04051001942 dạy quy tắc sử dụng trọng Âm tiếng anh cho học sinh lớp 5 tại một trường Ở thành phố hải phòng những vấn Đề cần khắc phục và giải pháp khả hữu
INTRODUCTION
Rationale for the research
Teaching stressing rules in English to 5th-grade students is vital for enhancing their language proficiency and communication skills In Hai Phong City, specific challenges arise in this teaching process To improve outcomes, it is crucial to explore the difficulties students face and identify effective solutions This research is supported by relevant international and Vietnamese studies, emphasizing its significance within the broader thesis.
International studies have highlighted the critical role of stress in English and its effects on language acquisition Smith (2015) found that stress patterns significantly impact word recognition among English as a second language (ESL) learners, underscoring the necessity of correct stress placement for effective language production and comprehension Additionally, Johnson and Thompson (2012) examined how stress influences sentence processing and syntactic parsing in English Collectively, these findings underscore the importance of stress in language processing and its relevance to learning English.
In the Vietnamese context, several studies have investigated the challenges faced by Vietnamese learners in acquiring English stress patterns
Nguyen (2017) identified the challenges Vietnamese students face in producing English word stress, highlighting common errors and misconceptions Similarly, Tran (2014) investigated how stress errors affect the intelligibility of spoken English among Vietnamese learners Together, these studies emphasize the specific difficulties in mastering English stress and underscore the necessity for effective teaching strategies to overcome these challenges.
This research offers a comprehensive understanding of the challenges faced in teaching English stress rules to 5th-grade students in Hai Phong City By referencing both international and Vietnamese studies, it builds on existing knowledge and underscores the significance of stress in language acquisition The findings will enrich the current literature and provide valuable insights into effective teaching methods and solutions for improving the instruction of stress rules in English for this age group.
Aims and objectives of the study
The thesis is aimed at improving primary students‟ ability in using the stress rules in English For more details:
To identify the specific problems encountered in teaching stressing rules in English to 5th-grade students at a school in Hai Phong City
To propose effective solutions for improving the teaching of stressing rules in English to 5th-grade students at the mentioned school
Based on the aforementioned aims of the study, four objectives are hereby set forth for the fulfilment of the above-mentioned aim These objectives are:
Fifth-grade students in Hai Phong City often encounter challenges when learning and applying English stress rules These difficulties include confusion over syllable emphasis and inconsistent application of stress patterns Additionally, students exhibit varying attitudes towards mastering these rules, with some showing enthusiasm while others express frustration Understanding these common obstacles and attitudes is essential for improving English language instruction at this educational level.
Identify the attitude of 5th-grade students towards learning stressing rules in English at a school in Hai Phong City
This article assesses the current teaching methods and approaches employed to instruct 5th-grade students in English stress rules at a school in Hai Phong City It also examines the various factors that contribute to the challenges faced in effectively teaching these stress rules to this age group.
Develop solutions to enhance the teaching and learning of stressing rules in English for 5th-grade students at the mentioned school.
Research questions
For ease of access, these objectives can be further reformulated into the following four research questions:
1 What are the most common types of mistakes committed by the students under research in using English stress rules?
2 What is the attitude of 5th-grade students towards learning stressing rules in English at a school in Hai Phong City?
3 What are the primary challenges encountered in teaching stressing rules in English to 5th-grade students at the selected school in Hai Phong City and Why?
4 What are the recommended solutions to this problem to improve the teaching and learning of stressing rules in English for 5th-grade students at the mentioned school?
Scope of the study
This study involves 40 primary students and 5 English teachers from Kim Dong Primary School in Hai Phong City, concentrating on the teaching and learning of stress rules in English for 5th-grade students.
This study will involve 4th grade students at the school, utilizing surveys, interviews, and tests for data collection Both qualitative and quantitative analysis techniques will be applied to identify common mistakes, evaluate students' attitudes, examine challenges faced by teachers, and suggest solutions to enhance the teaching and learning of stress rules.
Method of the study
For this research, a mixed-method approach is considered the most suitable option The researcher will employ both quantitative and qualitative methods to gather and analyze data.
Significance of the study
This study investigates effective teaching strategies to enhance primary students' speaking skills, with a focus on the use of rising intonation in English The results will significantly contribute to the research on English language teaching and learning, specifically regarding speaking skills for primary students in Hai Phong.
This research offers valuable insights for English language teachers and ELT practitioners working with Vietnamese primary learners, encouraging them to reevaluate their teaching methods for essential English language skills, especially stress rules Ultimately, the study aims to enhance English language proficiency for both students and educators at the primary level.
Organization of the thesis
This thesis is organized into five chapters Chapter 1 introduces the thesis, while Chapter 2 provides a thorough literature review of the researched topic Chapter 3 details the methodology employed to complete the thesis.
4 will be dedicated to presenting the research findings and a detailed discussion on those results The final chapter will provide a summary of the entire thesis
LITERATURE REVIEW
Research Gap
The field of teaching stressing rules in English to 5th-grade students at a school in Hai Phong City presents a significant research gap that requires comprehensive investigation
International studies have provided important insights into the challenges of teaching stress rules in English Smith (2017) emphasized that learners often struggle to transfer stress patterns from their native languages, resulting in pronunciation errors that can impede their overall spoken English proficiency (Johnson, 2015).
Exposure to authentic English speech is crucial for developing accurate stress patterns (2019) Instructional time constraints can limit the effective teaching of stressing rules (Jackson, 2018) Additionally, self-consciousness and anxiety can hinder learners' willingness to practice and experiment with these rules (Smith & Johnson, 2020) Together, these studies highlight the common challenges learners face and the factors that complicate the teaching of stressing rules.
In Vietnam, various studies have highlighted the challenges Vietnamese learners face in mastering English stress rules Nguyen (2016) identified these difficulties and suggested strategies for improvement Tran (2018) emphasized the effectiveness of multimedia resources and technology in teaching stress rules, demonstrating their potential to enhance student understanding Pham (2019) focused on the importance of feedback and assessment in boosting proficiency in stress rules, while Le (2017) explored how motivation influences learners' engagement with these rules.
(2020) discussed the challenges posed by time limitations and large class sizes in teaching stressing rules
Research indicates significant gaps in understanding the common mistakes made by students regarding stressing rules, their attitudes towards learning, and the challenges faced in teaching these rules To improve the teaching and learning process for 5th-grade students in Hai Phong City, further investigation is essential This thesis seeks to enhance knowledge in this area by integrating findings from both international and Vietnamese studies, ultimately providing valuable recommendations for effective teaching methods in English stressing rules.
Rules of stressing words
Stress in spoken language highlights specific syllables or words, influencing meaning through variations in loudness, pitch, and length In English, word stress focuses on the prominence of certain syllables within individual words, where some syllables are emphasized more than others.
Stress and word stress play crucial roles in the English language:
Stress plays a crucial role in differentiating word meanings, as seen in the example of "object" as a noun versus "object" as a verb The stress pattern—"OB-ject" for the noun and "ob-JECT" for the verb—highlights the importance of proper word stress in ensuring clear communication and preventing misunderstandings.
Stress patterns in spoken English play a crucial role in establishing the natural flow and rhythm of sentences By emphasizing specific words or syllables, speakers can effectively convey their intended meaning and create a clear structure within their sentences Furthermore, these stress patterns significantly impact intonation, which is essential for expressing emotions, attitudes, and pragmatic information.
Several previous studies have investigated stress and word stress in the English language, shedding light on their nature and implications for language learning and teaching
Chomsky and Halle (1968) introduced intricate phonological rules to elucidate stress patterns in English, emphasizing factors such as syllable weight and vowel quality Although their research offers significant insights into the phonological dimensions of stress, its complexity poses challenges for language learners in practical application.
Morphological Approaches: Scholars such as Guierre (1979, 1984,
Research by 1985 and Fournier (2007) highlights the significance of morphology in comprehending and teaching word stress They suggest rules that consider the number of syllables in a word and the impact of affixes on stress placement These morphological strategies provide language learners with more accessible and practical frameworks.
Understanding stress and word stress is essential for teaching 5th-grade students the rules of stress in English By defining stress and its significance in communication, students can appreciate the necessity of mastering these rules Additionally, insights from previous research, including Chomsky and Halle's rules and the morphological approaches by Guierre and Fournier, further enhance this foundational knowledge.
The article explores various perspectives on stress and word stress, which inform the research questions and objectives of the thesis It aims to identify common mistakes made by 5th-grade students in applying English stress rules and to understand their attitudes towards learning these rules Additionally, the thesis evaluates existing teaching methods and the challenges teachers face, proposing effective solutions Overall, the content provides a comprehensive overview of stress and word stress, highlighting their definitions, roles, and significance to the thesis, ultimately contributing to the enhancement of teaching stress rules to 5th-grade students.
English stress rules are complex and vary across words, unlike in some other languages Various methods have been suggested to explain these stress patterns, mainly concentrating on phonological rules and the role of affixation.
Chomsky and Halle's (1968) phonologically-based rules on English stress, which consider syllable weight and the distinction between lax and tense vowels, offer valuable insights but are complex and difficult for second language learners to apply Critics, including Burzio (1994), highlight flaws in this framework, particularly the unsubstantiated assumption that long vowels in final syllables are always stressed.
Fournier (2007) challenges Chomsky and Halle's assertion that English stress rules derive from Latin phonological rules related to syllable weight, advocating instead for a morphological perspective that emphasizes the role of affixes in stress placement He introduces the Normal Stress Rule (NSR), which predicts stress assignment based on syllable count: two-syllable words are typically stressed on the first syllable (/10/), three-syllable words on the second syllable (/100/), and words with more than three syllables on the third-to-last syllable (/-100/) The numbers 10, 100, and -100 serve as a simplified notation to illustrate the stress patterns outlined in Fournier's NSR.
The notation "/10/" indicates words with two syllables, where the stress is on the first syllable, as in "table" pronounced /ˈteɪ.bl/ The notation "/100/" refers to three-syllable words with stress on the second syllable, exemplified by "banana" pronounced /bə.ˈnổ.nə/ Meanwhile, "/-100/" denotes words with more than three syllables, stressing the third-to-last syllable, such as "opportunity" pronounced /ˌɑp.ər.ˈtu.nə.ti/ These notations simplify the representation of stress patterns based on syllable count, following Fournier's NSR Additionally, when affixes are involved, specific rules apply; inseparable prefixes are typically unstressed, adhering to Germanic Law (Fournier, 2007), while neutral suffixes like -ly and -ness do not influence stress.
Non-neutral suffixes can be categorized into non-neutral non-stressed suffixes, such as -tion, -ity, and -ate, which shift stress away from the suffix, and non-neutral stressed suffixes like -aire, -ee, and -ese, which attract stress This morphological perspective on affix impact on stress placement is beneficial for ESL teaching materials, as it offers a comprehensible framework for learners without requiring extensive phonology knowledge, allowing them to consistently predict and produce stress patterns in unfamiliar words.
In English, stress placement adheres to specific rules, with emphasis generally placed on content words rather than function words (Amer & Amer, 2011).
Monosyllabic words receive primary stress on the single syllable, such as "còme," "gò," "gèt," "sìt."
Bisyllabic verbs have primary stress on the second syllable if it ends with a long vowel, diphthong, or at least two consonant sounds, as in
Bisyllabic verbs have primary stress on the first syllable if the final syllable ends with a short vowel or no final consonants, as in "òpen," "ènter."
The same stress rules apply to bisyllabic adjectives, as in "corrèct,"
Bisyllabic adverbs, prepositions, and conjunctions follow the stress rules of bisyllabic verbs, such as "behìnd," "belòw," "òver."
The first syllable of bisyllabic nouns receives primary stress if the second syllable contains a short vowel, as in "dòzen," "larynx."
The second syllable of bisyllabic nouns receives primary stress, as in
The penultimate syllable receives primary stress if the word ends with certain suffixes such as -ous, -graphy, -ial, -ic, -ion, -ty, as in "couràgeous,"
The ante-penultimate syllable receives primary stress if the word ends with a suffix like -ate, as in "ìllustrate," "hèsitate."
In compound nouns, the first part receives primary stress, as in
In compound adjectives ending with -ed suffixes, the second part receives primary stress, as in "half-fìnished," "kind-hèarted."
In compound adverbs, the second part receives primary stress, as in
In summary, English word stress placement adheres to specific rules that can be intricate due to the language's historical development Among various theoretical frameworks, the morphological approach, which examines how affixes influence stress placement, is particularly effective for ESL teaching materials Grasping these stress rules is essential for learners.
2.2.3 Some specific rules for stressed words
2.2.3.1 The placement of stress within one word
Determining the stress in a two-syllable word is straightforward, as it falls on either the first or second syllable, but never both This discussion focuses on the fundamental rules of syllable stress, excluding any exceptions.
Word Stress Problems
Addressing the challenges faced by 5th-grade students in learning English stress rules is crucial for enhancing the teaching and learning process Research conducted both internationally and in Vietnam has thoroughly examined the intricacies of word stress in English, offering valuable insights into the difficulties learners encounter.
Extensive research has been conducted internationally by esteemed scholars, including Cutler and Norris (1988), Darcy et al (2009), and Dupoux et al (1997), who have explored various aspects of the field.
Research has shown that stress plays a vital role in lexical access, pronunciation accuracy, perception, and comprehension, significantly impacting language processing and effective communication Notable studies by Gordon and Dell (2003), Hallé and Segui (1994), Hayes (1989), Nespor and Vogel (1986), Peperkamp (1997), and Warner and Tucker (2011) have examined stress division, phonological representation, and utterance organization across various languages, offering valuable insights into the mechanisms of word stress and its importance in linguistic systems.
Within Vietnam, researchers have also focused on the acquisition of word stress in English by Vietnamese learners Studies by Nguyen (2015), Le
Recent studies by Tran (2019), Vu (2020), and Hoang (2021) have explored the challenges faced by learners, particularly focusing on the impact of first language (L1) transfer on language acquisition These researchers have underscored the importance of phonological awareness in mastering word stress and evaluated various instructional methods to tackle difficulties in this area Their findings offer crucial insights into the specific issues encountered by Vietnamese learners, facilitating the creation of targeted interventions to enhance their learning experience.
This thesis builds on previous research to identify and tackle the word stress challenges encountered by 5th-grade students at a school in Hai Phong City It aims to analyze common mistakes made by students and evaluate their attitudes towards learning word stress, utilizing insights from earlier studies to inform its comprehensive assessment.
This article explores 19 teaching methods used in schools and identifies challenges in teaching word stress to 5th-grade students It emphasizes the importance of findings from previous studies in developing effective solutions to enhance the teaching and learning of English stress rules By integrating insights from both international and Vietnamese research, the thesis aims to inform the selection and adaptation of suitable pedagogical strategies that specifically address the word stress difficulties faced by 5th graders Ultimately, these tailored solutions will improve students' ability to accurately apply word stress in English, thereby enhancing their overall proficiency in the language.
This thesis builds on a wealth of international and Vietnamese research on word stress, aiming to analyze the challenges faced by 5th-grade students It will assess their attitudes, evaluate teaching methods, and propose effective solutions The ultimate objective is to improve the teaching and learning of English word stress rules, helping primary students establish a strong foundation and enhance their overall English language proficiency.
Approaches and Teaching Methodology of Word Stress
Word stress plays a vital role in English pronunciation, making effective teaching methods essential for students to learn and apply stress rules correctly Extensive research, both globally and in Vietnam, has explored different approaches and methodologies for teaching word stress in English.
Internationally, numerous studies have contributed to our understanding of effective teaching practices for word stress Cutler and Norris (1988) explored the role of stress in lexical access, highlighting its
Research by Darcy et al (2009) highlights the significance of stress in pronunciation accuracy and perception Hayes (1995) emphasizes the role of metrical phonology in teaching word stress patterns Additional studies by Dupoux et al (1997), Gordon and Dell (2003), Hallé and Segui (1994), Nespor and Vogel (1986), Peperkamp (1997), and Warner and Tucker (2011) contribute valuable insights into stress division, phonological representation, and utterance organization across languages Collectively, these findings enhance our understanding of both the theoretical foundations and practical implications for teaching word stress effectively.
In Vietnam, research on effective teaching methodologies for English word stress is expanding, with significant contributions from scholars such as Le (2016), Nguyen (2018), Tran (2017), Vu (2019), and Hoang (2020) Le (2016) focused on explicit instruction and visual aids to improve students' understanding and application of word stress patterns Nguyen (2018) examined effective strategies for teaching word stress to Vietnamese learners, taking into account the impact of first language transfer Tran (2017) emphasized the necessity of incorporating word stress instruction into the English curriculum, advocating for the use of authentic materials and interactive activities.
In recent studies, the role of phonological awareness in word stress acquisition was explored by 2019, while Hoang (2020) investigated the effectiveness of various instructional approaches for teaching word stress These Vietnamese research efforts shed light on the unique challenges encountered by Vietnamese learners and the efficacy of different teaching methodologies.
The content on approaches and teaching methodology of word stress serves the thesis by synthesizing findings from previous studies, both international and Vietnamese, to inform the development of effective
This article presents 21 solutions for teaching word stress to 5th-grade students in Hai Phong City, focusing on evaluating current teaching methods and identifying common challenges faced by students It aims to enhance students' understanding of English stress rules by developing practical solutions tailored to their specific needs The incorporation of evidence-based approaches, including metrical phonology, explicit instruction, visual aids, auditory training, and interactive activities, is essential for improving learning outcomes Recommendations from both international and Vietnamese studies will inform the selection and adaptation of effective pedagogical strategies.
By adopting these strategies, English teachers in Hai Phong City can foster a supportive learning atmosphere that enhances students' correct application of word stress in English These solutions aim to boost students' language proficiency, communication abilities, and overall language growth.
Summary
Chapter 2 has furnished an ample amount of theoretical background, particularly with regards to stress rules and existing studies on the challenges and remedies for teaching stress English rules Nonetheless, there is a dearth of research on this subject in Vietnam, specifically on teaching rules for the use of English phonemes to grade 5 students at a school in Hai Phong City Hence, the author will be conducting research on this topic
METHODOLOGY
Restatement of research questions
This research aims to explore the challenges faced by students and English teachers at Kim Dong Primary School in learning and teaching English stress rules, while also identifying potential solutions to these issues To accomplish this, specific objectives have been established.
1) What are the most common types of mistakes committed by the students under research in using English stress rules?
2) What is the attitude of 5th-grade students towards learning stressing rules in English at a school in Hai Phong City?
3) What are the primary challenges encountered in teaching stressing rules in English to 5th-grade students at the selected school in Hai Phong City and Why?
4) What are the recommended solutions to this problem to improve the teaching and learning of stressing rules in English for 5th-grade students at the mentioned school?
Research approach
The research approach chosen for this study is a mixed-method approach that incorporates both quantitative and qualitative methods This
The 23 approach facilitates an in-depth analysis of the research questions and objectives, enhancing the understanding of the issues and challenges encountered in teaching English stress rules to 5th-grade students in Hai Phong City.
Quantitative data will be gathered through tests and surveys aimed at evaluating 5th-grade students' proficiency in word stress, specifically focusing on content from units 1 to 5 of their English textbook at Kim Dong Primary School The student survey will identify common mistakes in applying English stress rules and assess their attitudes towards learning these rules Meanwhile, the survey for English teachers will collect their insights and opinions on teaching stress rules to 5th-grade students.
Qualitative data will be collected through interviews with both students and English teachers Student interviews will explore the challenges they face in stressing English words, enabling them to articulate specific issues and their perceived causes Teacher interviews will examine the teaching methods used to convey stressing rules, the challenges encountered, and the factors influencing these difficulties, as well as their effects on students' comprehension and application of stressing rules.
The mixed-method approach combines quantitative and qualitative data, offering a thorough analysis of the research topic Quantitative data from tests and surveys will deliver numerical insights into students' performance and attitudes, enabling statistical analysis of common mistakes and learning attitudes Meanwhile, qualitative data from interviews will enrich the findings with detailed perspectives.
24 detailed information, offering deeper insights into the challenges faced by both students and teachers, as well as the strategies and factors influencing the teaching and learning of stressing rules
This research will integrate quantitative and qualitative analyses to derive meaningful conclusions and create effective strategies for enhancing the teaching of stress rules in English for 5th-grade students By merging these data types, the study seeks to offer a comprehensive understanding of the research questions and fulfill its objectives.
The mixed-method approach, which includes tests, surveys, and interviews, enables a thorough investigation of the challenges and solutions associated with teaching English stress rules to 5th-grade students By combining quantitative and qualitative data, this method offers a detailed analysis that provides essential insights for educators, curriculum developers, and policymakers aimed at enhancing the English language learning experience for primary students.
Procedures of the study
This research involved a collaboration with 40 fifth-grade students and 5 English teachers from Kim Dong Primary School in Haiphong All participating students were receiving formal English instruction and did not have any reading disorders or hearing impairments.
The research was conducted in several stages
Firstly, the researcher obtained permission from the school to conduct the study
Secondly, the researcher observed English language classes to understand how words stress was being taught from units 1-5
In the third stage, the students were given a test on the words stressed in the vocabularies they learned in units 1-5
In the fourth stage, the students were given survey questionnaires to express their opinions on learning and using word stress At the same time,
English teachers were also invited to take their survey questionnaires,
In the fifth stage, the researcher conducted interviews with selected representatives to gain a deeper understanding of their experiences and perspectives
Finally, the researcher analyzed the data collected and created a report to answer the research questions.
Context of the study
In Vietnam, students have started learning English at primary level since
In 2010, the project "Teaching and Learning Foreign Languages in the National Education System (2008-2020)" emphasized the importance of English education starting from grade 3 through higher education across the country Educators have shifted their focus towards developing language skills rather than solely emphasizing grammar, making speaking skills a crucial component of language learning during this period.
Kim Dong Primary School, situated in Ngo Quyen District, Hai Phong, prioritizes English as a vital subject, similar to other public schools in the area All fifth-grade students dedicate an equal number of periods to English, Vietnamese, and Math each week The curriculum encompasses various subjects, including English, which is divided into five components: listening, speaking, reading, writing, and language focus However, there is a tendency to emphasize language focus over the other skills The English curriculum for grade 5 consists of 12 units spread across two semesters, as detailed in the English textbook.
Table 1: 12 units in the English Textbook for grade 5
1 UNIT 1: What's your address? 7 Unit 7: How do you learn
2 UNIT 2: I always get up early
How about you? 8 Unit 8: What are you reading?
3 UNIT 3: Where did you go on holiday? 9 Unit 9: What did you see at the zoo?
4 UNIT 4: Did you go to the party? 10 Unit 10: When will Sports
5 UNIT 5: Where will you be this weekend? 11 Unit 11: What's the matter with you?
6 Unit 6: How many lessons do you have today? 12 Unit 13: What do you do in your free time?
Participants
A study was conducted involving 40 randomly selected students from Kim Dong Primary School, comprising 10 males and 30 females, all averaging 10 years of age Most participants resided in HaiPhong city and had been studying English since grade 3 To gain insights into the teaching of stress rules in English, the researchers also included 5 English teachers from the school in the study.
Data collection instruments
The study used the following instruments: test, questionnaire and interviews in order to clarify and answer four research questions mentioned above
This study employed a test as the main instrument to assess students' proficiency in word stress The researcher identified this test as an effective tool, incorporating vocabulary from units 1 to 5 of the English textbook used in grade 5 at Kim Dong Primary School in Hai Phong.
20 words and had a maximum score of 100 points The time allotted for the
The 27 tests, each lasting 20 minutes, were carried out using a standardized procedure to maintain consistency and fairness in the assessment This testing was integral to the data collection for a study focused on teaching English stress rules to 5th-grade students in Hai Phong City.
The test aimed to evaluate fifth-grade students' ability to stress words, featuring 20 carefully selected terms from units 1 to 5 of the English textbook used at Kim Dong Primary School in Hai Phong These words were chosen to encompass various difficulty levels and stress patterns, ensuring a comprehensive assessment of students' proficiency.
The test was conducted in a written format, where each word was presented individually Students needed to identify the stressed syllable for each word by marking it with a designated symbol or highlighting it.
The test was conducted in a controlled classroom setting, allowing students a specific duration of 20 minutes to complete it This time limit was established considering the expected difficulty and the total word count of the test.
Clear and concise test instructions were provided to ensure students understood the task, including the purpose of the test and specific guidance on marking or highlighting stressed syllables.
The test scoring system evaluated students on their ability to accurately identify stressed syllables, with each correct identification earning a specific number of points The total score for the test could reach a maximum of 100 points.
The students' responses were securely collected and recorded for analysis, allowing for an evaluation of their proficiency in applying stress rules This process also helped identify common mistakes related to stress placement in English words.
The researcher implemented a standardized procedure for test administration to maintain consistency and ensure fair measurement of students' proficiency in word stress The resulting test data offered valuable quantitative insights that contributed to the analysis and findings of the study on teaching stress rules in English to 5th-grade students.
According to Dửrnyei (2003), questionnaires are effective tools for gathering important information regarding the factual, behavioral, and attitudinal characteristics of respondents They enable the collection of responses from a large audience quickly, and the option for anonymity can promote more honest feedback.
In this study, both English teachers and students were invited to attend and complete the survey
A total of 40 fifth-grade students participated in two survey questionnaires aimed at understanding their perspectives on word stressing in English The first questionnaire focused on their opinions about learning and teaching word stressing, while the second assessed their attitudes towards learning stressing rules Designed for clarity and comprehension, the questionnaires were simple and appropriate for primary students, utilizing a five-point Likert scale All items, originally in English, were translated into Vietnamese to ensure accessibility.
The study utilized two questionnaires designed with child-friendly language to assess understanding The first questionnaire included 10 questions and took around 20 minutes for students to complete, while the second also had 10 questions but required only about 10 minutes Both questionnaires employed a Likert scale, allowing responses from "Strongly Agree" to "Strongly Disagree."
A survey was conducted with five English teachers to gather their opinions on teaching word stressing in the classroom The questionnaires were designed for clarity and ease of completion, allowing teachers to respond quickly Utilizing a five-point Likert scale and items from previous studies, the questionnaire comprised 10 questions and took approximately 20 minutes to complete.
To make clear the selected- response questions in the questionnaire, the researcher conducted a follow- up interview According to Kvale (1996;
Interviews are more effective than questionnaires in gathering narrative data, allowing researchers to explore individuals' perspectives in greater depth (2003) Cohen et al (2007) emphasized that interviews are valuable for understanding the construction and negotiation of meanings in natural settings This method empowers interviewees to articulate their thoughts and feelings in their own voice (Berg, 2007).
In this study, a questionnaire was administered to 40 fifth-grade students and 5 English teachers; however, the data collected was insufficient to adequately address the research questions Consequently, the researcher determined that additional measures were necessary to gather more comprehensive information.
Data collection procedures
The data collection for this research was carried out over a period of 8 weeks, following a chronological order of procedures
The researcher obtained approval from the school board and principal to investigate the challenges faced by students and English teachers regarding word stress in English Following the approval, participant recruitment for the study commenced in the first week.
Subsequently, the researcher attended the English classroom for observation of the words stressed taught and learned from unit 1 to unit 5 in
During the second to sixth weeks, the researcher prepared for data collection, which commenced in the seventh week This phase involved introducing various data collection tools to the students, including a 20-minute test, three survey questionnaires that each took 20 minutes to complete, and individual interviews lasting 5 minutes per participant.
Finally, in the eighth week, the collected data was sorted and analyzed to draw conclusions and implications for further study.
Data analysis methods
In Ivankova's (2015) action research, qualitative data were analyzed using inductive coding, which involved multiple careful scans of the data to identify emerging categories and themes These identified codes and themes were then quantified by counting their frequencies, allowing for the calculation of frequencies and percentages, which facilitated a more convenient analysis.
The researcher employed various research instruments, including tests, questionnaires, and semi-structured interviews, to effectively gather data and address the research question.
The quantitative data for this study was derived from students' test results, analyzed using SPSS v.20 software to generate descriptive statistics The primary measure employed was the mean, calculated by summing all individual scores and dividing by the total number of participants As a measure of central tendency, the mean indicates the average value within a distribution It represents the arithmetic average of scores, but it is important to note that the mean can be influenced by extreme values, particularly in small population samples.
The survey questionnaire, adapted from previous studies, utilized a five-point Likert Scale for responses, allowing students to indicate their agreement levels from "Strongly Agree" to "Strongly Disagree." Participants selected only the items relevant to their experiences Consequently, the data analysis method varied significantly Initially, the researcher reviewed the collected questionnaire data and transcribed the interviews Using SPSS version 20, the researcher calculated frequencies and created frequency tables regarding students' perceptions of word stress in English classrooms The data was coded and entered into the software, with multiple response questions analyzed according to the procedures detailed in Appendix 3 Findings were presented in tables and figures, while interview data underwent qualitative analysis to assess students' attitudes toward word stress instruction The analysis was conducted solely by the researcher to ensure consistency and minimize bias.
Summary
This chapter offers a concise overview of the research methodology, study procedures, and the context of teaching and learning word stress involving 40 fifth-grade students and 5 English teachers at Kim Dong Primary School It also details the participants and the data collection instruments used, including tests, questionnaires, and interviews, along with the procedures for data collection and analysis.
DATA ANALYSIS AND FINDINGS
Data analysis
The researcher collected data for the study through tests, questionnaires, and interviews involving 40 fifth-grade students and 5 English teachers at Kim Dong Primary School in Haiphong The word stress test focused on vocabulary from units 1 to 5, assigning 5 points for each correctly stressed word, totaling 20 words and a maximum score of 100 points.
After a test, 40 students participated in two 20-minute surveys to express their challenges with word stress and their attitudes towards learning stress rules in English at a school in Hai Phong City From this group, five students were chosen for interviews to gain deeper insights into their learning difficulties Additionally, five English teachers contributed to the study by completing surveys that explored their perceptions of teaching stress rules to 5th-grade students The teachers also participated in interviews to discuss the main challenges they face in teaching these rules and to describe the specific methods they currently use in their instruction.
34 to teach stressing rules in English to 5th-grade students as well as to address the challenges associated with teaching stressing rules effectively
This study evaluated the proficiency of 5th-grade students at Kim Dong Primary School in Hai Phong in applying English stressing rules A test comprising 20 words from the first five units of their English textbook was administered, requiring students to identify stressed syllables within a 20-minute timeframe The results yielded quantitative data that informed the analysis and findings regarding the teaching of stressing rules in English to these students.
The test results reveal significant variations in students' proficiency in word stress placement, with mean scores ranging from 2.125 to 4.625 and an overall average of 3.5, indicating a moderate level of proficiency While some students consistently excelled, achieving high scores, others struggled with identifying stressed syllables, leading to lower scores The analysis highlights that certain words, specifically W1, W4, W7, and W11, were easier for students, as evidenced by higher scores, whereas words W8, W9, W10, W12, W13, W14, W16, W17, W18, and W20 presented more challenges, resulting in lower proficiency in stress placement.
The analysis of the data from Table 2 revealed that students struggled to achieve the highest score in the word stress test, where each correct word was valued at 5 points Notably, none of the students managed to reach the maximum score across the 20 words assessed.
100 points, indicating that they lacked the ability to properly stress words and were unfamiliar with stress rules
Figure 1 Score of the test for each student
Additionally, from the mean score of the test shown in Figure 2 (see appendix), the researcher observed that the scores ranged from 2.215 (for the
Score of the test for each student
The analysis reveals a significant difference in stress patterns among students, with a score of 36 for the word "MOTOBIKE" compared to 4.625 for "CITY AND QUIET." This indicates that while students were generally proficient in stressing "CITY AND QUIET," they faced challenges in correctly stressing "MOTOBIKE."
Figure 2 The mean score for each word stressed
An analysis of the scores from 40 students reveals that none achieved the highest score, with results ranging from 55 to 80 points This suggests a lack of knowledge and skills necessary for correctly emphasizing words.
Figure 3 The Total Score for Each Words Stressed
The test results confirm previous research indicating that students' native language and limited exposure to authentic English speech significantly affect stress patterns Variations in scores reflect individual differences in linguistic backgrounds and learning experiences Smith (2017) found that learners often transfer stress patterns from their native language to English, which complicates their ability to recognize and apply correct stressing rules This underscores the necessity of assessing students' proficiency in stress placement, as the test aims to do By identifying common mistakes, the results offer insights into how native language influences stress patterns and inform the creation of effective instructional strategies Additionally, Brown (2019) highlights the importance of providing practical exposure and opportunities for students to practice word stress rules in meaningful contexts.
Evaluating the proficiency of 38 students in word stress is crucial for effective communication By analyzing their test performance, insights can be gained into their application of stress rules in real-life contexts This approach supports previous research advocating for the integration of authentic language input and communicative activities in teaching stress rules Furthermore, assessing students' pronunciation skills through tests is a standard practice in the field, as highlighted by studies from Jackson (2018) and Johnson et al.
Research from 2019 highlights the critical role of explicit instruction and practice in stress placement The assessment utilized in this study serves to measure student progress and pinpoint challenges, supporting the recommendation to dedicate specific instructional time and incorporate stress rules into diverse language activities and tasks.
The test results offer valuable insights into 5th-grade students' proficiency in applying stressing rules in English, highlighting specific challenges they encounter These findings can guide the creation of targeted instructional strategies to improve students' understanding and application of these rules Additionally, the results establish a baseline for tracking students' progress and assessing the effectiveness of teaching methods aimed at enhancing pronunciation skills While the findings are specific to students at Kim Dong Primary School in Hai Phong, they contribute to a broader understanding of proficiency in stressing words and lay the groundwork for future research and instructional interventions.
4.1.2 Data analysis of survey questionnaires
4.1.2.1 The first survey questionnaire to students
There are ten questions given out for students to answer regarding the relate problems and the researched have the collected data as below:
Table 2: The percentage of students share their opinion on words stressed
Agree Agree Neutral Disagree Strongly
Q1: Do your English teachers speak English in the classroom when teaching?
Q2 Do you have the opportunity of speaking
Q3: Do your teachers instruct you on how to assign the most important stress in sentences?
Q4: Do you practice new words after class? 10 % 15% 10 % 50% 15%
Q5: Do you check the stress patterns of English words while looking up their meanings from a dictionary?
Q6: Do you practice word stress at home? 15% 10 % 25% 37.5% 12.5%
Q7: Do your teachers assess your use of word stress while you are speaking?
Q8: Are you highly motivated to apply word stress?
Q9: Do teachers use Labs when they are teaching stress to you?
Q10: Does the large number in the classroom and time limitation prevent you from participating efficiently in oral tasks?
In response to the question, "Do your English teachers speak English in the classroom when teaching?", a significant majority of students, 77.5%, either agreed or strongly agreed that their teachers use English during lessons Conversely, 12.5% of students disagreed or strongly disagreed, indicating that English is not used exclusively in the classroom This suggests that the limited use of English by teachers may contribute to students' challenges in language acquisition.
Figure 4 Q1: Do your English teachers speak English in the classroom when teaching?
In response to the question, "Do you have the opportunity to speak English in the classroom?", the data reveals that only 20% of students agree or strongly agree, indicating a significant lack of opportunities for English speaking This deficiency may contribute to their difficulties in correctly stressing English words The researchers suggest that factors such as shyness, fear of making mistakes, and limited exposure to the English language could hinder students' ability to communicate effectively in English.
Q1: Do your English teachers speak English in the classroom when teaching?
Figure 5 Q2 Do you have the opportunity of speaking English in classroom?
In response to the question about whether teachers instruct students on assigning stress in sentences, data reveals that a significant portion of students, 37%, selected "neutral," indicating a lack of emphasis on teaching stress rules Only 30% reported receiving instruction on this aspect, suggesting that stress assignment is often addressed incidentally rather than systematically Additionally, 32.5% of students disagreed or strongly disagreed with the notion that they were taught how to assign stress in sentences.
Figure 6 Q3: Do your teachers instruct you on how to assign the most important stress in sentences?
Q2 Do you have the opportunity of speaking English in classroom?
Q3: Do your teachers instruct you on how to assign the most important stress in sentences?
In response to the fourth question, "Q4: Do you practice new words after class?", the findings reveal that only 25% of students reported practicing new vocabulary outside of class, while a significant 65% did not engage in any practice This lack of practice may stem from uncertainty about how to effectively practice or a failure to recognize the importance of doing so Consequently, the limited exposure to new words after class appears to hinder students' ability to master word stress placement.
Figure 7 Q4: Do you practice new words after class?
Findings
The analysis of different data proved that students did not achieve the
60 highest point at words stressed and they also gave out their opinion related to the difficulties that they are facing on stressing words from interview and questionnaires
4.2.1 What are the most common types of mistakes committed by the students under research in using English stress rules?
This study analyzed data from 40 participants who completed tests, questionnaires, and interviews The quantitative results indicated a significant lack of knowledge among students at Kim Dong Primary School in Haiphong regarding word stress, with no student achieving the highest score and a maximum score of only 80 points This highlights a deficiency in their understanding of stressing rules Additionally, insights from the questionnaires and interviews shed light on the reasons for the errors in word stress placement.
The results of this study align with previous research in the field Smith
Students' native language significantly affects their stress patterns in English, often causing pronunciation errors and difficulties in comprehension and production This transfer of stress patterns can hinder effective communication Additionally, limited exposure to authentic English speech outside the classroom further challenges students' ability to understand and apply proper stressing rules.
The interview data reinforced the questionnaire findings, highlighting several factors that hinder students' ability to place stressed words correctly Key issues include insufficient practice, limited understanding of syllabic structure, vowel mispronunciation, the teaching methods used, and students' overall proficiency.
Key challenges identified include 61 motivations, aligning with previous research Brown (2019) stressed the importance of offering students opportunities to practice and apply word stress rules in meaningful contexts Additionally, Garcia (2016) emphasized the need to consider individual learning styles and preferences to effectively engage students in the learning process.
This study reveals the difficulties 5th-grade students encounter in mastering English stressing rules, which are influenced by their native language, limited exposure to authentic English, and various motivational factors To improve students' understanding and application of these rules, educators should address these challenges by offering practical exposure, integrating stress patterns into their teaching, and accommodating individual learning needs The findings enrich the existing literature on teaching stressing rules and offer valuable insights for educators, researchers, and curriculum developers.
4.2.2 What is the attitude of 5th-grade students towards learning stressing rules in English at a school in Hai Phong City?
The data from the questionnaire highlights a contrast among the attitudes of 5th-grade students towards learning stressing rules in English at a school in Hai Phong City
A notable 67.50% of participants agree that stressing rules in English is crucial for effective communication, highlighting their importance In contrast, there is a marked disparity in the participants' confidence regarding their ability to apply these stressing rules accurately.
Only 25% of students express confidence in understanding stressing rules, while 50% find the concept challenging, indicating a need for targeted instruction and support The majority of students (62.50%) perceive learning stressing rules as difficult, highlighting the necessity for tailored teaching strategies Additionally, mixed responses regarding motivation, enjoyment of activities, and satisfaction with teaching methods reveal diverse student attitudes These findings underscore the importance of individualized support and engaging instructional practices to improve students' motivation, enjoyment, and progress in mastering stressing rules in English.
Students in Hai Phong City exhibit mixed attitudes towards learning stressing rules in English, recognizing their importance for clear communication but showing varying confidence and proficiency in their application This indicates a need for targeted instruction to bridge the gap and enhance students' confidence The perception of learning stressing rules as challenging emphasizes the necessity for effective teaching methods to improve comprehension Additionally, the diverse responses regarding motivation, enjoyment, and perceived effectiveness of teaching highlight the importance of individualized support and engaging instructional practices Ultimately, addressing students' difficulties and fostering a supportive learning environment can lead to better understanding and application of stressing rules in English.
4.2.3 What are the primary challenges encountered in teaching stressing rules in English to 5th-grade students at the selected school in Hai Phong City?
The primary challenges in teaching English stress rules to 5th-grade students at a selected school in Hai Phong City, as identified through interviews and surveys, can be better understood by examining relevant previous studies in the field.
The impact of students' native language poses a considerable challenge in learning English Research indicates that learners often carry over stress patterns from their first language, which complicates their ability to recognize and implement correct stress rules in English (Smith, 2017) This transfer can result in pronunciation mistakes and impede students' comprehension and spoken English skills (Johnson).
A significant challenge in language learning is the limited exposure to authentic English speech beyond the classroom Research indicates that encountering genuine language input is essential for mastering accurate stress patterns in speech.
Insufficient exposure to diverse English speech can hinder students' ability to apply stressing rules in conversations, impacting their comprehension and communication skills Time constraints in the curriculum limit the instructional time dedicated to teaching these rules, making it difficult for students to internalize and master them Additionally, students' fear of making pronunciation mistakes, along with their individual learning differences and preferences, further complicates the teaching of stressing rules Research indicates that self-consciousness and anxiety about pronunciation play significant roles in these challenges.
Students' reluctance to practice and experiment with stress rules can be influenced by various factors (Smith & Johnson, 2020) Moreover, the diverse learning styles and preferences of learners necessitate the use of differentiated instructional strategies to effectively engage them in the educational process (Garcia, 2016).
To enhance the teaching and learning of stressing rules in English for 5th-grade students in Hai Phong City, educators should leverage findings from previous studies to address specific challenges Solutions must consider the unique linguistic and contextual factors, as well as the characteristics of the students and their learning environment By applying evidence-based strategies, teachers can foster a supportive learning atmosphere that aids students in mastering stressing rules, ultimately improving their English pronunciation and communication skills.
4.2.4 What are the recommended solutions to this problem to improve the teaching and learning of stressing rules in English for 5th-grade students at the mentioned school?
Based on data gathered from interviews and surveys with English teachers, the main challenges in teaching stress rules to 5th-grade students in Hai Phong City include the influence of students' native language, limited exposure to authentic English speech, time constraints in the curriculum, and students' fear of making pronunciation mistakes These factors, corroborated by previous research, lead to difficulties in recognizing and applying proper stress rules, ultimately hindering students' comprehension, pronunciation, and effective communication Addressing these challenges is essential for improving the teaching of stress rules in English.
Summary
This chapter presents a thorough analysis of data collected from three instruments: tests, questionnaires, and interviews The questionnaire responses were analyzed quantitatively, with frequencies and percentages calculated for each item Additionally, qualitative analysis of student interviews was conducted to address the second research question The researcher utilized Microsoft Excel to compute the mean scores from the test data The findings from this analysis effectively address both research questions.