tóm tắt: Investigating the verbotonal approach in The phonetic correction of Vietnamese EFL undergraduates’ English prosody and pronunciation with special interest in unvoiced consonant sounds

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Investigating the verbotonal approach in The phonetic correction of Vietnamese EFL undergraduates’ English prosody and pronunciation with special interest in unvoiced consonant sounds.

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

Field of Study: TESOL Field of Study Code: 9140111

SUMMARY OF DOCTORAL DISSERTATION Investigating the Verbotonal Approach in the Phonetic Correction of Vietnamese EFL Undergraduates’ English Prosody and Pronunciation with a Special Interest in Unvoiced

Consonant Sounds

HO CHI MINH CITY, 2024

ABSTRACT Pronunciation of voiceless consonants presents a persistent challenge for Vietnamese EFL undergraduates due to the differences between the phonetic systems of Vietnamese and English This study addresses these difficulties by implementing the Simplified Verbotonal Approach, a modified version of the Traditional Verbotonal Approach, which focuses on prosody while eliminating gestures and teacher guidance The SVA uses filtering techniques and intonation patterns to improve auditory discrimination and learners’ awareness, promoting more accurate perception and production of voiceless consonants A computer-based pronunciation platform delivers intervention, facilitating interactive and individualised learning Seventy Vietnamese EFL undergraduates participated in this study, divided into experimental and control groups A mixed-method approach was used, incorporating quantitative data from pre- and post-tests and qualitative insights from learners’ logs and semi-structured interviews The results showed significant improvements in the experimental group, with greater accuracy and intelligibility in pronouncing voiceless consonants at group, individual, and linguistic levels (words, sentences, and passages) Additionally, learners reported increased awareness and confidence in their pronunciation This study provides both theoretical and practical contributions This study theoretically contributes to language teaching by providing a “Simplified Verbotonal Approach,” demonstrating that voiced phenomena are applied to improve voiceless phenomena with the simplified principles adapted from Verbotonal Theory The findings practically offer implications for educators and curriculum developers aiming to enhance English pronunciation instruction in Vietnam

Keywords: Computer-Based Pronunciation Platform, Filtering Technique, Intonation Patterns, Learners’ Awareness, Prosody, Simplified Verbotonal Approach (SVA), Voiceless Consonants

CHAPTER 1 INTRODUCTION The Simplified Verbotonal Approach (SVA) is a new approach proposed by a researcher for teaching pronunciation It is a simplified version of the Traditional Verbotonal Approach (TVA), designed

to be easier for learners and stakeholders to implement This approach emphasises the relationship between perception (how sounds are heard) and production (how sounds are spoken) By focusing on prosody filtering—highlighting subtle differences in the acoustic features of voiceless sounds—the approach helps learners gradually become more aware of these variations Over time, what starts as a conscious effort to recognise these sounds becomes an automatic process in the brain, leading to improved individual sounds or phonemes The researcher uses intonation-pattern exercises involving varying pitch levels to enhance learners’ awareness A website created by the researcher is also provided for learners, allowing them to study at their own pace without disruptions and teacher guidance This approach encourages self-directed learning, giving learners control over their learning journey

1.1 General Context of the Study

English has emerged as a global lingua franca, widely utilised in various fields, even in English-speaking nations (Alam, 2023) Approximately 80% of global English communication involves non-native speakers (Beneke, 1991), leading to diverse forms influenced by local culture, history, and regional accents Among the main language skills—listening, speaking, reading, and writing—pronunciation in speaking is especially affected by a learner’s first language (Piske et al., 2001) Historically, pronunciation has been neglected in second language acquisition (SLA) research, with more focus on grammar and vocabulary (Gilakjani, 2016) However, since 2005, more emphasis has been placed on pronunciation for clear communication (Thomson & Derwing, 2015) Proper pronunciation is essential for intelligibility, while poor pronunciation can obstruct understanding (Kelly, 2006) The focus has shifted from achieving native-like accents to ensuring mutual comprehension (Derwing & Munro, 2005), promoting pronunciation standards that prioritise clarity over native norms

non-Vietnamese learners, despite advancements, still face significant pronunciation challenges The Vietnam National Foreign Language Project (2020 Project) aimed to boost English proficiency but encountered issues with effective pronunciation training In line with global trends, teaching approaches like Communicative Language Teaching (CLT) and Task-based Approach (TBA) emphasise speaking and listening skills, which can improve pronunciation (Pham, 2007; Tran & Phan, 2021) The Flipped Learning Approach (FLA) is also increasingly used (Nguyen, 2023) to teach pronunciation by allowing pre-class preparation and interactive class activities However, it depends on teacher preparation and material quality (Kraut et al., 2019)

Challenges persist, including a focus on grammar over oral skills and large class sizes that restrict individual attention (Nguyen, 2023) Pronunciation instruction often emphasises segmentals (individual sounds like /θ/ and /ð/) while neglecting suprasegmentals (intonation, stress, rhythm) (Tran & Nguyen, 2020; Nguyen & Newton, 2021; Nguyen & Bui, 2021) Consequently, learners lack comprehensive pronunciation training for effective communication

Teaching English voiceless consonants poses particular challenges for Vietnamese learners due to phonological differences English voiceless consonants like /p/, /t/, /k/, /f/, /θ/, /s/, /ʃ/, /h/, and /tʃ/ require specific articulation (McMahon, 2002), which Vietnamese speakers may find unfamiliar Issues such as unaspirated voiceless stops in Vietnamese (Horn & Pham, 2004) lead to confusion, as suggested by Riaño (2021) English voiceless stops are aspirated, producing a burst of air after their release, an acoustic feature critical for distinguishing them from their voiced counterparts (/b/, /d/, /g/) (Ladefoged, 1996; Ladefoged & Johnson, 2014)

Vietnamese has voiceless (/p/, /t/, /k/) and voiced stops (/b/, /d/, /g/), but its voiceless stops are typically unaspirated, differing from English (Horn & Pham, 2004) Vietnamese learners may struggle with producing this aspiration, affecting intelligibility Additionally, Vietnamese's tonal nature, where pitch

influences meaning (Nguyen & Newton, 2021), contrasts with English's reliance on formant transitions for stop identification This tonal interaction with formant transitions can obscure stop distinctions (Edmondson & Nguyen, 1997) The unreleased nature of final stops in Vietnamese also creates an acoustic difference from English, where stops are typically released (Horn & Pham, 2004)

The phonological differences between English and Vietnamese make teaching voiceless consonants challenging English aspiration contrasts with Vietnamese inspiration, impacting Vietnamese learners' ability to distinguish voiced and voiceless consonants, which affects their pronunciation clarity and accuracy Additionally, Vietnamese learners may rely on tonal cues, which can hinder precise consonant articulation Limited practice and feedback opportunities further exacerbate these issues, highlighting the need for targeted pronunciation training to support Vietnamese learners' pronunciation development

1.2 Statement of the Problems

Vietnamese learners face significant challenges in pronouncing English voiceless consonants due

to phonetic and tonal differences between the two languages Vietnamese uses pitch for meaning within words, while English relies on intonation, stress, and rhythm throughout sentences (Nguyen, 2019) This discrepancy results in learners substituting difficult sounds with more familiar ones, hindering clear communication (Nguyen, 2014) English consonants, including plosives and fricatives, differ from Vietnamese ones in articulation and aspiration (Nguyen, 2021) While English has 24 consonants categorised by voicing and place of articulation, Vietnamese has 30 consonants classified by tongue positions and lacks some English fricatives This difference makes pronouncing English voiceless sounds challenging, particularly due to the aspirated nature of English plosives that Vietnamese lack (Nguyen, 2021; Horn & Pham, 2004)

Traditional pronunciation teaching in Vietnam often overlooks suprasegmental features like stress and intonation, focusing instead on repetition and articulation (Thanh, 2019; Nguyen & Newton, 2020) Large class sizes further hinder personalised feedback (Nguyen, 2023) Errors such as omission, substitution, or assimilation, influenced by the native language, frequently occur, complicating the learning process (Jenkins, 2000) While advanced technology can aid pronunciation training, high costs limit accessibility, particularly in developing areas (Foote, 2017)

A shift in teaching that prioritises auditory perception over physical articulation is needed Training learners to detect subtle differences between English and Vietnamese sounds helps develop automatic, accurate pronunciation (Nguyen, 2021; Odisho, 2014) This approach engages the subconscious brain for habitual practice, reducing conscious effort and improving fluency Suprasegmental features should also be emphasised alongside accessible technology to support independent learning and practice (Nguyen & Dang, 2022) This approach can effectively address Vietnamese learners’ pronunciation challenges, enabling clearer, more natural speech

1.3 The Objectives of this Study

 To investigate the effectiveness of the Simplified Verbotonal Approach in improving the pronunciation of voiceless consonants among Vietnamese non-English major undergraduates, both at the group level performance, individual-level performance, and different linguistic level performance (words, sentences, and passages), compared to the conventional approach

 To examine Vietnamese non-English major undergraduates’ opinions regarding using the Simplified Verbotonal Approach in learning pronunciation

1.4 Research Questions

1 How effective is the Simplified Verbotonal Approach in improving the pronunciation of voiceless consonants among Vietnamese non-English major undergraduates compared to the conventional approach at the group, individual, and linguistic levels?

2 What are the opinions of Vietnamese non-English major undergraduates on using the Simplified Verbotonal Approach?

1.5 The Significance of the Study

Regarding the theoretical contributions, first, this study prioritises the close connection between perception, prosody, and individual sounds, particularly voiceless consonants, by using prosody through intonation-pattern sentences filtered, which can help raise learners’ awareness of their speech By focusing on prosody, learners can better distinguish sounds, understand speech flow, and grasp the meaning behind spoken words

Second, the study provides empirical evidence supporting a global or top-down approach emphasising prosody or intonation over the isolated learning of individual sounds Conventional bottom-

up approaches focus on particular sounds and have failed to achieve L2 intelligibility This research hypothesises that the simplified verbotonal approach will significantly improve this area

Third, despite its success in enhancing pronunciation, especially among people who are hard of hearing, the verbotonal approach has not been extensively studied globally This research examines its implementation in Vietnam, providing valuable insights into its effectiveness in a new cultural and linguistic context

Fourth, while verbotonal theory traditionally improves pronunciation using suprasegmentals, this research targets explicitly voiceless consonants The study contributes to understanding how voiced phenomena can fix voiceless phenomena in pronunciation and extends the application of the verbotonal approach beyond voiceless consonants to the entire pronunciation system, providing comprehensive pronunciation improvement

Fifth, this study explores the use of Computer-Assisted Language Learning for pronunciation instruction based on the fundamental ideas of the Simplified Verbotonal Approach It introduces digital audio filters to enhance perception and prosody, adding a new dimension to the use of technology in teaching pronunciation

Sixth, the theoretical contribution of this study also lies in its innovative adaptation of the traditional verbotonal approach to pronunciation enhancement By simplifying the approach through computer-based exercises, eliminating the need for body movement, and direct teacher intervention, the researcher introduces a “Simplified Verbotonal Approach.” This new version retains the core principles

of the traditional verbotonal approach while making it more accessible and efficient The study aims to determine whether these modifications can effectively improve pronunciation, thus potentially offering

a more practical solution for language learners

In terms of practical contributions, first, the study introduces a new approach with precise, structured, and easily implementable steps for teaching pronunciation This approach helps learners improve their autonomy, allowing them to control their learning process and adapt to high-tech educational environments Institutions can proactively change curricula, textbooks, and teaching scenarios to integrate this approach Second, the research investigates a teacherless approach to pronunciation instruction, focusing on specific exercises and audio filtering without direct teacher guidance This approach democratises language learning, enabling self-directed study and leveraging technology, offering more profound insights into verbotonal theory and expanding its application 1.6 Organization of the Study

Chapter 1 establishes the foundation of the study, presents background information, articulates the problem of pronunciation teaching in light of language differences, and outlines the research objectives

It emphasises the study’s significance and potential theoretical and practical contributions

Chapter 2 focuses on the Literature Review and critically analyses existing research on pronunciation, the conventional approach, and the verbotonal approach It identifies gaps in the literature and builds the theoretical framework that justifies the need for the current study

Chapter 3 outlines the research methodology and details the research design, including data collection methods (surveys, interviews, tests), data analysis techniques, and ethical considerations This chapter establishes the reliability and validity of the research

Chapter 4 reports and discusses the findings of the study with tables and figures to communicate results effectively It demonstrates significant pronunciation improvements at group, individual, and linguistic levels, supporting or challenging the research questions Discussion interprets the findings of existing literature, highlighting consistencies and discrepancies with prior research It examines methodological differences and contextual variables to explain the results

Chapter 5 concludes the study with the key findings of the study on the Simplified Verbotonal Approach, highlighting its contributions, implications, and recommendations for future research, providing a sense of closure to the study

CHAPTER 2 LITERATURE REVIEW

From an acoustic perspective, consonants influence formants, and their articulation affects sound recognition Stops like /p/ and /t/ show distinct formant transitions, while fricatives produce high-frequency noise critical for intelligibility Phonemic awareness, the ability to recognise individual sounds,

is vital in improving pronunciation Learners can better recognise and accurately reproduce challenging phonemes by focusing on the acoustic features of segmental sounds

While segmentals form the core of speech, pronunciation extends beyond them to suprasegmental features like intonation and stress, which govern the perception of these sounds in sentences and are crucial for intelligibility and expressiveness in communication

2.1.1.2 Voiceless Sounds

The nine voiceless consonants in English—/p/, /t/, /k/ (plosives); /f/, /θ/, /s/, /ʃ/, /h/ (fricatives); and /ʧ/ (affricate)—are distinguished by their place and manner of articulation (Zsiga, 2024; Rogers, 2014) Stops involve complete airflow blockage and release, fricatives create friction by narrowing the airflow, and affricates combine these by starting with a stop and releasing with friction (Zsiga, 2024) Vietnamese learners often struggle with voiceless consonants, as certain English sounds are absent in Vietnamese, causing pronunciation challenges and affecting communication (Nguyen, 2021)

Acoustically, consonants are more complex than vowels For example, formant patterns in stops shift as they transition to following vowels, and fricatives are characterised by high-frequency noise (Ladefoged & Johnson, 2014) Utilising acoustic features, such as formants, to enhance phonemic awareness can aid learners in distinguishing sounds accurately (Torres & Welby, 2021; Rigby, 1997) 2.1.1.3 Suprasegmental Features

Suprasegmentals, or prosody, extend beyond individual sounds (Seidlhofer, 2001) and include rhythm, intonation, stress, and duration, which structure and add melody to speech (Fujisaki, 1997) These features convey linguistic, paralinguistic, and non-linguistic information, allowing speakers to express emotions, attitudes, and emphasis beyond literal meanings Prosody enriches communication, enabling speakers to convey questions, commands, or sarcasm through pitch, stress, and intonation changes, making interactions more effective and engaging The importance of prosody in enhancing communication is supported by studies showing its impact on both prosodic and segmental pronunciation features (Dahmen et al., 2023; Hahn, 2004; Kang et al., 2010)

Dalton and Seidlhofer (1994) suggested two teaching models: a bottom-up approach focusing on individual sounds before suprasegmentals and a top-down approach starting with prosody Exploring both methods can reveal their benefits, as Low (2006) noted the significance of prosodic features like rhythm and intonation across languages While prosodic approaches add emotion and clarity, non-prosodic ones emphasise accurate sound production Couper (2015) found that training learners to recognise phoneme boundaries through prosody enhances their ability to produce correct sounds

Pennington and Rogerson-Revell (2019) highlighted the importance of matching teaching approaches with learner goals

Focusing on prosody, which includes rhythm, stress, and intonation, helps learners adjust their pronunciation naturally Rhythm patterns organise sounds, stress highlights syllables for emphasis, and intonation adds emotion and structure through pitch variation Incorrect prosody can obscure meaning even with correct individual sounds, so incorporating it into training leads to clearer and more natural speech This practice not only enhances pronunciation accuracy but also reduces common mistakes by providing a holistic learning approach

Mastering prosody is essential for effective communication, especially in English, where stress patterns can change word meanings It enhances comprehension and prevents misunderstandings that might occur with correct segmental pronunciation but incorrect prosody A focus on prosody supports learning at the phrase and sentence level, making speech more intelligible and expressive This top-down approach to teaching pronunciation, which prioritises prosody, can lead to more transparent and effective communication Intonation, a key aspect of prosody, shapes listeners’ perceptions and supports fluent speech, further enhancing pronunciation (Odisho, 2014)

2.1.1.4 Intonation

Intonation refers to pitch variation in speech, which conveys meaning beyond words Vocal cord vibrations control it and are essential for expressing emotions, differentiating between statements and questions, emphasising critical information, and signalling sentence structure Intonational phonology identifies structured pitch patterns that, though not inherently meaningful, work contextually to communicate emotions and speaker intent For example, a rising pitch often signals a question, while a falling pitch marks a statement’s end

Intonation is a critical component of prosody, including rhythm, stress, and pitch, which shapes how spoken messages are interpreted It plays a vital role in communication by highlighting emotions, intentions, and emphasis within speech Patterns like rising pitch for questions and falling pitch for statements help listeners understand the speaker's intentions Understanding and practising these patterns

is crucial for effective communication, especially in language learning, where pitch perception and intonation vary across languages

Acoustically, pitch perception operates within specific frequency ranges, and manipulating intonation in speech can enhance learners’ ability to perceive and produce accurate pronunciation By integrating intonation into teaching, learners can improve self-awareness and pronunciation skills Exercises highlighting pitch variations improve both perception and production of sounds, making speech more natural and intelligible

In conclusion, intonation enhances pronunciation by aiding the perception of pitch differences, contributing to more effective speech production Mastering intonation helps bridge the gap between perception and production, improving pronunciation skills

2.1.1.5 Perception and Production in Leaning Pronunciation

Achieving accurate pronunciation relies heavily on the interconnected processes of perception and production Perception involves hearing, recognising, and differentiating between sounds, while production is the physical articulation of these sounds Both processes are essential for developing strong pronunciation skills, as progress in one directly influences the other Misperceptions often lead to mispronunciations, particularly when learners' first language interferes with their perception of the second language (L2)

Levelt's Speaking Model breaks down speech production into stages: conceptualisation, formulation, and articulation These processes explain how thoughts are converted into spoken words and highlight the cognitive complexity of language production, especially in bilingual individuals who switch between languages

Odisho (2014) proposed a systematic approach to teaching pronunciation, focusing on three phases: perception, recognition, and production Skipping any of these stages can hinder sound acquisition Furthermore, prosody—pitch, duration, and loudness—plays a crucial role in communication by adding emotional and expressive nuances not conveyed through words alone The human auditory system's sensitivity to pitch allows for subtle distinctions in speech, essential for understanding and interpreting meaning

Gestures also enhance the link between perception and production Research shows that gestures support vocabulary learning, pronunciation, and overall communication However, a new approach suggests that minimising gestures in pronunciation training can reduce cognitive overload, allowing learners to focus more on sound perception and articulation By using filtering techniques to highlight acoustic features and intonation patterns, learners can improve their pronunciation naturally and gradually internalise these sound patterns

The evolution of pronunciation teaching reflects broader shifts in language methodologies, from imitation-based models to more communicative approaches, highlighting the importance of sound perception and sound production with prosodic features for effective communication

2.1.2 Intelligibility in English Pronunciation

The 2020 Journal of Second Language Pronunciation (Levis et al., 2022) emphasised the critical role of intelligibility in L2 pronunciation, shifting focus from native-like accuracy to clear and comprehensible communication This perspective aligns with Jenkins’ (2000) introduction of English as

a Lingua Franca (ELF), advocating for practical pronunciation teaching that prioritises global communication needs Studies by Foote and McDonough (2017) and Nagle (2017) illustrate intelligibility's importance in language acquisition and diverse settings

Pronunciation factors affecting intelligibility include stress, rhythm, intonation, and consonant clusters (Kenworthy, 1987; Gardiner & Deterding, 2018) Field (2005) highlighted prosodic features as vital for clarity Levis (2005) and Deterding and Kirkpatrick (2006) suggested that pronunciation instruction be adapted to learners’ contexts, enhancing intelligibility by accommodating regional characteristics Recent research (Trofimovich et al., 2020) and Thir (2020) underlined the importance of raising learners’ awareness of phonetic differences, addressing learner engagement, and adapting teaching to improve communication

Effective pronunciation instruction should prioritise intelligibility through flexible approaches that integrate prosodic training and consider learners’ backgrounds to foster clearer global communication 2.2 English Pronunciation Instructions

2.2.1 Evolution of the Pronunciation Teaching Approach

The teaching of pronunciation has evolved through various historical approaches, starting from the Direct Method that emphasises speaking and listening without translation (Howatt & Widdowson, 2004)

to the Audiolingual approach focusing on segmental features and repetitive drills (Richards & Rodgers, 2001; Larsen-Freeman, 2000) These approaches highlighted segmental practice but often neglected prosodic elements like rhythm and intonation, limiting learners' fluency The Communicative Language Teaching (CLT) of the 1970s-80s integrated pronunciation into broader language skills and encouraged active, contextualised practice (Savignon, 2002) Approaches such as Suggestopedia used immersive techniques to reduce anxiety and promote better retention (Celce-Murcia et al., 2010)

The late 20th century introduced Task-Based Language Teaching (TBLT), which integrated pronunciation through practical tasks (Ellis, 2017), and the Natural Approach, which focused on comprehension before production, promoting organic pronunciation development (Krashen & Terrell, 1983) However, traditional step-by-step approaches often fail to teach pronunciation as part of a cohesive system, especially for difficult sounds like voiceless consonants

The contrastive analysis approach by Lado (1957) emphasised comparing L1 and L2 phonetics to identify challenges and potential errors due to interference While this helped target specific

pronunciation issues, critics like Corder (1975) noted that not all errors are due to L1-L2 differences Thus, modern approaches include raising learners' self-awareness of phonemes and acoustic features, encouraging them to actively monitor and adjust their pronunciation, and aligning with Derwing and Munro's (2005) emphasis on the need for evidence-based pronunciation practices

Teachers’ biases and insufficient training (Henderson et al., 2012; Beinhoff, 2013) further complicate traditional approaches, leading to inconsistent pronunciation instruction Underhill (2010) noted that teachers often lack an understanding of sound production mechanics, resulting in reliance on repetition without teaching physical articulation techniques Pronunciation often receives limited classroom time, reducing practice opportunities

A shift to top-down pronunciation teaching that prioritises prosody over isolated sound practice has emerged This approach focuses on features like stress, rhythm, and intonation to promote natural, intelligible speech, preparing learners for real-world communication

2.2.2 Top-down Approaches in Teaching Pronunciation

In teaching and researching second-language (L2) pronunciation, there are two main approaches: bottom-up and top-down The bottom-up approach focuses on individual sounds, like vowels and consonants, while the top-down approach prioritises real-life communication, stressing broader features like intonation and stress The top-down approach gains recognition because it emphasises fluency and natural speech patterns Studies by Derwing et al (1997), Hahn (2004), and others show that focusing

on suprasegmental features—intonation, rhythm, and stress—improves intelligibility and communication

While bottom-up approaches improve the articulation of specific sounds, they often overlook the natural flow of speech, leading to rigid and unnatural communication On the other hand, top-down approaches, like shadowing and mirroring, help learners develop more natural-sounding speech by mimicking prosodic features However, these approaches can also have limitations Shadowing, for example, focuses too much on spoken aspects, excluding non-verbal communication cues essential in real-life interactions

Mirroring improves on shadowing by integrating body language and facial expressions alongside pronunciation practice However, focusing on production alone may neglect the perception skills necessary to recognise subtle sound variations A new approach, the Simplified Verbotonal Approach (SVA), seeks to address this by prioritising perception—training learners to listen to intonation patterns and sound variations Over time, this improves perception and production, making pronunciation more natural and automatic

The SVA shifts pronunciation from a conscious effort to an unconscious process by strengthening the connection between hearing and producing sounds Learners improve their ability to recognise and replicate sounds more intuitively As pronunciation teaching evolves, educators increasingly turn to technology, such as Computer-Assisted Pronunciation Training (CAPT), to enhance the learning process, providing more precise feedback and self-directed practice

2.2.3 The Contemporary Pronunciation Approach

The integration of technology in second language learning, particularly through Computer-Assisted Language Learning (CALL) and Computer-Assisted Pronunciation Training (CAPT), addresses the limitations of traditional pronunciation teaching approaches (Pennington & Rogerson-Revell, 2019) CALL and CAPT offer personalised and engaging practice through tools that include speech recognition and visual feedback, enabling learners to receive immediate corrections and targeted practice (Rogerson-Revell, 2021; Lee, 2008) CAPT specifically helps learners with repetition and imitation, which are crucial for mastering sounds and supports perceptual training, aiding learners in distinguishing difficult sounds such as vowel contrasts (Kawai & Hirose, 2000; Wang & Munro, 2004)

These technologies facilitate self-paced learning, with tools like ELSA Speak using AI to provide feedback on voiceless consonants (Kholis, 2021) CAPT systems, enhanced by speech recognition,

highlight errors and offer real-time feedback (Korzekwa et al., 2022; Garcia et al., 2020) However, while CAPT tools aid segmental training, they may fall short of fully addressing prosodic elements like intonation and stress (Levis, 2007) Visual feedback, such as spectrograms, assists learners in perceiving speech patterns (Amrate & Tsai, 2024)

Despite advances, CAPT still focuses on conscious learning, limiting automatic pronunciation development (Hardison, 2017) The Simplified Verbotonal Approach offers an alternative by using filtered intonational patterns and sentence repetition to enhance learners’ perception and production of prosody without detailed segmental focus, supporting individualised and anxiety-free learning This approach shifts attention to prosodic training, which is vital for natural and intelligible speech production 2.2.4 Lowpass Filtering

Low pass filtering emphasises prosodic features like pitch, rhythm, and intonation and helps learners avoid cognitive overload and first language (L1) inferences By filtering out segmental details and reducing the focus on individual sounds, learners can concentrate on broader speech patterns without interfering with familiar sounds from their L1 This reduction in cognitive load allows learners to process the target language more efficiently, minimising distractions from L1 habits that often hinder pronunciation development As a result, learners can internalise prosodic elements more naturally, leading to improved pronunciation, fluency, and overall communicative competence in the target language

2.2.5 Theories of Language Teaching and Learning Pronunciation

The Simplified Verbotonal Approach integrates principles from behaviourism, cognitivism, connectivism, and constructivism to form a comprehensive method for pronunciation learning Rooted

in behaviourist ideas (Skinner, 1957), it uses repetition and self-correction to help learners form accurate pronunciation habits, reinforcing correct voiceless consonant pronunciation (Brown, 2006) It aligns with cognitivist theory by emphasising auditory perception, allowing learners to internalise prosodic features, such as intonation, aiding the shift from conscious effort to automatic production (Piaget, 1970; Larsen-Freeman, 2000; Troike, 2006) Connectivism is reflected through its incorporation of technology, enabling self-directed practice and real-time feedback (Siemens, 2005; Downes, 2012) Constructivist principles are present in SVA’s encouragement of hands-on experimentation and reflective learning, where learners construct their understanding through guided practice and feedback (Piaget, 1970; Vygotsky, 1978) By combining these theories, the SVA promotes the development of both perception and production, fostering an unconscious proficiency in pronunciation through a focus on prosody, making it highly effective in digital learning environments

2.3 The Traditional Verbotonal Approach

2.3.1 Theories of the Traditional Verbotonal Approach

The theory of TVA emphasises the primacy of spoken language and oral discourse in linguistics and language acquisition Guberina posits that language is a social and individual phenomenon that evolves through oral communication, aligning with Saussure's concept of "parole" as individual language use Guberina highlights non-lexicological elements—intonation, rhythm, intensity, pitch, pauses, silences, speech tempo, and situational context—as vital components that enrich oral discourse By focusing on these prosodic and non-verbal cues, he underscores the multidimensional nature of spoken language, which conveys thoughts and emotions holistically than written language

The theory of TVA also emphasises the inseparability of verbal speech and body language, viewing them as integral parts of human communication that form a comprehensive system This multidisciplinary and multimodal approach incorporates insights from psychology, sociology, linguistics, and education, using visual, auditory, textual, and kinesthetic formats to enhance learning and communication

Building on the theory of TVA, the researcher proposes the Simplified Verbotonal Approach, tailored for Southeast Asian learners, particularly Vietnam Unlike traditional approaches that teach

sounds in isolation, the SVA teaches sounds within the context of spoken language, helping learners understand how sounds change in different positions and linguistic environments

The SVA focuses significantly on prosodic elements like rhythm, stress, and intonation, which contain essential acoustic features that learners can recognize and internalize over time, shifting learning from a conscious to an unconscious process Instructors can adjust techniques to address specific phonetic challenges stemming from first-language interference, such as using filtering techniques Learners improve pronunciation and communicative intelligibility by understanding and practicing correct prosodic elements

2.3.2 Principles of the Traditional Verbotonal Approach

TVA emphasises that learners filter foreign language sounds through their native phonological system, leading to misperceptions and pronunciation difficulties This idea is based on Trubetzkoy’s concept of a "phonological sieve," where learners impose L1 perceptions on L2 sounds Accurate perception of sounds is crucial for correct production Misperception leads to incorrect pronunciation, but improving perception improves speaking and overall language skills (listening, reading, writing) This is fundamental to the verbotonal approach

TVA emphasises prosodic elements (pitch, stress, rhythm, intonation) before focusing on phonemes Phonemes are embedded in suprasegmental features, which must be understood first for proper pronunciation This approach uses a top-down sequence, focusing on stress, rhythm, and intonation first, mirroring how babies learn language Instead of starting with individual sounds, learners begin with prosody and later integrate phonology

TVA highlights the close relationship between verbal and non-verbal cues, such as gestures, which naturally accompany speech This synchrony helps express meaning more effectively Teachers play a crucial role in helping learners perceive and produce speech They provide personalised feedback, model correct pronunciation, and foster confidence and motivation, which are key to improving learners’ communication abilities

This approach applies not only to speech rehabilitation but also to teaching foreign languages It helps learners gradually improve their perception of sounds and effectively learn pronunciation, making

it a potential tool for English language learners The verbotonal approach parallels how babies learn their native language (through listening, perceiving, and mimicking sounds) and how second-language learners acquire foreign languages, making them adaptable for foreign language instruction This approach integrates sensory input (visual, auditory, tactile, kinesthetic) in teaching pronunciation, helping learners associate sounds with physical sensations and movements for more effective learning

2.3.3 Previous Studies

Lian (1980) introduced TVA to teaching French pronunciation Developed techniques such as relaxation phases, sentence filtering, gestures, and repetition exercises to improve pronunciation by focusing on rhythm and intonation

Klein (2010) applied the TVA to improve phonetic correction for Japanese learners of English He emphasised using gestures to aid in pronunciation, especially for difficult consonant sounds and intonation He highlighted the limitations of relying too much on gestures for real-life communication

He and Sangarun (2015) applied the TVA to improve comprehensibility and fluency in English majors Focused on relaxation, low-pass filtered intonation, and engaging learners with rhythmic activities like clapping and walking in rhythm to enhance their prosody perception

Yang et al (2017) used TVA to teach English-speaking skills through structured in-class sensitisation sessions Incorporated relaxation, filtered listening, body movements, and interactive dialogues to improve students’ pronunciation and fluency

García (2018) Suggested techniques for phonetic correction for Spanish learners using a playful and practical environment He recommended using software like Praat to visualise and correct prosody through spectrograms and waveforms

Wen (2019) Focused on improving the pronunciation of English vowels for Chinese students using TVA and emphasised filtering vowel sounds and progressive activities that measured optimal vowel frequency

Cai et al (2021) applied principles of TVA about dichotic listening and low-pass filtering to determine optimal audio-language input signals for Chinese learners of English They demonstrated how different filtered and unfiltered signals activated the brain's hemispheres differently to improve language learning

Luu et al (2021) conducted a study to assess how effectively TVA improved listening skills in EFL learners—used low-pass filtering and body movement to retrain auditory perception and enhance comprehension

2.3.4 Gap Statements

All the studies share a common foundation in TVA, applying its auditory and physical techniques

to enhance phonetic and linguistic skills These research efforts emphasise vital principles such as pass filtering, prosody training, and body movements to improve learners’ pronunciation and language abilities A strong focus on auditory perception runs through most studies (Lian, 1980; Klein, 2010; He

low-& Sangarun, 2014; García, 2018; Wen, 2019; Cai et al., 2021; Luu et al., 2021), where filtered audio or prosodic patterns sharpen learners’ sensitivity to essential sound elements like intonation, rhythm, and pitch Additionally, many studies (Lian, 1980; Klein, 2010; He & Sangarun, 2015; Luu et al., 2021) underscore the importance of physical movement, whether through gestures, body motions, or other physical actions, to support auditory learning and reinforce memory retention Teacher guidance is a central theme across the studies, as instructors play a pivotal role in directing the learning process, providing feedback, and modelling correct pronunciation or gestures This reliance on teacher-led activities is particularly evident in the works of Lian (1980), Klein (2010), He and Sangarun (2015), Wen (2019), and Yang et al (2017) Lastly, a shared focus on improving pronunciation underpins all the research However, the specific focus varies, with some studies emphasising vowel pronunciation (Wen, 2019), phonetic correction (Klein, 2010), or broader speaking skills (Yang et al., 2017)

The studies differ in several key aspects, starting with their target audiences Lian (1980) focused

on teaching French pronunciation, while Klein (2010) worked with Japanese students learning English, and He and Sangarun (2015) examined English majors in China Wen (2019) focused on first-year Chinese students not majoring in English, García (2018) targeted Spanish learners, Cai et al (2021) applied dichotic listening techniques to Chinese learners of English, and Luu et al (2021) concentrated

on Vietnamese first-year non-English majors Regarding techniques employed, Lian (1980) and He and Sangarun (2015) emphasized filtered sentences, relaxation, and body movements to help internalize rhythm and intonation Klein (2010) relied heavily on gestures to differentiate phonemes for Japanese learners, while Wen (2019) focused on measuring the optimal frequency for vowel pronunciation using personalised filters García (2018) incorporated modern technology, such as Praat software, to provide visual feedback on prosodic features Cai et al (2021) used dichotic listening with low-pass and unfiltered signals to enhance semantic processing Luu et al (2021) focused on listening skill development with low-pass filtering combined with self-directed online tasks The focus of learning also varies, with Lian (1980), Klein (2010), and He and Sangarun (2015) centring primarily on pronunciation and intonation improvement, while García (2018) takes a broader approach to phonetic correction by integrating prosody and visual feedback Wen (2019) enhances vowel pronunciation, while Cai et al (2021) aim to improve overall language processing through dichotic listening, and Luu et al (2021) prioritize listening skill development The learning environments across these studies also differ, with Lian (1980), Klein (2010), He and Sangarun (2015), and Wen (2019) relying primarily on classroom-based activities with teacher guidance, while Luu et al (2021) used a website to enable self-regulated, independent learning Cai et al (2021), on the other hand, conducted lab-based experiments involving dichotic listening and advanced imaging technology to study brain responses In terms of technology use,

García (2018) integrated software tools like Praat for visual speech feedback, Wen (2019) employed personalized filters for vowel training, Cai et al (2021) utilized brain imaging techniques like ERP and fMRI to analyze language processing, and Luu et al (2021) leveraged a dedicated website for self-assessment and monitoring

Therefore, in this study, the researcher introduces a new approach, SVA, based on TVA but in a simplified version This version removes body movements, teacher guidance, and structured classroom activities Instead, the researcher developed a website focusing solely on filtered intonation patterns, providing an online learning environment tailored to learners’ needs and learning styles The goal is to support continuous learning while adapting to current societal trends This Simplified Verbotonal Approach is designed to help learners improve their pronunciation of nine specific voiceless sounds Building on these gaps in previous research and the everyday challenges observed in the practical application of the Traditional Verbotonal Approach, the researcher introduces the Simplified Verbotonal Approach, which aims to streamline the approach by removing some of the traditional elements, such as teacher guidance and physical gestures, while retaining a focus on auditory training and the role of prosody in improving pronunciation

2.3.5 The Simplified Verbotonal Approach (SVA)

The top-down approach in pronunciation teaching focuses on real-time listening and imitation of rhythm, intonation, and stress, using visual cues like mouth movements and gestures to enhance learning (Hodgetts, 2020) The Traditional Verbotonal Approach builds on this by incorporating multisensory elements such as body movements to engage learners’ kinesthetic awareness and refine their perception and production of speech (Asp & Guberina, 1981) Teachers play an essential role in both methods, providing real-time feedback to guide learners toward more fluent and natural speech

Unlike the top-down approach, which relies on auditory and visual feedback, TVA integrates body movement to deepen learners’ understanding of prosody and speech patterns This holistic method supports learners in adjusting articulation as they practice (Utk Start, 2012) The Simplified Verbotonal Approach (SVA), however, minimises teacher involvement and emphasises learner independence by focusing on intonational patterns This allows learners to self-monitor and adjust their pronunciation without continuous teacher input

The SVA also leverages technology to facilitate learning, enabling learners to study autonomously and at their own pace This shift addresses limitations in traditional teaching, where teacher bias and limited scalability can hinder learning (Lian & Sangarun, 2023) By using sound filtering and exercises focused on prosody, SVA supports learners’ internalisation of pronunciation patterns, fostering long-term, automatic pronunciation improvement

Overall, SVA adapts the principles of TVA for modern, technology-driven education, ensuring scalability and accessibility for diverse learners This approach focuses on prosody to bridge the gap between perception and production, enhancing pronunciation in practical and autonomous learning environments

In contrast, the SVA modernises pronunciation teaching by excluding gestures and teacher intervention, emphasising prosody alone It aligns with Cognitivist, Connectivist, and Constructivist theories, promoting a self-directed, technology-based approach Learners engage cognitively with prosodic features, using intonation filtering to develop an awareness of subtle acoustic differences crucial for voiceless consonant pronunciation, free from first language interference This method supports

Cognitivism through mental processing and self-assessment, Connectivism through interaction with digital resources, and Constructivism by encouraging learners to construct knowledge through exploration and practice

Key constructs of perception, production, and prosody underpin the SVA, with techniques like intonation filtering enhancing learners' autonomous learning and pronunciation skills The SVA’s focus

on learner independence and digital learning makes it an effective model for teaching voiceless consonants without direct teacher input, leveraging modern educational theories for enhanced pronunciation training This is described in this conceptual framework, as shown in the Figure 2.2 below:

Figure 2.2: Conceptual Framework of this Study

CHAPTER 3 METHODOLOGY

3.1 Research Design

This study employs a pragmatic research paradigm (Weyant, 2022), combining quantitative and qualitative approaches to capture both the measurable outcomes of pronunciation improvement and the subjective experiences of learners using the Simplified Verbotonal Approach (SVA) Adopting elements

of realism and positivism, it quantitatively assesses objective improvements in voiceless consonant pronunciation through pre- and post-intervention assessments Simultaneously, it embraces interpretivism by exploring learners’ perceptions through qualitative methods like interviews and reflective logs Using a mixed-method Explanatory Sequential Design (Creswell et al., 2017), the study first collects quantitative data, followed by qualitative insights to deepen understanding This integration

of data types strengthens internal and external validity, providing a holistic view of SVA’s impact on pronunciation development

3.2 Sampling

The sampling method for this research followed the approach from the pilot phase, involving year non-English major students to assess the Simplified Verbotonal Approach for pronunciation improvement The main study included 150 participants, divided into pilot and main study groups, ensuring statistical power for evaluating the SVA's effectiveness

first-Participants were chosen using consistent inclusion and exclusion criteria from the pilot phase to target beginner-level learners This choice was strategic for several reasons: non-English majors tend to have more authentic pronunciation challenges, making them suitable for studying common pronunciation errors (Jarosz et al., 2019) They represent a broad segment of English learners worldwide, allowing the findings to be generalisable Additionally, non-English majors often have limited exposure to detailed pronunciation training compared to English majors, reducing the influence of prior learning habits and ensuring better control over experimental conditions (Jarosz et al., 2019)

These learners also typically start with lower pronunciation proficiency, offering greater potential for noticeable improvement, as stated by Jarosz et al (2019) Early-stage learners show clearer progress compared to advanced learners, where improvements are more subtle Moreover, non-English majors may be more motivated when given access to professional teaching approaches, increasing their engagement and learning outcomes (Jarosz et al., 2019)

Participants provided informed consent, and the study received approval and ethical clearance from the Board of “A” University, ensuring transparent data collection and analysis for research purposes 3.3 Materials

3.3.1 Control Group

The control group in the study used the textbook Ship or Sheep by Ann Baker (2006) for the pronunciation module This well-regarded textbook focuses on helping English learners distinguish and pronounce minimal pairs accurately, emphasising the physical aspects of sound production and including practical exercises The pronunciation syllabus, based on this textbook, spanned ten weeks, with each week dedicated to a specific voiceless sound and related practice activities, culminating in a review in Week

10 The syllabus demonstrated strong content validity by systematically covering individual sounds in isolation and within words, sentences, and passages, addressing pronunciation challenges specific to Vietnamese learners of English Each week followed a consistent structure of introducing the sound, guided practice, repetition, and exercises, ensuring reliability and minimising variability in teaching This approach allowed learners to focus on progressively mastering each sound, attributing any pronunciation improvements directly to the instructional design The syllabus's consistent methodology supported focused learning and effective pronunciation training

The control group’s pronunciation training followed a structured ten-week syllabus using the Ship

or Sheep textbook by Ann Baker (2006) Each week targeted a specific voiceless sound, starting with an introduction and followed by guided practice and prosody exercises to reinforce learning The training began in Week 1 with an overview of voiceless sounds, focusing on /p/ as in "pen," and continued in Week 2 with /t/ as in "table." Week 3 covered /k/ as in "key," and Week 4 focused on /s/ as in "sun." Week

5 introduced /ʃ/ as in "shoe," while Week 6 emphasised/ as in "fan." The syllabus progressed with /ʤ/ as

in "January" in Week 7, /ʧ/ as in "chip" in Week 8, and /h/ as in "hat" in Week 9 Week 10 was dedicated

to a comprehensive review of all the sounds covered This systematic approach ensured learners had ample opportunity to master each sound, practice related prosody, and progressively build their pronunciation skills

The website employed text-to-speech (TTS) technology to generate natural-sounding model sentences for intonation practice, edited using tools like Audacity This approach represents an innovative use of TTS in pronunciation learning and is particularly pioneering within a verbotonal context The study’s success could influence the future use of TTS for creating "Native Speaker" models in language education

Two main treatments were applied to the TTS models: low-pass filtering (<320Hz) for both ears to help learners focus on intonation characteristics and a dichotic treatment where the left channel was filtered At the same time, the right remained unfiltered to leverage brain hemisphere laterality, as studied

by Cai et al (2021) This configuration aimed to reduce cognitive load and support intelligibility training The website also tracked user activities, providing data on logins and site usage frequency

3.4 Pedagogic Procedures

3.4.1 Control Group

The control group in this study followed a conventional approach using the textbook Ship or Sheep over ten weeks, with 2 hours of class time per week, similar to the experimental group They were instructed by a university lecturer with the same experience in teaching pronunciation as the researcher The lecturer adhered strictly to the lesson plan and schedule, covering all prescribed content, including voiceless sounds, sentence prosody, and intonation patterns The researcher did not teach this group to avoid interfering with the control process, as minimising researcher involvement with the control group

is crucial in quasi-experimental research to ensure validity and isolate the effects of the intervention

 Out-of-class Activities

Pennington & Rogerson-Revell (2019) indicated that Out-of-class activities will enhance pronunciation by reinforcing what students learned in the classroom Hence, the pronunciation teacher

of the control groups shared lessons and audio recordings and reminded students to practice at home for

45 minutes every day The pronunciation teacher delivered these through digital tools like student logs

in the control group

3.4.2 Experimental Group

The experimental group of students engaged in a self-directed learning process using a developed website over ten weeks without direct in-class instruction The study began with an orientation where students received guidance on using the platform, followed by independent online sessions where they adhered to a structured protocol, using stereo headphones and focusing solely on content without physical cues or teacher guidance The Simplified Verbotonal Approach was implemented via a web-based pronunciation platform to enhance the pronunciation of voiceless consonants, employing a five-

researcher-step learning process: initial listening, comprehension quiz, reinforced listening, contrast listening, and practice with recording This process emphasised prosody filtering and auditory discrimination, allowing students to engage deeply with phonetic nuances The system tracked student activity, providing data on time spent, login frequency, and practice efforts, offering insights into study habits and the model’s effectiveness

3.4.3 The Role of the Teacher

In the control group, the teacher played a traditional, active role by directly teaching pronunciation, providing explicit feedback, and monitoring homework In contrast, the experimental group's teacher acted as an observer, allowing students to learn and practice independently using the website without direct instruction or correction This approach aimed to assess how effectively students could improve their pronunciation skills without teacher involvement, focusing on the impact of self-directed learning 3.5 Research Instruments

3.5.1 Pronunciation Tests (Pretest and Posttest)

The tests were designed to measure learners' progress in pronunciation before and after the intervention, comparing the effectiveness of each approach The test consisted of three parts:

Part 1: Students read 26 words containing nine voiceless consonants in various positions (beginning, middle, and end) This assessed their ability to pronounce voiceless consonants in isolation Part 2: Students read 104 sentences with these consonants, covering different sentence types (statements, questions, commands, exclamations) to evaluate how well they handled voiceless consonants in varied sentence structures and intonation patterns

Part 3: Students read passages aloud, focusing on intelligibility by incorporating rhythm, stress, and intonation This part assessed how they pronounced voiceless consonants in continuous, natural speech

3.5.3 Interviews

To gain a deeper understanding of students’ experiences with the Simplified Verbotonal Approach (SVA), the researcher conducted semi-structured interviews with 35 participants from the experimental group This flexible interview format allowed core questions to be adapted based on participants' responses, leading to richer, more detailed insights: Satisfaction with the SVA and Effectiveness of the SVA in improving voiceless consonant pronunciation The interviews were recorded, transcribed, and analysed using Excel Responses were grouped into usefulness, interest, and pronunciation improvement categories By analysing both the qualitative feedback and quantitative data from Excel, the researcher identified key trends, such as the overall effectiveness of the SVA and how many students felt it improved