Will listening to native speakers improve the english learners’ awareness and their pronunciation of english linking sounds graduation thesis faculty of foreign languages

FACULTY OF FOREIGN LANGUAGE‐‐‐‐‐‐ GRADUATION THESIS Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds?. FACUL

INTRODUCTION

Rationale

English is a widely spoken language globally, with many countries having individuals who are learning it For these learners, mastering speaking and listening skills in English is their primary objective.

To achieve fluency in English, mastering pronunciation is essential, as it enables learners to speak like native speakers and comprehend spoken language more easily However, many learners focus on pronouncing each word distinctly, which can lead to unnatural speech patterns in longer sentences Additionally, the rapid pace of native speakers often poses a challenge for learners, making pronunciation a significant barrier to achieving both speaking fluency and listening accuracy.

Vietnamese speakers often struggle with English pronunciation due to the fundamental differences between the two languages English, being poly-syllabic, features linking sounds that native speakers use frequently, while Vietnamese is monosyllabic and lacks these connections As a result, many Vietnamese learners tend to speak English without incorporating linking sounds, leading to unnatural communication This can cause misunderstandings and hinder effective communication, as learners may take longer to grasp these linking sounds in native speech Therefore, addressing the importance of linking sounds is crucial for improving fluency and communication effectiveness in English.

Many Vietnamese individuals have limited exposure to native English speakers, resulting in a lack of opportunities to hear authentic pronunciation Consequently, there is a diminishing focus on the importance of linking sounds in speech If learners do not adjust their understanding of these connections, they may encounter significant challenges in language use This can hinder their ability to communicate fluently in English, particularly in interactions with foreigners, and may also affect their competitiveness in the job market, as employers often seek candidates who demonstrate proficiency and flexibility in English communication.

To enhance sound linking in pronunciation and communication, learners should adopt effective methods For English learners, targeting the voice of a native speaker serves as a standard This article proposes a listening method focused on native speakers to aid in mastering sound linking pronunciation The study aims to determine the effectiveness of this listening approach in improving pronunciation and awareness of linking sounds.

Research objectives

The research aimed to investigate the impact of listening on pronunciation learning, emphasizing two key aspects: awareness and pronunciation It assessed the enhancement of learners' awareness and pronunciation skills before and after implementing a listening method featuring native speakers.

Research questions

The graduation thesis “Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds” shall try to answer the following questions:

1 Will listening to native speakers improve the awareness of the English learners?

2 Will listening to native speakers improve the pronunciation of English linking sounds?

Scope of study

Pronunciation encompasses various elements, including individual sounds, intonation, and stress, which have been widely discussed in previous research However, linking, a crucial aspect of pronunciation, has received limited attention in studies This research aims to explore the linking issue more thoroughly Conducted at the Industrial University of Ho Chi Minh City, the study involved 10 second-year English majors, selected for their ability to provide detailed responses through recordings and questionnaires, which require significant time and focus.

LITERATURE REVIEW

Language awareness

To effectively learn and use a new language, it is essential to develop language awareness This understanding is crucial for exploring and mastering any field, including linguistics.

The Association for Language Awareness (2012) defines language awareness as the explicit knowledge and conscious perception of language, particularly in the context of sound linking This study aims to determine the effectiveness of the listening method in enhancing pronunciation and increasing awareness of linking sounds.

The research aimed to investigate the impact of listening on pronunciation learning, emphasizing two key aspects: awareness and pronunciation It assessed the enhancement of learners' awareness and pronunciation skills before and after implementing a listening method featuring native speakers.

The graduation thesis “Will listening to native speakers improve the English learners’ awareness and their pronunciation of English linking sounds” shall try to answer the following questions:

1 Will listening to native speakers improve the awareness of the English learners?

2 Will listening to native speakers improve the pronunciation of English linking sounds?

Pronunciation encompasses various elements, including individual sounds, intonation, and stress, which have been widely discussed in previous research However, linking, a crucial aspect of pronunciation, has received limited attention in studies This research aims to explore the linking issue more thoroughly Conducted at the Industrial University of Ho Chi Minh City, the study involved 10 second-year English majors, selected for their ability to provide detailed responses through recordings and questionnaires, which require significant time and focus.

To effectively learn and use a new language, it is essential to develop language awareness This understanding is crucial for exploring and mastering any field, including linguistics.

The Association for Language Awareness (2012) defines language awareness as the explicit knowledge and conscious perception of language, which is crucial in language learning, teaching, and usage They emphasize that both learners and teachers must possess an understanding of the language and its practical application.

Language awareness refers to the understanding of the challenges that language can pose to learning, as stated by Cambridge Assessment International Education Recognizing the difficulties in language learning signifies that one possesses language awareness The potential for improving this awareness hinges on how individuals confront and manage these challenges.

Carter (2003) defines language awareness as the enhancement of learners' consciousness and sensitivity to the forms and functions of language Similarly, Fairclough (1992) emphasizes the importance of language awareness in understanding linguistic structures and their implications.

Conscious attention to the properties of language and its use is a crucial component of language education Both concepts emphasize that language awareness involves learners intentionally focusing on various aspects of language, demonstrating a proactive approach to their learning process.

Awareness is the understanding of a situation or subject based on information or experience Language awareness involves a conscious sensitivity to the nature of language and its significance in human thinking, learning, and social interactions Pronunciation is a crucial aspect of language, and language awareness encompasses the perception of pronunciation Consequently, pronunciation awareness pertains to the knowledge and characteristics associated with pronunciation in both learning and usage Sound linking is a vital component of pronunciation, and being aware of it entails recognizing its features and applying them correctly.

Linking

Native speakers rarely use isolated words in natural speech; instead, they connect words to enhance verbal fluency This process, known as linking, involves joining the end of one word to the beginning of the next For example, phrases like "back up" and "the end" illustrate how native speakers blend words, with the first word ending in a consonant and the second beginning with a vowel, or both words starting with vowels While there are various methods of linking in speech, they all fall under the same concept, which linguists have defined in multiple ways.

Celce-Murcia, M.Brinton, & Goodwin (2010) has defined linking as “ the ability to speak English

Linking, or liaison, refers to the seamless connection of the final sound of one word to the initial sound of the next, allowing for a smooth flow of speech in English This technique enhances pronunciation by ensuring that words or syllables are appropriately connected, contributing to more fluid and natural communication.

Linking, also referred to as attraction, juncture, and transition, is a term used to describe the adjustments speakers make between words in connected speech Goodwin (2001) emphasizes its role in facilitating fluent sentence formation, aligning with the views of Celce-Murcia, M Brinton, and Goodwin.

Brown & Kondo-Brown (2006) provided an alternative definition of linking, describing it as the phenomenon where sounds at word boundaries within a thought group are connected They noted that the last sound of one word is linked to the first sound of the subsequent word, resulting in changes at the sound boundaries between the two words.

Roach (1983, 1991) highlighted that in a theoretical model of "mechanical speech," words are treated as distinct units arranged sequentially However, in actual connected speech, speakers often link words together This linking phenomenon is absent when words are pronounced in isolation.

Roach (2002) offers a distinct definition of liaison, describing it as a linking process that does not require active effort from speakers He explains that phonemes are produced in a continuous stream, allowing listeners to recognize them and comprehend the message This perspective suggests that liaison is less about intentional action and more about the natural outcome of how English speakers communicate.

Linking is the process of merging multiple words into a single, fluid sound, which is essential for achieving fluent English speech For non-native speakers, mastering linking can be challenging, but it greatly enhances the naturalness of their spoken English Without proper linking, speech may contain awkward pauses and unnecessary sounds, making it sound foreign to native listeners By using linking effectively, speakers can increase their speech speed and improve communication efficiency, leading to better understanding between themselves and native speakers.

Types of linking

Different types of linking can occur within the same sentence, which may confuse listeners, particularly non-native English speakers However, English sound linking follows specific rules that can aid non-native speakers in effectively communicating with native speakers These linking sounds are categorized based on established rules.

Linking is a common feature in native English speech, occurring when a word ending in a consonant sound is followed by a word starting with a vowel sound In such cases, the final consonant is fully pronounced and connects smoothly to the initial vowel of the next word (Helen Ashton & Sarah Shepherd, 2012) Consonants like /t, d, b, p, k, g, f, v, s, z, ʧ, ʤ, θ, ð/ are typically pronounced at the end of words, allowing for a seamless transition between sounds without pauses For instance, "read it" is pronounced as "riːdɪt," and "make up" is pronounced as "meɪkʌp."

When the final consonant is part of a consonant cluster, it is often pronounced as if it belongs to the next word This linking technique aids in breaking up and simplifying the cluster, as demonstrated in the example "salt and pepper," pronounced as /sɒltən ˈpepɚ/.

The pronunciation of /t/ occurs naturally as part of the following syllable, where the consonant preceding /t/ is weakly released and not aspirated Additionally, when a voiceless consonant sound precedes a vowel, it must be transformed into its corresponding voiced consonant sound before the vowel For instance, in the word "laugh" /lɑːf/, the final sound is voiceless /f/, but in the phrase "laugh at someone," the voiceless /f/ changes to the voiced sound /v/, resulting in /lɑːvətˈsʌmwʌn/.

English accents vary significantly, particularly in the pronunciation of the rhotic consonant /r/ In dialects from Scotland, Ireland, and much of the United States and Canada, the /r/ sound is preserved, making these accents rhotic Conversely, the Received Pronunciation (RP) or Modern Southern English accent is characterized as non-rhotic, where the /r/ is often not pronounced at the end of words, such as in "car" /kɑː/ or "door" /dɔː/ According to Jones (1962), rhotic speakers insert the /r/ sound when a word ending in /r/ is followed by a word starting with a vowel, leading to pronunciations like "a pair of shoes" as /ə peərəv ʃuːz/ This phenomenon is known as linking /r/, which illustrates the distinct differences in English pronunciation across various dialects.

Linking between two consonants occurs when the last consonant of one word connects with the first consonant of the next word This process includes a phenomenon known as unreleased consonants, particularly involving plosive consonants such as /t/, /d/, /p/, /b/, /k/, and /ɡ/ According to Helen Ashton & Sarah Shepherd (2012), these consonants typically block and release airflow; however, when a plosive consonant is the final sound in a phrase or followed by another consonant, it often remains unreleased This means that in phrases like "stop looking" or "big challenge," the plosive sounds /p/ and /ɡ/ are not released, allowing for a smooth transition to the following consonants /l/ and /tʃ/.

When two identical consonants occur at word boundaries, they are pronounced as a single, slightly prolonged sound, linking the two words This involves holding a slight pressure at the end of the first word, which is released when the second word begins According to Helen Ashton and Sarah Shepherd (2012), this phenomenon is referred to as twin consonants or identical consonants For instance, in the phrases "wait time" and "big game," the identical consonants are pronounced as /weɪtaɪm/ and /bɪɡeɪm/, respectively.

In spoken English, a unique phenomenon occurs when a word ending in /t/ or /d/ is followed by a word beginning with /j/ Specifically, when a word ends with /t/, it often transforms into a /tʃ/ sound in rapid speech, while a word ending in /d/ changes to a /dʒ/ sound This sound alteration is known as changing sounds For example, in the phrases "would you like" and "I hate you," speakers may articulate the sounds distinctly when speaking slowly, as in /wʊd juː laɪk/ and /aɪ heɪt juː/ However, in casual conversation, these phrases are typically pronounced as /wʊdʒuː laɪk/ and /aɪ heɪtʃuː/.

Vowel-vowel linking occurs when a word ending in a vowel is followed by another word starting with a vowel, prompting speakers to insert a brief /w/ or /j/ sound to connect the two vowels The choice between /w/ and /j/ depends on the final vowel sound of the first word If the first word ends with rounded vowel sounds like /uː, əʊ, aʊ/, a small /w/ sound is typically used, as in "go away" pronounced as ɡəʊ /w/ əˈweɪ Conversely, if the first word ends with vowel sounds such as /a, ɪ, eɪ, ɔɪ, iː/, a /j/ sound is often inserted, as in "I always have" sounding like ɪ /j/ ˈɔːl.weɪz.

Intrusive /r/ is a linking phenomenon found in non-rhotic accents, occurring between words that end with /ɔː/, /aː/, or a final schwa sound (/ə, ɜ:, ɪə, eə, ʊə/) and words that begin with a vowel According to Jones (1962), many English speakers insert an /r/ sound in phrases like "the idea of it," pronouncing it as "ðiː aɪˈdɪə r əv ɪt" instead of "ðiː aɪˈdɪə əv ɪt." This phenomenon is referred to as intrusive /r/ Additionally, Jones notes that intrusive /r/ can also occur after /ɔː/ and /ɑː/, as seen in pronunciations like "ðə ʃɑː r əv ˈpɜː.ʒə" for "the Shah of Persia" and "ðə lɔː r əv ˈɪŋɡlənd" for "the law of England," instead of the non-intrusive forms.

Richard Ogden (2009) states that the distinction between linking /r/ and intrusive /r/ lies in the absence of /r/ in the spelling for intrusive /r/ In this study, the author employs the term linking /r/ to encompass both linking /r/ and intrusive /r/.

In rapid and casual speech, native speakers often use linking sounds, which can be categorized into three main types: consonant-vowel, consonant-consonant, and vowel-vowel The consonant-vowel linking occurs when a word ending in a consonant connects with a following word that begins with a vowel Notably, when a word ends with the sound /r/ followed by a vowel, this is referred to as linking /r/ The consonant-consonant linking happens when a word ends with a plosive consonant (/t, d, p, b, k, ɡ/) that connects to another consonant, often in an unreleased manner Additionally, this type includes twin consonants, where two identical consonants link between words, and a special case involving sound changes, where /t/ or /d/ at the end of a word may transform.

When the sound /tʃ/ is followed by /dʒ/ and the next word begins with /j/, a specific phonetic occurrence takes place Additionally, when two vowels from adjacent words come together, an intrusive sound such as /w/, /j/, or /r/ may be inserted between them to facilitate smoother pronunciation.

Vietnamese students’ difficulties in learning pronunciation especially linking sounds

Vietnamese students encounter challenges in English pronunciation, particularly in the use of linking sounds, due to the distinct characteristics of their native language This section provides an overview of the difficulties these students experience when mastering English pronunciation and effectively utilizing linking in their speech.

The first problem is the difference in language characteristics, Vietnamese syllables have clear boundaries with each other and it is separated from each other (Vương Hữu Lễ & Hoàng Dũng,

In Vietnamese, the number of words in a sentence corresponds to the number of syllables, with pauses between syllables that prevent them from blending together, even when spoken quickly Unlike in English, the final consonant of a syllable remains fixed and does not transition to become the initial consonant or vowel of the following syllable, as illustrated by the differences between phrases like "ôm ai" and "ô mai," or "các anh" and "cá canh."

In Vietnamese, the way syllables are connected can significantly alter the meaning of words, unlike in English where the pronunciation of a word like "make up" remains consistent regardless of how it is articulated For example, the phrase "ôm ai" translates to "the act of hugging someone," but when the /m/ sound is separated and linked to "ai," it becomes "ô mai," which has an entirely different meaning This distinction leads Vietnamese speakers to avoid linking sounds to prevent misunderstandings.

Many students struggle with the pronunciation of final sounds, particularly the grammatical ending /s/ This issue is prevalent among learners, as highlighted by Nguyễn.

According to Tiến Dũng (2015), the /s/ sound is often omitted in words that end with /s/ in consonant-vowel-consonant forms, leading to pronunciations like "sits" becoming /sɪt/ and "pens" turning into /pen/ This omission can hinder the correct formation of linking sounds, especially when speaking quickly Additionally, Avery and Ehrlich address the complexities associated with consonant clusters.

Vietnamese lacks consonant clusters in both initial and final positions, which leads to difficulties for students when pronouncing English consonant clusters such as /sk/, /pt/, /sks/, /kst/, /lz/, /lt/, /ld/, /lf/, /ed/, /ks/, and /st/ The absence of equivalent sounds in their native language often results in the omission of one or more consonants, particularly at the end of English words This challenge not only causes pronunciation errors but also impacts the proper linking of sounds in spoken English.

Pronunciation learning methods and strategies

Many effective methods exist to assist learners in improving their pronunciation, with phonetic transcription being one of the most recognized approaches The irregular spelling rules of English often pose challenges for learners, making phonemic transcription a valuable tool to alleviate these difficulties.

The transcription system operates on the principle of a one-to-one correspondence between graphemes and sounds, which aids learners in accurately producing words without needing a model This approach can significantly reduce mispronunciations caused by spelling Lintunen (2004) suggests that transcription may have predictive value for pronunciation improvement, and students reported that the transcription instruction they received positively impacted their pronunciation skills.

Research indicates a strong correlation between transcription and pronunciation, highlighting its effectiveness as a teaching method for pronunciation in various countries.

In the 4.0 era, students find it easier to learn pronunciation through mobile apps, which facilitate daily practice Numerous applications are available online specifically for this purpose A study by Abduh (2019) explored the impact of mobile-based applications on students' speaking skills, pronunciation, and intonation The research involved 48 university students divided into two groups: one group learned without mobile phones, while the other utilized mobile phones, with 24 students in each group The results indicated a significant improvement in pronunciation skills among those who used mobile applications.

Mobile applications have been shown to significantly enhance pronunciation skills, particularly in contexts where native English-speaking teachers are unavailable (p.37) Abduh (2019) emphasized the positive impact of these apps on foreign language pronunciation development Additionally, a study by Haryadi and Aprianoto (2020) involving 48 first-year English department students demonstrated that integrating English pronunciation apps into teaching methods notably improved student participation and learning outcomes These findings suggest that mobile apps represent a modern and effective approach for language learners, with potential for further development in the future.

Using computer tools for language learning is an innovative approach, similar to mobile applications A study by Mitchell A Peabody (2011) examined how a Computer Aided Language Learning system can identify mispronunciations made by foreign language students The research is based on several key assumptions: the learning occurs through a dialogue system, the activities are task- or game-oriented, the pronunciation feedback system should not interrupt the student, and its primary goal is to reliably identify severe mispronunciations This method enables students to accurately detect their pronunciation errors and receive specific feedback, allowing them to correct their mistakes effectively.

To enhance their pronunciation, learners should adopt various strategies According to Rebecca Oxford (1990), strategies are defined as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (p 8).

Pronunciation learning strategies within the Communicative Language Teaching (CLT) framework are widely adopted across various countries, reflecting a significant trend among language educators (Chaudron, 2001) This approach prioritizes learners by emphasizing their ability to communicate in real-life situations rather than relying on rote memorization Originating in the 1980s, CLT focuses on the negotiation of meaning as a key component of language acquisition (Nattinger, 1984) It encourages student interaction and engagement with proficient English speakers, fostering the development of communicative competencies in reading, writing, speaking, listening, grammar, vocabulary, and pronunciation Through authentic, learner-centered tasks, students actively negotiate their learning experiences, allowing them to effectively practice and enhance their pronunciation skills in meaningful communication contexts.

Abbas (2012) proposed a strategy for improving pronunciation by identifying specific features that pose challenges for learners Linguists utilize contradiction analysis to pinpoint potential pronunciation difficulties faced by non-native speakers The conflicting analysis hypothesis indicates that by comparing the characteristics of different languages, one can predict the challenges language learners may encounter (Crystal, 2003) This research has led to the creation of a list of sounds that native speakers of certain languages struggle with when learning English For instance, speakers of Asian languages often find it hard to pronounce /l/ and /r/, while Spanish speakers may struggle with distinguishing and producing the /ʃ/ and /tʃ/ sounds This awareness allows learners to recognize their pronunciation issues and focus on improving them.

To effectively learn English pronunciation, it is essential for learners to appropriately combine various methods and strategies, each with unique characteristics Despite their differences, all these approaches share the common goal of enhancing pronunciation skills Learners should select the method that best fits their individual circumstances and environment to optimize their pronunciation practice.

The influence of listening method on pronunciation learning

A study by Arjomad (2015) investigated the impact of listening to music on the pronunciation of lower intermediate Iranian EFL learners The research involved 90 participants and utilized t-test analysis to assess the effects of music on pronunciation The findings align with Richards' (1989) assertion that music, rhythm, and movement create a connection between the brain's processing of music and verbal information The results indicated a significant difference in the posttest pronunciation scores between the experimental and control groups, leading to the conclusion that music positively influences EFL learners' pronunciation abilities.

Music offers students a significant communicative advantage by providing authentic speech examples that are slowed, rhythmic, and repetitive, as noted by Beaton (1995) Incorporating songs into lesson plans can effectively teach grammar, phonetics, history, and geography, as suggested by Baker (1981) When students engage with memorable songs, they not only grasp language constructs but also connect with the target community, fostering a desire for more language exposure In EFL classrooms, songs create an enjoyable learning environment, reducing students' affective filters and making them more receptive to learning Additionally, songs enhance learners' understanding and development of key pronunciation features Teachers can select songs based on students' abilities, ages, interests, and the songs' difficulty and rhythm, demonstrating that listening practice positively impacts students' pronunciation skills Through listening, students can internalize correct pronunciation, leading to improved language proficiency.

RESEARCH DESIGN

Research context

The study was conducted at Industrial University of Ho Chi Minh city Industrial University of

Ho Chi Minh City is home to a multidisciplinary university that offers a range of programs The Faculty of Foreign Languages specializes in both general and specialized English training The study involved second-year English language majors from this faculty.

Participants

A study involving 10 English-major sophomores at the Industrial University of Ho Chi Minh City revealed that their pronunciation skills were significantly influenced by music These students, who had previously studied Pronunciation Practice and were currently learning Phonetics and Phonology, demonstrated a notable difference in posttest pronunciation scores between the experimental group exposed to music and the control group This suggests that music effectively enhances EFL learners' pronunciation abilities by linking the brain's processing of music and rhythm with verbal information.

Music offers students a significant communicative advantage by providing authentic speech that is slowed, rhythmic, and repetitive, as noted by Beaton (1995) Incorporating songs into lesson plans can effectively teach grammar, phonetics, history, and geography, as suggested by Baker (1981) When students engage with memorable songs, they not only grasp language constructs but also connect with the target community, fostering a desire for more language exposure This enjoyable learning environment reduces their affective filter, making them more receptive to acquiring the target language Additionally, songs enhance learners' comprehension and pronunciation skills Teachers can select songs tailored to students' abilities, ages, and interests, ensuring an effective learning experience Research indicates that listening practice through music positively impacts students' pronunciation, enabling them to internalize and adjust their pronunciation for improvement.

The study was conducted at Industrial University of Ho Chi Minh city Industrial University of

Ho Chi Minh City is home to a multidisciplinary university that offers a Faculty of Foreign Languages, specializing in both general and specialized English training The study involved second-year English language majors from this faculty.

This research involved 10 English-major sophomores from the Industrial University of Ho Chi Minh City, who had completed courses in Pronunciation Practice and were currently studying Phonetics and Phonology These subjects provided the participants with foundational knowledge about pronunciation, specifically linking The selection of sophomores was intentional, as their understanding of linking was more developed compared to freshmen, who might not yet be familiar with the concept Additionally, third and fourth-year students were excluded, as their fluency in linking could lead to less accurate results due to their extensive experience and various methods used to enhance their pronunciation skills.

Methodology

This study employs an experimental methodology to gather objective and reliable data By utilizing this approach, the writer aims to compare two distinct sources of results The findings indicate that learners can enhance their awareness and pronunciation, regardless of the method used Consequently, the writer is able to determine the effectiveness of the listening method.

The research employs a quantitative methodology to assess participants' subjective opinions on enhancing their self-perception through the listening method Additionally, it evaluates the number of items generated during the pre-test and post-test phases of the recording process.

Methods

The study utilized audio recording and questionnaires as primary data collection methods, focusing on English major students Audio recordings were essential for accurately assessing learners' pronunciation and allowed for comparisons before and after implementing the native speaker listening method This method enabled repeated analysis of students' progress in pronunciation Additionally, the questionnaire assessed students' perceptions and identified factors influencing their ability to produce sound linking The information gathered provided insights into how students perceive sound linking, ultimately revealing the relationship between their awareness and pronunciation skills.

Data collection procedure

The study involved recording ten randomly selected participants from a Phonetics and Phonology class to assess their English sound linking The researcher prepared ten sentences that exemplified various types of linking and created an audio track featuring native speakers The process included a pre-test, where participants recorded their readings of the sentences, followed by a listening session to the native speakers' audio, and concluded with a post-test recording This approach aimed to help participants identify differences between their accents and those of native speakers.

A questionnaire was administered to ten students from DHAV15 following their participation in pre-test and post-test assessments The students' responses were subsequently collected for analysis.

During the recording phase, the writer focused on sorting and analyzing linking items produced by participants due to time and equipment limitations A total of 20 records were collected from 10 participants, consisting of 10 pre-test and 10 post-test recordings The writer listened to each pre-test recording to count the linking items produced by participants, converting these counts into percentages The same process was applied to the post-test recordings The results indicated whether students improved their linking pronunciation skills.

During the questionnaire phase, 10 responses were collected and analyzed, with the number of answers for each question converted into percentages This data aimed to assess changes in students' perceptions of pronunciation after the research, specifically addressing whether listening to native speakers enhances awareness The questionnaires were administered following the recording phase, with each question designed to clarify students' awareness after implementing the method of listening to native speakers.

FINDINGS AND DISCUSSION

Finding from questionnaires

After collecting and analyzing 10 questionnaires from participants, the study aimed to uncover learners' subjective perceptions regarding the method of listening to native speakers Each question was crafted to explore various aspects of the students' awareness.

The article discusses a series of questions aimed at evaluating participants' perceptions and experiences with learning linking through listening The first question assesses the simplicity of learning linking by listening, while the second explores the perceived usefulness of this method Participants were then asked to self-evaluate any changes in their understanding of linking after applying the method The fourth question addresses the difficulty of recognizing linking in native speakers' voices and whether repeated listening could help improve this skill The fifth question clarifies if listening can resolve their linking challenges The sixth question examines students' ability to apply different types of linking in real language contexts In the seventh question, participants identified factors that influence their linking pronunciation Finally, the last question evaluates the overall impact of the research findings on students' linking abilities in speech The results from the questionnaires are summarized in the accompanying table.

Table 4.2: The participants' responses to the questionnaires.

1 Do you think learning linking pronunciation through listening is an easy way to carry out? 60% 40%

2 Do you think it is useful to learn linking sounds by listening? 100% 0%

3 Do you think your awareness of linking sounds changed after several repeated listening? 100% 0%

4 Is it difficult to recognize linking sounds in native speakers pronunciation? 70% 30%

If any, do you think repeated listenings can help correct the linking sound errors?

5 Did you find it help you recognize your linking sound problems? 100% 0%

6 Do you think it is possible to apply the types of linking sound in the sentence just learned in other language contexts? 80% 20%

7 Did you find it work to make your speech fluent and natural? 90% 10%

Tables 4.3: The participants' responses to the question 8

8 The factors influence the learners’ linking pronunciation.

A survey revealed that 60% of students found the listening method for learning pronunciation to be easy, while 40% disagreed This indicates that a majority of students consider this approach to be accessible and beneficial for all learners.

The second question assessed students' perceptions of the effectiveness of the listening method, which all participants found beneficial for improving their pronunciation The data indicates that students recognized the value of learning through the voices of native speakers as an effective approach.

Question number 3 sought to assess whether students' perceptions of linking have changed after implementing the listening method Remarkably, 100% of the participating students responded affirmatively, indicating that their perceptions have not only changed but have done so significantly.

A survey revealed that 70% of students could recognize linking in native speakers' voices, indicating a solid background in linking knowledge Participants also agreed that repeated listening significantly improved their ability to detect and correct linking errors This suggests that listening to native speakers multiple times enhances both linking awareness and usage among students.

In question number 5, following the listening exercise, the writer inquired whether students perceived any differences between their own voices and the accents of native speakers when pronouncing the same sentence The students highlighted several aspects, with the most significant being their linking skills, as all students acknowledged that their ability to link words was lacking.

The sixth question assesses students' ability to apply linking types in real-life situations, with up to 80% expressing confidence in their skills This indicates a positive shift in students' awareness, and when combined with post-test results, it confirms that students can independently apply linking types in similar contexts.

A survey revealed that 90% of students felt their speech became more fluent and natural after engaging in research, particularly when utilizing the listening process This improvement was supported by post-test results, which showed a significant change from the pre-test; students' voices were no longer hesitant or unconfident Instead, they demonstrated enhanced fluency in pronunciation and a smoother use of linking words.

In the eighth question, the factors that students believed influence their linking capacity was shown in the chart below.

Figure 4.8: Factors influence the linking pronunciation

The graph indicates three key factors associated with linking: final sounds, silent sounds, and consonant clusters Final sounds were the most significant, with 90% of respondents selecting this factor Consonant clusters followed, chosen by 70% of students, particularly in examples like "honest" (/st/) and "wrapped" (/pt/), where linking is likely to occur Silent sounds were also noted, receiving a 50% vote rate.

The results of the questionnaires revealed that most participants possess a solid understanding of linking Additionally, the majority of students recognize the significance of utilizing linking techniques and the effectiveness of the listening method in enhancing their sound linking skills.

After participating in the study, participants showed an enhanced understanding of linking in speech They became more adept at recognizing linking in native speakers' conversations and began to incorporate linking into their own speech patterns.

Discussions

The analysis of data from recordings and questionnaires provided accurate and reliable answers to the research questions The findings uncovered unexpected insights that are significant for future research.

The study revealed that students showed significant improvement in two types of linking: changing sounds and consonant-vowel linking, likely due to their familiarity and frequent use in speech However, many participants struggled with intrusive /r/ and intrusive /j/, with no one able to produce these sounds in the pre-test Additionally, most students were unaware of the two types of linking present in the recorded sentences Post-test results indicated that only a few students could successfully insert /r/ and /j/ between vowels, suggesting these categories are less familiar and typically occur in fluent speech The findings demonstrated that students under the pressure of recording struggled with linking between vowels Overall, the adoption of a listening method significantly enhanced students' ability to pronounce linking in all categories, confirming that listening to native speakers can improve linking pronunciation.

Most students believe that listening to native speakers significantly enhances their ability to learn linking pronunciation, making it a straightforward method to implement In today's technological age, accessing native speaker audio online is entirely feasible, providing students without direct interaction opportunities a valuable resource for practice The study utilized internet audio recordings for participants, reinforcing the simplicity and effectiveness of this approach Consequently, learners found it easy to achieve their linking pronunciation goals, receiving instruction on accurate pronunciation techniques.

After practicing listening to native speakers, students significantly improved their awareness and ability to use linking in speech Initially unaware of the need for linking, participants recognized their own linking issues after adopting this method They often used linking incorrectly or omitted it entirely compared to native speakers However, they became aware of these discrepancies and took steps to correct them in the post-test Most participants identified final sounds as the primary factor influencing linking, understanding that without final sounds, linking would not occur Overall, the questionnaire results indicated a marked improvement in learners' awareness of linking, addressing the study's first research question.

CONCLUSION

Conclusion

Linking pronunciation issues are prevalent, making them difficult for many individuals to avoid Due to the monosyllabic nature of the Vietnamese language, learners often struggle with making connections in English Consequently, the author conducted a study focusing on this area, selecting second-year English majors at the Industrial University of Ho Chi Minh City as participants.

The study revealed that participants significantly enhanced their linking awareness and pronunciation skills Analysis of the recordings indicated a notable increase in linking improvement across all categories Additionally, feedback from questionnaires highlighted positive perceptions among learners regarding their ability to utilize linking and the effectiveness of listening to native speakers.

This study has significantly enhanced the understanding of pronunciation and the specific challenges related to linking in language learning Additionally, it has provided valuable insights into improving language awareness The research demonstrates the effectiveness of a practical method for learning pronunciation, making it highly recommended for learners.

However, this study has some limitations By using listen native speaker method students still associating a had difficulty vowel with its following vowel, especiallylinking /r/andintrusive /j/.

In the pre-test, participants struggled with pronouncing two types of linking, showing only a 5 to 10 percent improvement in the post-test, indicating a need for more effective teaching methods The limited scope of the study highlights the necessity for further research involving a larger participant group to identify better strategies for enhancing learners' linking pronunciation skills.

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APPENDIX 1 RECORDING Read these following sentences at normal speed.

1 I bought a lot of pencils yesterday

2 Don’t think about that, I believe in you.

4 You grew up so fast.

6 There will be a Media event next week.

7 There’s a toy on the floor.

9 Won’t you go to the movies tonight?

10 Did you go out last night?

As final-year students at the Industrial University of HCM City, we are conducting a research thesis focused on the impact of listening to native speakers on the awareness and pronunciation of English linking sounds We kindly request your participation in completing the following table Please be assured that any information collected will be kept confidential and will not be linked to your identity.

Please respond to the following questions by placing a check mark (√) in the answer box.

1 Do you think learning linking pronunciation through listening is an easy way to carry out?

2 Do you think it is useful to learn linking sounds by listening?

3 Do you think your awareness of linking sounds changed after several repeated listening?

4 Is it difficult to recognize linking sounds in native speakers pronunciation?

If any, do you think repeated listenings can help correct the linking sound errors?

5 Did you find it help you recognize your linking sound problems?

6 Do you think it is possible to apply the types of linking sound in the sentence just learned in other language contexts?

7 Did you find it work to make your speech fluent and natural?

8 Which factors influence your linking sounds pronunciation? (You can choose more than one answer)

Silent sounds (Âm câm) Eg:autumn(/ortum/) hour (/our/)

Consonat clusters (Cụm phụ âm) Eg:

/sk/ in ‘desk’ /pt/ at the end of ‘helped’

Student’s name: Ho Thi Thuy Tien Student ID No.:17026681

Supervisor’s name: Do Thi Kim Hieu M.A

Format (3) Coherence and Organization (4) Grammar mistakes (3)

Introduction Research topic and objectives of research (5) Research questions (5)

Definitions of key terms/concepts (5) Review of previous studies (5) Referencing (5)

Collecting and analyzing data (5) Relevance between research findings and objectives (5)

Evaluating and discussing the findings (5)

Content (3) Performance (3) Time management (10 minutes)(2) Questions response (2)

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Group Decision &Planning Roles & Distribution Establish Goals Meeting Minutes

Contribution to the team project Taking responsibility

Student’s name: Ho Thi Thuy Tien Student ID No.:17026681

Format (3) Coherence and Organization (4) Grammar mistakes(3)

Introduction Rationale and objectives of research (5)

Definitions of key terms/concepts (5) Review of previous studies (10) Referencing (5)

Collecting and analyzing data (5) Relevance between research findings and objectives (5)

Evaluating and discussing the findings (10)

Content (6) Performance (6) Time management (10 minutes)(4) Questions responses (4)

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITYFACULTY OF FOREIGN LANGUAGES

Tran Kieu My An, Ph.D.

Phan Thi Tuyet Nga, Ph.D.

Rubrics for Written Graduation Thesis (70%)

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary

There are consistent mistakes in the required format.

There are several mistakes in the required format.

There are minor mistakes in the required format.

There are hardly any mistakes in the required format.

The development of paper is vague; no apparent logical order of presentation.

The paper is presented with connected concept and ideas, clear transitions.

The paper is presented in logical sequence and well organized.

The paper is clearly stated, well-developed and well organized.

There are consistent spelling and grammar mistakes in the paper.

There are several spelling and grammar mistakes in the paper.

There are minor spelling and grammar mistakes in the paper.

There are hardly any spelling and grammar mistakes in the paper.

Rationale and objectives of research (5)

The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic.

The rationale of the research topic is presented and the significance and objectives of the paper is justified.

The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified.

The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified.

Research questions (5) Research questions are not successfully defined.

Research questions are defined Research questions are coherently and clearly defined.

Research questions are scientifically meaningful and challenging.

Definition of key concepts is insufficient.

Key concepts are recognized The key concepts related to the research topic are defined.

The key concepts related to the research topic are also clearly defined.

The previous studies are inadequately relevant with the research topic and inappropriatel y summarized.

The previous studies are relevant with the research topic and summarized.

The previous studies are quite relevant with the research topic andappropriately summarized.

The previous studies are adequately relevant with the research topic and appropriately summarized.

References are of poor quality.

The format and layout are inconsistent and not in line with APA style.

The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies.

The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style.

The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style.

The author displays such a low level of research methodology and methods that it can be regarded as unacceptable.

The author correctly presents the research methods and shows good organization and application of research methodology.

The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology.

The author justifies his/ her choice of research methods systematically and demonstrates a deepunderstanding in the application of relevant research methodology.

The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole.

The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods.

The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method.

The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis Additionally, the chosen methods are sensible and effectively summarize the information derived from the data.

The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis Additionally, the author selects appropriate methods to accurately summarize the information derived from the data.

Relevance between research findings and objectives

The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study.

The author demonstrates a satisfactory understanding in the analysis of the research findings.

The research findings may be adequate but not as described.

The author demonstrates adequate levels of understanding in the analysis of the research findings.

The research findings are adequate relevant to the objectives of the study.

The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study.

Evaluating and discussing the findings

The thesis does not succeed in making contribution to the knowledge base of the

The research findings make a minor contribution to the knowledge base of the discipline and field

The research findings make a good contribution to the knowledge base of the discipline and

The research findings make a significant contribution to the knowledge base of the discipline and field of study of study field of study discipline and field of study.

No logical conclusions are reached.

Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research

The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research.

The conclusions are partially logical.

The connection between the research questions and conclusions is not clearly defined, and the final summary only partially conveys the study's purpose and findings However, the author shows a solid understanding of the strengths and weaknesses of their research.

The conclusions are presented logically and answers to research questions are explained in a good manner.

The final summary communicates the purpose and findings of the study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research.

The conclusions are logically structured, effectively addressing the research questions The final summary is pertinent, clearly conveying the study's objectives and findings The author shows a strong grasp of the strengths and weaknesses inherent in their research.

Phan Thi Tuyet Nga, Ph.D.

Organizational structure present but unclear with underdeveloped introduction, body and conclusion.

Organizational structure present clearly with introduction, body and conclusion A few transitions.

Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions.

Organizational pattern is compelling and moves audience through speech with ease.

Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions.

Very little gestures or eye contact.

Monotone voice or insufficient volume.

Little gestures or eye contact.

Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal

Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions.

Effective use of gestures, eye contact, vivid language, and voice to add interest to speech. Poised with use of notes for reference only No oral fillers and distractions.

Mispronunciatio ns are frequent and cause some difficulty for the listener pronunciation features nonverbal distractions Clear pronunciation

No regard for time constraints. six or seven minutes above or below the allotted time

Presentation given within four or five minutes above or below the allotted time.

Presentation given within two or three minutes above or below the allotted time

Presentation given within time constraints (from 9-11 minutes)

Unable to respond many questions.

Most questions are responded competently.

Nearly all questions are responded knowledgably and respectively

All questions are responded knowledgably and respectively.

Students show a weak communication skill in meetings with the supervisor and group members.

Students show an adequate communication skill in meetings with the supervisor and group members.

Students show a good communication skill in meetings with the supervisor and group members.

Students show a very good communication skill in meetings with the supervisor and group members.

Students are always late in meetings with the supervisor.

Students are sometimes late in meetings with the supervisor.

Students are usually punctual in meetings with the supervisor.

Students are always punctual in meetings with the supervisor.

Students show an unwilling attitude towards assigned work, complete work late often and make no reference from the supervisor.

Students show a positive attitude towards assigned work, complete work late sometimes and can make a relevant reference from the supervisor.

Students show a positive attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference

Students show a willing attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor. from the supervisor.

Student’s name:Ho Thi Thuy Tien Student code:_17026681

There is no planning & decision making process, decisions are made by individuals.

A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals.

A clear procedure for planning & making decisions in research work is informally established by all members of the group.

A clear procedure for planning & making decisions in research work is formally established by all members of the group.

The group does not establish roles for each member and/or the workload is unequally distributed.

The group establishes informal roles for each member The workload could be distributed more equally.

The group establishes clear and formal roles for each member and distributes the workload equally.

The group establishes and documents clear and formal roles for each member and distributes the workload equally.

Scheduled meetings minutes arerarely recorded and the efforts are scattered.

Scheduled meetings minutes areoftenrecorded and the contribution of each team members are NOT identified.

Scheduled meetings minutes are usually recorded and the contribution of each team members are identified.

Scheduled meetings minutes arealways recorded and the contribution of each team members are identified.

Name of member:_Ho Thi Thuy Tien _

Contribution to the team project (10)

Does not collect any relevant information; no useful suggestions to address team's needs;

Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs;

Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs;

A clear procedure for planning & making decisions in research work is formally established by all members of the group

Does not perform assigned tasks; often misses meetings and, when present, does not have anything constructive to say; relies on others to do the work;

Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to do his/her work;

Performs all tasks very effectively; attends all meetings and participates enthusiastically;

Rarely listens to, shares with, and supports the efforts of others; often uses inappropriate language; often is not a good team member.

Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work;

Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas;

Scheduled meetings minutes are always recorded and the contribution of each team members are identified.

Evaluator's name: Le Thi Minh Anh