitative methods of analysis are applied, Quasi-cxpetimental is adopted because my study lacks random allocation of groups. A variable involving leamers’ understanding of English intonation and their listening comprehension 1s compared belween two di {Tent groups al the end of the experiment 1.3, The participants The participants in my study are 100 first-year students at Quang Ninh Liniversity of Industry, divided into two groups: experimental group (50 students) and control group (50 students). Data collection methods Two mncthods of collccting data are applied. tests and questionnaire There are two kinds of tests admuistered in the study.
meta-linguistic tests and listening comprehension tests. The questionnaire consists of 10 questions to investigate the strategies used by learners when they ait English intonation. Questions | lo 9 are closed questions. Question 10 is open ended for leamers to give their own opinions about the strategies they used.
Data collection procedure First, the participants af the lwo groups did a pre-test vii LIST OF TABLES AND CHARTS No Title Page Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30 tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31 phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31 teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32 meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32 meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32 tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32 tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33 teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33 the pre-teaching phase “Table 3.
