VIETNAM NATIONAL UNIVERSITY, HANOE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ---s0Lica---- TRỊNH PHƯƠNG THẢO A STUDY ON MODIFICATION OF ENGLIS
Questionnaires
2.3.2.1 The questionnaire jor the students
This questionnaire aims to gather students’ overall opinions on learning connected speech, highlighting their difficulties, underlying causes, and expectations from teachers Comprising three main sections, it provides valuable insights into students’ challenges, perceptions, and desired support, helping educators tailor teaching strategies effectively The collected data will offer a comprehensive understanding of students’ learning experiences with connected speech, facilitating targeted improvements in instruction.
This study surveyed 90 students through 8 questions designed to explore their perceptions and attitudes toward English connected speech The first section assesses students’ understanding and opinions about the importance of connected speech in English language learning The second part examines the challenges faced in teaching and learning the pronunciation of ending sounds in connected speech, as well as difficulties in listening to such speech The final section identifies the underlying reasons behind these challenges All questions were presented in Vietnamese to ensure students’ comprehension and to facilitate their full expression of ideas, ultimately providing valuable insights into the issues related to mastering English connected speech.
2.3.2.2 The questionnaire for the teachers
This questionnaire of five questions designed in English is delivered to 10 teachers, ‘The fist question aimed at getting the teachers’ opinion about the
Teaching connected speech plays a crucial role in improving students' listening and speaking skills by helping them understand natural language flow Educators are encouraged to reflect on the realities of teaching connected speech, especially the challenges faced when teaching final sounds, which are often difficult for learners to distinguish Common problems include students' difficulties in perceiving and producing final sounds accurately, leading to reduced comprehension Addressing these issues requires effective strategies, such as incorporating listening exercises focused on connected speech and using practical teaching methods to enhance students' understanding Ultimately, employing targeted techniques can significantly improve learners’ ability to comprehend and produce natural connected speech in real-life communication.
Classroom observation 16 2.4, Data collection procedures w.essnssessessessssienseetsieenentssianset "—- 2.5, Data analysis 16
Observation as a research technique involves recording what the researcher sees and hears, rather than relying solely on participants’ self-reports In this study, observations primarily focus on classroom instruction and learning activities, including note-taking on classroom equipment and challenges related to the modification of final sounds in connected speech The study examines five lessons—two speaking lessons and three listening lessons—taught by three different teachers (two Vietnamese and one foreign) across three classes: 11A, 11B, and 11C.
The initial step in data collection involved distributing questionnaires to 90 students to gain insights into their challenges with pronouncing words in connected speech The second phase included administering the same questionnaires to 10 native and non-native teachers to identify common problems encountered in teaching pronunciation This approach helps to comprehensively understand both learner experiences and teacher perspectives on pronunciation difficulties.
Third, the author chooses 40 students randomly do the listening los Finally, Ue author observes the lessons in three classes 111A, 11B and 11
Based on data collected through surveys, listening tests, and observations, the study analyzes and presents results to address the research questions Quantitative analysis involves examining percentages and numbers from questionnaires and listening tests, while qualitative analysis explores three key themes outlined in the research questions Observational data are analyzed qualitatively using checklists to cross-tabulate cases and themes, helping to identify listening difficulties caused by connected speech.
CHAPTER III: RESULTS AND ANALYSIS 3.1 Results from the questionnaire for the teachers and the students
Teachers and students’ attitude toward teaching and learning connected
The beginning part of the questionnaire focuses on finding all information about teachers and students viewpoints in teaching and learning connecting sounds
Chart 1 presents the results from question 1 of the questionnaire, highlighting teachers' and students' perceptions of the roles of teaching and learning modification in connected speech The data reveals how both groups view the importance and effectiveness of adjustments in teaching methods to enhance connected speech skills, emphasizing its significance in language learning.
Question 1 (for students): How important is connecting sounds in a phrase or a sentence?
Question 1 (for teachers) : How important do you think teaching modification in connected speech is?
Chart 1: The roles of teaching and learning modification in connected speech
As can you see from the chart, most of the students (61%) and the teachers
(70%) appreciate the important role of learning and teaching connecting sounds
Approximately 28% to 30% of students and teachers are unaware of the vital role of connected speech in language development Many teachers do not see the need to modify their teaching methods to incorporate connected speech, and students generally do not prioritize it Notably, around 11% of students deny the importance of connected speech entirely, highlighting a significant gap in awareness and perceived relevance of this linguistic aspect.
Question 2 (for students): How much do you know about how to connect sounds in a phrase or a sentence?
Chart 2: The students’ knowledge about connecting sounds
Many Vietnamese students lack knowledge about connecting sounds in speech, as this topic is not officially covered in English textbooks or lessons Only 11% of students have some awareness, often gained from teachers or self-study, while a significant 89% remain completely unfamiliar with the concept This gap in understanding poses a serious challenge for students’ English learning, particularly affecting their listening and speaking skills, since proper connection of sounds is essential for fluent communication.
Question 3 (for students): At school, how often are you taught about connecting sounds when reading, speaking or listening to a phrase or a sentence?
Question 2 (for teachers): How often do you teach your students the modification of final sounds in connected speech?
Chart 3: The frequency of teaching and being taught connecting sounds
According to the survey at Hermann Gmeiner School, both teachers and students rarely engage in lessons about connected speech, as shown in Chart 3 Only 30% of teachers occasionally spend time explaining connecting sounds, while just 11% of students agree with this A significant 54% of participants believe they are rarely taught about connected speech, and 35% report they have never been taught this topic Despite this, only one teacher indicated they "never" teach connected speech, and many teachers stated they have discussed it in the past but only on a limited basis.
Students' learning choices can be influenced by factors such as inattention during lessons or difficulties understanding the teacher's explanations Additionally, unclear teaching methods or insufficient classroom time may hinder students' comprehension and engagement.
The similar results are also collected from the frequency in correcting students’ mistakes in connecting sounds in a phrase or a sentence
Question 4 (for students): How often do your teachers correct the mistakes in connecting sounds in a phrase or a sentence?
Question 5 (for teachers): How often do you correct your students’ mistakes when reading, speaking or listening connected speech?
Chart 4: The frequency of connected speech correction
It is surprising that most of the teachers and students’ answers are the same
Both teachers and students agree that correcting students’ mistakes is infrequent Approximately 50% of teachers and 60% of students report that mistakes are “rarely” corrected, highlighting a mutual perception of minimal correction Additionally, about 30% of teachers stated that they “never” spend time correcting students’ errors, indicating that correction is not a regular part of their teaching practice.
Many students make common connecting sounds mistakes, with 32% reporting that these errors have never been corrected While not all mistakes need correction, addressing frequent errors during lessons can significantly enhance language accuracy Focusing on common pronunciation issues helps students improve their speaking skills effectively Prioritizing correction of habitual mistakes ensures steady progress, making language learning more efficient Recognizing and rectifying these frequent errors during lessons is essential for better communication and language mastery.
Question 5 (for students): How often do you pay attention to connect sounds in a phrase or a sentence when reading, speaking or listening?
Question 6(for students): After studying in class, how often do you practice listening skill yourself?
Chart 5: The situation of practicing listening to connecting sounds
The data from Chart 5 indicates that most students do not focus on connecting sounds or practicing listening skills at home, with a large percentage selecting “never” for both activities Only about 5% of students occasionally engage in connecting sounds and listening practice, while the majority rarely participate in these activities This lack of practice is a significant factor contributing to students’ frequent mistakes in understanding and using connected speech effectively.
31.2 Connected speech difficulties perceived by students
Question 7: What problems do you have when listening to a phrase, a sentence or a connected speech?
A significant majority of respondents experience difficulty recognizing words, with 89% agreeing it is challenging, compared to only 2% who disagree Similarly, 81% of participants find it hard to understand what the speaker says, while 55% disagree or don't know Many also struggle with catching all words in a phrase or sentence, with 69% reporting this issue; only 12% disagree An overwhelming 91% of individuals don't know the words they listen to, highlighting common challenges in auditory comprehension No respondents reported additional problems beyond these issues.
Table 1: The problems in listening to connected speech
Table 1 reveals that the largest group of students (91%) struggles with listening due to limited vocabulary, preventing them from understanding the words they hear Additionally, 89% find it difficult to recognize individual words, likely caused by the challenge of linking words and phrases that modify sounds Furthermore, 81% of students misinterpret words or phrases because many English words sound similar or become indistinguishable when connected in speech Lastly, over half of the students admit they cannot catch all words in a phrase or sentence, which may be due to natural speaking speed and connected speech phenomena such as assimilation and elision.
Question 8: W hat are the reasons for the difficulties in listening, especially listening to a phrase, a sentence or a connected speech with connecting sounds?
Reasons Agree | Disagree know a T do nol know how to connect sounds ina
78% 5.5% 16.5% conneoted specol, b When learning in class, my teachers rarely explain or talk about connecting sounds as well as give 82% 2% 16% exeroisos lo praclice ¢ T do nol practice lislening al home 72 16.7% 11,3%
@.T gel some lass problems (Iscililics, class sive, ) | 4794 9% 44% e Other reasons (please specify): 9 © 0
Table 2: The reasons causing difficulties in istening ta connected speech
According to Table 2, 82% of students believe that the primary cause of difficulties in listening to connected speech with linking sounds is related to the teaching curriculum and methods Notably, connecting sounds are not addressed in any sections of the English textbooks used by high school students, highlighting a gap in the instructional materials.
Promunciaiion part, the books only leach abou sounds, stress or inlonation Moreover, the aim of Listening lessons is that the students can do all exercises in
21 the textbook, which only requires the leamers to listen to keywords to understand the content of the text
Based on the survey, 78% of students reported that they lack knowledge about connecting sounds, while 16.5% were unable to choose whether they understand this concept This indicates that a significant majority of students struggle with recognizing and understanding sound connections during listening activities, highlighting a need for improved teaching methods in this area.
One major obstacle to effective listening is students' negative attitude toward learning listening skills, often due to laziness and a lack of routine practice at home, with 72% of students not regularly practicing listening outside the classroom Additionally, classroom factors such as inadequate facilities, large class sizes, and students' limited vocabulary levels further hinder listening comprehension Addressing these issues can lead to improved listening skills and overall language proficiency.
Nearly half of the students neglect this issue, with 47% acknowledging its importance, while 44% simply respond with "I don't know," indicating a lack of engagement The students appear to be indifferent toward learning English overall, especially in developing listening skills, which hinders their language acquisition progress.
3.1.3 Connected speech difficulties perceived by teachers
Question 4: What are the major challenges for you when teaching Listening, especially listening to modification of final sounds in connected speech?
Agree | Disagree know a Students’ low level of English proficiency | 100% | 0% % b Lack of necessary facilities: cassette player,
60% 40% WK video, TV projectors, computers and so on cc Large class problems (noise, mixed ability
#0 | 20% 0 class management) d Students’ lack of motivation 80 20% % e Time limitation 30% 70% wm f Others (please specify):
Table 3: The major challenges in teaching listening to connected speech
‘As shown in the table, the teachers” most problematic point is their students’ low level of English proficiency In the tealily of teaching English at, Hermann
Research at Gmeiner School reveals that many students lack essential vocabulary and grammatical skills necessary for effective listening lessons A significant issue identified by 80% of teachers is large class sizes and students' lack of motivation, which contribute to an unengaging classroom environment This uninspiring atmosphere leads to a lack of interest in listening activities, with students often sleeping, making notes, or engaging in other distractions during class Large classes hinder effective teaching, making it challenging for teachers to monitor all students or correct mistakes, often leaving them unsure whether students are truly listening Additionally, the scarcity of teaching facilities poses a problem; with only four projectors and two cassette players available for twenty-five classes, these resources are underutilized, further impacting the quality of English listening instruction.
English except for special occasions Other types of teaching aids such as pictures, sub-boards are not equipped ‘fhe teachers used only textbook, chalk and board in their lesson
3.1.4, The methods in teaching listening sounds in connected speech
The causes of these problems Sen, 2Ô 4.2 Recommendation
After analyzing the collected data in the previous part, some major reasons for the problems that the informants deal with were presented
The primary issue with teaching connected speech lies in the lack of a systematic approach, as many teachers do not have access to comprehensive resources on the topic Brown and Kendo-Brown (2006) argue that connected speech is not recognized as a distinct discipline, which has resulted in limited focused research and teaching in this area Despite interest from some educators and researchers over the past 30 years, only sporadic efforts have been made to study connected speech systematically Consequently, teachers continue to focus solely on individual phonemes, often questioning why students struggle to produce native-like pronunciation—highlighting the need for a unified body of knowledge on connected speech to enhance pronunciation instruction.
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At Gmeiner School in Vietnam, there is a lack of awareness among teachers regarding the importance of teaching pronunciation, which negatively impacts students' speaking skills Teachers at Herman Gmeiner High School often do not pronounce consonant sounds clearly when speaking to students, and some rely heavily on Vietnamese instead of English during lessons An effective language learning environment should feature teachers speaking slowly, clearly, and using authentic listening materials with well-articulated speech Currently, teachers focus more on teaching individual sounds and words rather than the connected speech features essential for fluent communication, highlighting a gap in pronunciation instruction.
It is important to teach the pronunciation of vowels and consonants, especially those
The number 29 does not exist in the Vietnamese language, highlighting the importance of practicing clear pronunciation of each individual word In natural communication, native speakers rarely pronounce words as they are taught in classroom settings; instead, speech is faster and more fluid This makes it challenging for learners to decipher word boundaries and recognize words and phrases accurately in everyday conversations.
Teachers generally do not show reluctance to teach features of connected speech, but they rarely provide explanations about the modifications that occur within connected speech patterns As a result, learners lack essential knowledge about these aspects, making it difficult for them to improve their listening skills Consequently, students often struggle with comprehension and make numerous mistakes during listening tests Enhancing teachers' understanding and instruction of connected speech can significantly improve learners' listening proficiency.
One major challenge in teaching and learning pronunciation and connected speech is the quality of high school English textbooks Research has shown that while these textbooks cover phonetic elements like phonetic alphabets, stress, and intonation, they lack systematic instruction on connected speech This gap makes it difficult for students to develop natural and fluent pronunciation skills Improving textbook content to incorporate comprehensive connected speech teaching can enhance students' speaking confidence and overall language proficiency.
Students often contribute to listening skill challenges by undervaluing the importance of listening comprehension and pronunciation, particularly in connecting sounds Their negative attitudes toward learning, such as lack of concentration in class and limited practice of listening exercises, further hinder their progress These factors collectively result in unsatisfactory outcomes in teaching and learning connected speech, affecting overall language proficiency development.
One of the main reasons for language learning difficulties is the habit of native language pronunciation and listening When encountering a foreign language, learners tend to interpret it through the lens of their native language, leading to misunderstandings Differences in syllable structure and rhythm between Vietnamese and English further complicate pronunciation and comprehension for learners.
Our mother tongue always pronounced individual words and connecting sound phenomena never occur
External factors significantly impact listening comprehension, especially in understanding connected speech Large class sizes with inadequate facilities or poor quality resources diminish student motivation and reduce teachers' ability to effectively teach listening skills These challenging classroom environments hinder the development of effective listening abilities in students.
On the foundation of the issue that arose from the discussion above, the following recommendations are proposed.
To the teachers
The analysis in chapter two revealed that students at Hermann Gmeiner School face significant challenges in modifying final sounds in connected speech when listening To improve listening skills, especially in understanding connected sounds at natural, fast speeds, it is essential to recognize that developing the ability to comprehend spoken foreign language is a gradual process that requires targeted teaching, as listening does not improve automatically Effective listening instruction enables students to interpret, evaluate, and respond to spoken language more accurately Increased exposure to the language accelerates and facilitates acquisition, emphasizing the importance of regular practice with progressively challenging material Based on the findings regarding students’ difficulties with final sound modifications in connected speech, this chapter offers practical suggestions and recommendations to enhance students’ listening comprehension of connected speech.
42.1.1 Raising awareness about teaching connected speech
It is essential for students to understand the basics of connected speech from the beginning Teachers do not need to teach detailed technical concepts like catenation but should demonstrate how words link together and how sounds change within natural speech Introducing spoken language before written form can help learners become more aware of authentic speech patterns Developing this awareness is crucial before students can effectively produce natural language.
Encouraging students to listen first is essential, as writing can interfere with natural pronunciation Teachers should incorporate pronunciation instruction alongside other oral skills to enhance speaking proficiency When teaching dialogues, it's important to dedicate time specifically to practicing pronunciation, ensuring students develop accurate and confident spoken language skills.
Most students are unfamiliar with connected speech, which hinders their listening comprehension and pronunciation skills Teachers should systematically introduce an overview of connected speech in English to help students recognize common patterns that affect understanding Being aware of key types of connected speech enables learners to better comprehend natural spoken English Understanding how sounds change or disappear in connected speech prepares students for real-life conversations with native speakers, reducing frustration Teaching connected speech alongside citation forms significantly improves both listening comprehension and pronunciation, leading to more confident communication.
At lower levels, teachers often focus on teaching functional chunks like “What's your name?” but this can lead to confusion due to pronunciation complexities To address this, teachers can use visual aids such as the board to show students how to break down and connect words, for example, writing the schwa /o/ over ‘your’ Additionally, using physical gestures, like fingers to demonstrate how individual words meld into a long, connected sound, helps students understand natural pronunciation Incorporating activities like micro-listening exercises allows learners to practice and apply their understanding of connected speech patterns effectively.
Micro listening involves practicing with very short audio excerpts, typically one or two sentences, played in isolation Students are allowed to listen to each segment multiple times as needed to accurately transcribe the correct wording This approach removes pressure on students to get the answer right on the first attempt, providing them with time to analyze their mistakes and understand the reasons behind incorrect answers, thus enhancing their listening comprehension skills.
One of the best ways for micro-listening is "“Cuisenaire Rods” If you have not used these before, I would highly recommend doing so They have a myriad of
In the classroom, there are 32 practical ways to teach connected speech effectively I typically instruct students to place one block for each word they hear during micro-listening exercises, then adjust the blocks as the words become connected To enhance understanding, students can use different colored blocks to represent various types of connected speech, making it easier to identify how words link together naturally.
After the first listening, students could only identify two words and placed blocks above the words they heard, emphasizing the importance of accuracy over correctness at this stage Through multiple listens, they broke the sentence into five words and used blocks to represent each separate word They then analyzed connected speech by adding differently coloured blocks above each sound connection, highlighting how sounds are added, joined, or lost in natural speech This method helps improve listening comprehension and understanding of connected speech patterns.
Engaging students in sounds and connection activities encourages critical thinking and discussion, especially when done in pairs or small groups Incorporating visual elements enhances understanding and engagement If rods are unavailable, solutions like modeling clay or sticky notes can effectively facilitate these activities Incorporating connected speech games further improves students' pronunciation skills and confidence in spoken language.
One effective method to transform boring lessons into engaging learning experiences is by incorporating pronunciation games However, using games effectively in the classroom can be challenging Here is a practical example of a pronunciation and listening game focused on connected sounds that you can easily implement to enhance students' speaking and listening skills.
The aim of this game is helping students identify features of connected speech Below is procedure of this game:
- Teacher gives an example and demonstrates how the consonants in connected speech change:
Consonant move _ the final consonant /2/ in “apples” moves to the start of “and” Consonant cut— the final consonant in “and” is cut
Consonant change — the consonant /aé in “and” ix changed to AmỸ
Teachers divide the class into two teams and distribute worksheets to facilitate engaging learning activities They organize a game of Tic-Tac-Toe, where each team takes turns trying to claim a square To win a square, students must correctly identify and say the corresponding phrase, making the activity both fun and educational while encouraging teamwork and language skills.
"Apple zum pears" is a playful mispronunciation of "apples and pears." This phrase exemplifies how consonant sounds can change, illustrating common pronunciation shifts For example, in this phrase, the "h" sound is omitted, demonstrating a typical consonant change For weaker students, simply saying the phrase is sufficient, as teachers will explain the underlying pronunciation rules The objective of the game is for teams to win three squares in a row—horizontally, vertically, or diagonally—adding an engaging element to learning these language patterns.
L sol tum pepper 2 aloaferslice bread —_| 3 anapple ana norange
4 wom potato 5 frozum peas 6 fruik cake
7 greem beans 8 sick seggs 9a tinna sweek com
The shopping list includes salt and pepper, a loaf of sliced bread, an apple and an orange, frozen peas, a fruit cake, green beans, and six eggs.
9 atin of sweet com (consonant change at the end of “sweet”) ¢ Integrating work on connected speech
4 one potato (consonant changed to/ m/ at the end of “one”)
Integrating connected speech practice into everyday lessons enhances language fluency and naturalness When studying grammar, focus not only on correct word forms but also on how words are pronounced in real-life conversations This approach helps learners develop more authentic speaking skills and better understand spoken English in context.
Superlatives, for example, provide practice of sound deletions You could write a few phrases on the board
- The Nile is the longesL river in the world
- The Vatican is the smallest country in the world
In this lesson, students practice listening to sounds and repeating phrases multiple times to improve pronunciation and grasp grammatical structures Teachers can incorporate drills where students identify the disappearance of the "l" in superlative adjectives, enhancing their understanding of connected speech Additionally, students are encouraged to create their own general knowledge quizzes, such as asking, "Which is the tallest building in the world?" While reading questions, students focus on omitting the final "i," providing valuable practice in pronunciation and grammatical forms Repetitive exercises reinforce natural usage of these features, and incorporating song lyrics can further enhance learners' fluency and engagement These methods collectively support effective language learning by combining speaking, listening, and pronunciation practice.
English verbal songs have statistically significant positive effects on the connected speech aspects of adult English Jeamers’ speech production Murphey