Luận văn an analysis on word stress errors commonly made by 12th grade students in le quy don high school hai phong and some solutions

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDLES: AN TII NGÀ AN ANALYSIS ON WORD STRESS ERRORS COMMONLY MADE BY

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDLES:

AN TII NGÀ

AN ANALYSIS ON WORD STRESS ERRORS COMMONLY MADE BY

12" GRADE STUDENTS IN LÊ QUÝ ĐÔN HIGH SCHOOL,

HÃI PHÒNG AND SOME SOLUTIONS

{ Phân tích các lỗi thờng gặp về trong âm từ của học sinh lớp

12 trường THPT Lê Quý Đôn Hải Phòng và một số giải pháp )

~M.A, MINOR 'THESIS-

English teaching methodology

601410

Hanoi, 2010

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDLES:

AN TII NGÀ

AN ANALYSIS ON WORD STRESS ERRORS COMMONLY MADE BY

12" GRADE STUDENTS IN LÊ QUÝ ĐÔN HIGH SCHOOL,

HÃI PHÒNG AND SOME SOLUTIONS

{ Phân tích các lỗi thờng gặp về trong âm từ của học sinh lớp

12 trường THPT Lê Quý Đôn Hải Phòng và một số giải pháp )

~M.A, MINOR 'THESIS-

Field : English teaching methodology

Hanoi, 2010

TABLE OF CONTENTS

PART A : INTRODUCTION

1, Rationale

2, Aims of the sludy

3, Scope of the SEUÄY eo

A, Significance of the study

3 Rescarcli qucsfiOT co eccsreiieerriee

PARI B : DEVELOPMENT

Chapter 1: Literature review

1, Role of errors in language learring

2, Role of stress in language Ìeatring

2.1 Stress and learners’ intelligibility

2.2 Some †hcorctical backpround †o the coIIecpf SỈTc5s co een

2.2.1 Nature of syilable

2.2.2 Slructure of syllable

2.3.3 Characterisiics ofstressed and tsiTessed wordis

2.244 Nahreofstress 2.2.5 Schwa sound, 2.2.6 Marking of stress

2.2.7 Placement of word stress

4 Data analysis and findings

4.1 Findings fiom the questlonnairs

&

vi

LIST OF ABBREVIATIONS

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

3.1.1 Stndenis affitude toward learning word sirsss 4.1.2 Students’ awareness of the difficulty in ward stress lessons

20

21

4.1.3 Degree of students’ certainty in marking sirzss paitcrns for a word 21

4.1.4 Frequeney of students' arors in word stress

4.1.5 Students’ most common errors in word stress

4.1.6 Students’ expeelation Lowards the Leaching of word stress

4.2 Findings fiom the tests

42.1 Students’ faihwre to distinguish primary stress and secondary stress 4.2.2 Stress on the wrong syllables of mmulti-syllabic words

43.5 Students’ lack of motivation and concem

Chapter 3: Possible solutions

1 Totheteaehets con

2 Yo the students

3 othe school's managers

= To the course book designers

PARI C: CONCLUSION

1 Summary of the stnđy

2 Conolusion

3 _Limifation of the study

A Suggestions for farther study

Appendix 1: Survey questionnaire for students

Appendix 2: The spelling of the schwa in English

Appendix 3: Weak forrns oŸ words

Appendix 4: Production test and stress pattern key

22

22,

23 wed

VI

Wih the @gerlenoe of more than ten years working asa teacher of English in Le Quy Don High School, the researcher realizes that whenever her students spoak Engtish or do tests ơn phonetios, they seem to contront with a lot of difiiculties in using English word

stress, consequently, a lot of errors occur There errors are also committed by many of 12th

grade students who have learnt Bugtish in their high school fr 3 ysars and have had « chance to deal with English word stress in a few lessons Being aware of the problem and with the intention of helping students to overcome these difficulties and to perfect their knowledge of English word stress, the rescurcher decides lo choose the tille:

An analysis on word stress crrors commonly inade by 12 grade students in Le Quy

Don High school, Hal Phong and some solutions for her M.A thesis

Tl is hoped that the sindy, 10 some extent, will contribulz lo improving the teaching and leaming of English word stress in Le Quy Don High School in particular and English study in general

2 Aims of the stady

This study scts the following aims for investigation:

= To identify the most common word stress exors made by 12 ” grade students in Le

Quy Den High School both in tenns of thew perception and production

«To figure out the causes of these errors

«To suggest some solutions to English word stress teaching and learning

3 Scope of the study

Strass is one important part of English pronunciation, which consists of sentence stress and

word stress However, dug to bath limitad ime and oxperienec, this study only focuses on the errors in word stress derived fiom perception and production tests of the 12 grade

students of Linglish in Le Quy Don Lligh School Any attempt to study English word stress

errors on other aspeet is beyond the scope of tus thesis

4 Significance of the stady

‘The study aims at bringing about some benefits for teaching linglish word stress to high school students especially the students of Le Quy Don Tigh Schoot

In tems of foreign language teaching and leaming, the study telis about the students’ attitude and method in learning English word stress, where they need help and what sort of help they

nocd An oxplicil understanding why crrors arise can assist in adjusting teaching, techniques

vi

LIST OF ABBREVIATIONS

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

3.1.1 Stndenis affitude toward learning word sirsss 4.1.2 Students’ awareness of the difficulty in ward stress lessons

20

21

4.1.3 Degree of students’ certainty in marking sirzss paitcrns for a word 21

4.1.4 Frequeney of students' arors in word stress

4.1.5 Students’ most common errors in word stress

4.1.6 Students’ expeelation Lowards the Leaching of word stress

4.2 Findings fiom the tests

42.1 Students’ faihwre to distinguish primary stress and secondary stress 4.2.2 Stress on the wrong syllables of mmulti-syllabic words

43.5 Students’ lack of motivation and concem

Chapter 3: Possible solutions

1 Totheteaehets con

2 Yo the students

3 othe school's managers

= To the course book designers

PARI C: CONCLUSION

1 Summary of the stnđy

2 Conolusion

3 _Limifation of the study

A Suggestions for farther study

Appendix 1: Survey questionnaire for students

Appendix 2: The spelling of the schwa in English

Appendix 3: Weak forrns oŸ words

Appendix 4: Production test and stress pattern key

22

22,

23 wed

VI

vi

LIST OF ABBREVIATIONS

vi

LIST OF ABBREVIATIONS

LIST OF FIGURES

Eigure 1: 8uudenls sItude towsrds learning word.siress

Figure 2: Students” awareness of the difficulty in word stress lessons

Higure 3 : Students’ degree of certainty when marking stress pattem for a word

Figure 4: The frequency of students’ axrors in word stress

Figure 6 : Students’ expectation towards the teaching of word stress

Figure 7; Studenls ‘errors from the production Lest

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

PART A: ENTRODUCTION

1 Rationale

There is no doubt that making c1rors is part of learning and couceting crrots is part of teaching, As a result, error correction is one of the ways that make the process of teaching and learning more effective The tole of errors and error correction are considered 80 important in teaching and lcaming a forcign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil's learning i general and of the degree of maich balween his learning and syllabus and the teacher’s teaching one.” He also added that “Thanks to Exor Analysis, teachers know what language items their learners have already acquired, what they might not Inve been presented to, and what they have been langhl but havz not grasped accurately, which are considered as errors or mistakes”

Error Analysis seems to have received a great deal of attention ftom many linguists The importance of errors in theory and practice of teaching and learning languages can be seen

in the works by researchers such as Cordar §.P.(1967), Richards J.C.(1971), Dulay H.C

and Burt M.K.(1974) However, the errors analyzed in those studies come ftom their

learners aud imay be the characteristics of those learners ralher tham Vielrartese siuđenis"

In Vietnam, there is a mumber of studies on exrors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students’ cornmem errors dr grammar (Trinh Phan Thi Phong Lan-2005) and stadents’ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc, Untortunately, little concem is paid to errors on word

stress

It is undeniable that stress plays a very important role in Ioaming a forcign language and its pronunciation, It helps improve the learners’ speaking as well as listening skill A learner with correct rhytimn, intonation and sts

Besides, for immediate purposes, remedial lessons or exercises can be designed to help eliminate errors

In terms of material designing, the stady may assist designers in understanding the nature

of errors occurring to high school students, which is usefal fir them in sequencing and arranging larget language items in lext books in such a way (hal helps prevent error occurrence as mich as possible,

5 Research questions

Toachicve the aims insulioncd above, the following research questions arc addressed:

© Whal are the most corumon word slress crrors made by 12" grade students in Le

Quy Don High School?

© Whal are the causes of these errors?

© Whal should be done to reduce the students” errors?

6& Organization of the stuily

The study is organized into 3 parts, which are presented as follows

PART A- INTRODUCTION

Includes the rationale and the aim of the study It also specifics

the scope, the significance and provides the research questions as well as the onganivation of the study

PART B- DEVELOPMENT

Chapter 1- Literature review:

Mentions thearclical background of errors and word stress

In errors, this deals with notion of error, distinction among errors, mistakes, slips and attempts, error analysis and the importance of learners’ errors In word stress, it discusses

some definitions such as syllable and its structure, schwa

sound, nature of stress, the marking and levels of stress including mono-syllabic, bi-sylfabic and mulli-syltabic words as well as weak forms of words

Chapter 2- The study

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

PART A: ENTRODUCTION

1 Rationale

There is no doubt that making c1rors is part of learning and couceting crrots is part of teaching, As a result, error correction is one of the ways that make the process of teaching and learning more effective The tole of errors and error correction are considered 80 important in teaching and lcaming a forcign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil's learning i general and of the degree of maich balween his learning and syllabus and the teacher’s teaching one.” He also added that “Thanks to Exor Analysis, teachers know what language items their learners have already acquired, what they might not Inve been presented to, and what they have been langhl but havz not grasped accurately, which are considered as errors or mistakes”

Error Analysis seems to have received a great deal of attention ftom many linguists The importance of errors in theory and practice of teaching and learning languages can be seen

in the works by researchers such as Cordar §.P.(1967), Richards J.C.(1971), Dulay H.C

and Burt M.K.(1974) However, the errors analyzed in those studies come ftom their

learners aud imay be the characteristics of those learners ralher tham Vielrartese siuđenis"

In Vietnam, there is a mumber of studies on exrors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students’ cornmem errors dr grammar (Trinh Phan Thi Phong Lan-2005) and stadents’ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc, Untortunately, little concem is paid to errors on word

stress

It is undeniable that stress plays a very important role in Ioaming a forcign language and its pronunciation, It helps improve the learners’ speaking as well as listening skill A learner with correct rhytimn, intonation and sts

Besides, for immediate purposes, remedial lessons or exercises can be designed to help eliminate errors

In terms of material designing, the stady may assist designers in understanding the nature

of errors occurring to high school students, which is usefal fir them in sequencing and arranging larget language items in lext books in such a way (hal helps prevent error occurrence as mich as possible,

5 Research questions

Toachicve the aims insulioncd above, the following research questions arc addressed:

© Whal are the most corumon word slress crrors made by 12" grade students in Le

Quy Don High School?

© Whal are the causes of these errors?

© Whal should be done to reduce the students” errors?

6& Organization of the stuily

The study is organized into 3 parts, which are presented as follows

PART A- INTRODUCTION

Includes the rationale and the aim of the study It also specifics

the scope, the significance and provides the research questions as well as the onganivation of the study

PART B- DEVELOPMENT

Chapter 1- Literature review:

Mentions thearclical background of errors and word stress

In errors, this deals with notion of error, distinction among errors, mistakes, slips and attempts, error analysis and the importance of learners’ errors In word stress, it discusses

some definitions such as syllable and its structure, schwa

sound, nature of stress, the marking and levels of stress including mono-syllabic, bi-sylfabic and mulli-syltabic words as well as weak forms of words

Chapter 2- The study

vi

LIST OF ABBREVIATIONS

Wih the @gerlenoe of more than ten years working asa teacher of English in Le Quy Don High School, the researcher realizes that whenever her students spoak Engtish or do tests ơn phonetios, they seem to contront with a lot of difiiculties in using English word

stress, consequently, a lot of errors occur There errors are also committed by many of 12th

grade students who have learnt Bugtish in their high school fr 3 ysars and have had « chance to deal with English word stress in a few lessons Being aware of the problem and with the intention of helping students to overcome these difficulties and to perfect their knowledge of English word stress, the rescurcher decides lo choose the tille:

An analysis on word stress crrors commonly inade by 12 grade students in Le Quy

Don High school, Hal Phong and some solutions for her M.A thesis

Tl is hoped that the sindy, 10 some extent, will contribulz lo improving the teaching and leaming of English word stress in Le Quy Don High School in particular and English study in general

2 Aims of the stady

This study scts the following aims for investigation:

= To identify the most common word stress exors made by 12 ” grade students in Le

Quy Den High School both in tenns of thew perception and production

«To figure out the causes of these errors

«To suggest some solutions to English word stress teaching and learning

3 Scope of the study

Strass is one important part of English pronunciation, which consists of sentence stress and

word stress However, dug to bath limitad ime and oxperienec, this study only focuses on the errors in word stress derived fiom perception and production tests of the 12 grade

students of Linglish in Le Quy Don Lligh School Any attempt to study English word stress

errors on other aspeet is beyond the scope of tus thesis

4 Significance of the stady

‘The study aims at bringing about some benefits for teaching linglish word stress to high school students especially the students of Le Quy Don Tigh Schoot

In tems of foreign language teaching and leaming, the study telis about the students’ attitude and method in learning English word stress, where they need help and what sort of help they

nocd An oxplicil understanding why crrors arise can assist in adjusting teaching, techniques

PART A: ENTRODUCTION

1 Rationale

There is no doubt that making c1rors is part of learning and couceting crrots is part of teaching, As a result, error correction is one of the ways that make the process of teaching and learning more effective The tole of errors and error correction are considered 80 important in teaching and lcaming a forcign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil's learning i general and of the degree of maich balween his learning and syllabus and the teacher’s teaching one.” He also added that “Thanks to Exor Analysis, teachers know what language items their learners have already acquired, what they might not Inve been presented to, and what they have been langhl but havz not grasped accurately, which are considered as errors or mistakes”

Error Analysis seems to have received a great deal of attention ftom many linguists The importance of errors in theory and practice of teaching and learning languages can be seen

in the works by researchers such as Cordar §.P.(1967), Richards J.C.(1971), Dulay H.C

and Burt M.K.(1974) However, the errors analyzed in those studies come ftom their

learners aud imay be the characteristics of those learners ralher tham Vielrartese siuđenis"

In Vietnam, there is a mumber of studies on exrors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students’ cornmem errors dr grammar (Trinh Phan Thi Phong Lan-2005) and stadents’ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc, Untortunately, little concem is paid to errors on word

stress

It is undeniable that stress plays a very important role in Ioaming a forcign language and its pronunciation, It helps improve the learners’ speaking as well as listening skill A learner with correct rhytimn, intonation and sts

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

Besides, for immediate purposes, remedial lessons or exercises can be designed to help eliminate errors

In terms of material designing, the stady may assist designers in understanding the nature

of errors occurring to high school students, which is usefal fir them in sequencing and arranging larget language items in lext books in such a way (hal helps prevent error occurrence as mich as possible,

5 Research questions

Toachicve the aims insulioncd above, the following research questions arc addressed:

© Whal are the most corumon word slress crrors made by 12" grade students in Le

Quy Don High School?

© Whal are the causes of these errors?

© Whal should be done to reduce the students” errors?

6& Organization of the stuily

The study is organized into 3 parts, which are presented as follows

PART A- INTRODUCTION

Includes the rationale and the aim of the study It also specifics

the scope, the significance and provides the research questions as well as the onganivation of the study

PART B- DEVELOPMENT

Chapter 1- Literature review:

Mentions thearclical background of errors and word stress

In errors, this deals with notion of error, distinction among errors, mistakes, slips and attempts, error analysis and the importance of learners’ errors In word stress, it discusses

some definitions such as syllable and its structure, schwa

sound, nature of stress, the marking and levels of stress including mono-syllabic, bi-sylfabic and mulli-syltabic words as well as weak forms of words

Chapter 2- The study

Wih the @gerlenoe of more than ten years working asa teacher of English in Le Quy Don High School, the researcher realizes that whenever her students spoak Engtish or do tests ơn phonetios, they seem to contront with a lot of difiiculties in using English word

stress, consequently, a lot of errors occur There errors are also committed by many of 12th

grade students who have learnt Bugtish in their high school fr 3 ysars and have had « chance to deal with English word stress in a few lessons Being aware of the problem and with the intention of helping students to overcome these difficulties and to perfect their knowledge of English word stress, the rescurcher decides lo choose the tille:

An analysis on word stress crrors commonly inade by 12 grade students in Le Quy

Don High school, Hal Phong and some solutions for her M.A thesis

Tl is hoped that the sindy, 10 some extent, will contribulz lo improving the teaching and leaming of English word stress in Le Quy Don High School in particular and English study in general

2 Aims of the stady

This study scts the following aims for investigation:

= To identify the most common word stress exors made by 12 ” grade students in Le

Quy Den High School both in tenns of thew perception and production

«To figure out the causes of these errors

«To suggest some solutions to English word stress teaching and learning

3 Scope of the study

Strass is one important part of English pronunciation, which consists of sentence stress and

word stress However, dug to bath limitad ime and oxperienec, this study only focuses on the errors in word stress derived fiom perception and production tests of the 12 grade

students of Linglish in Le Quy Don Lligh School Any attempt to study English word stress

errors on other aspeet is beyond the scope of tus thesis

4 Significance of the stady

‘The study aims at bringing about some benefits for teaching linglish word stress to high school students especially the students of Le Quy Don Tigh Schoot

In tems of foreign language teaching and leaming, the study telis about the students’ attitude and method in learning English word stress, where they need help and what sort of help they

nocd An oxplicil understanding why crrors arise can assist in adjusting teaching, techniques

vi

LIST OF ABBREVIATIONS

‘This is the core part of the research, which describes the

rescareh sclting, the subjects, the research mcthods as welt

as data analysis and findings

Chapter 3- Possible solutions

In the first parl, some possible solutions are given to help teachers and students in high schools overcome difficulties in teaching and leaming Engtish word stress as well as some recommendations far schoal’s facilitivs and course book designers

PART C- CONCLUSION

In this part, summary and conchision of the thesis are cmphasived Further more, Fimilations of the study and some suggestions for farther study are provided

3.1.1 Stndenis affitude toward learning word sirsss 4.1.2 Students’ awareness of the difficulty in ward stress lessons

20

21

4.1.3 Degree of students’ certainty in marking sirzss paitcrns for a word 21

4.1.4 Frequeney of students' arors in word stress

4.1.5 Students’ most common errors in word stress

4.1.6 Students’ expeelation Lowards the Leaching of word stress

4.2 Findings fiom the tests

42.1 Students’ faihwre to distinguish primary stress and secondary stress 4.2.2 Stress on the wrong syllables of mmulti-syllabic words

43.5 Students’ lack of motivation and concem

Chapter 3: Possible solutions

1 Totheteaehets con

2 Yo the students

3 othe school's managers

= To the course book designers

PARI C: CONCLUSION

1 Summary of the stnđy

2 Conolusion

3 _Limifation of the study

A Suggestions for farther study

Appendix 1: Survey questionnaire for students

Appendix 2: The spelling of the schwa in English

Appendix 3: Weak forrns oŸ words

Appendix 4: Production test and stress pattern key

22

22,

23 wed

VI

Besides, for immediate purposes, remedial lessons or exercises can be designed to help eliminate errors

In terms of material designing, the stady may assist designers in understanding the nature

of errors occurring to high school students, which is usefal fir them in sequencing and arranging larget language items in lext books in such a way (hal helps prevent error occurrence as mich as possible,

5 Research questions

Toachicve the aims insulioncd above, the following research questions arc addressed:

© Whal are the most corumon word slress crrors made by 12" grade students in Le

Quy Don High School?

© Whal are the causes of these errors?

© Whal should be done to reduce the students” errors?

6& Organization of the stuily

The study is organized into 3 parts, which are presented as follows

PART A- INTRODUCTION

Includes the rationale and the aim of the study It also specifics

the scope, the significance and provides the research questions as well as the onganivation of the study

PART B- DEVELOPMENT

Chapter 1- Literature review:

Mentions thearclical background of errors and word stress

In errors, this deals with notion of error, distinction among errors, mistakes, slips and attempts, error analysis and the importance of learners’ errors In word stress, it discusses

some definitions such as syllable and its structure, schwa

sound, nature of stress, the marking and levels of stress including mono-syllabic, bi-sylfabic and mulli-syltabic words as well as weak forms of words

Chapter 2- The study

LIST OF FIGURES

Eigure 1: 8uudenls sItude towsrds learning word.siress

Figure 2: Students” awareness of the difficulty in word stress lessons

Higure 3 : Students’ degree of certainty when marking stress pattem for a word

Figure 4: The frequency of students’ axrors in word stress

Figure 6 : Students’ expectation towards the teaching of word stress

Figure 7; Studenls ‘errors from the production Lest

LIST OF FIGURES

Eigure 1: 8uudenls sItude towsrds learning word.siress

Figure 2: Students” awareness of the difficulty in word stress lessons

Higure 3 : Students’ degree of certainty when marking stress pattem for a word

Figure 4: The frequency of students’ axrors in word stress

Figure 6 : Students’ expectation towards the teaching of word stress

Figure 7; Studenls ‘errors from the production Lest

LIST OF FIGURES

Eigure 1: 8uudenls sItude towsrds learning word.siress

Figure 2: Students” awareness of the difficulty in word stress lessons

Higure 3 : Students’ degree of certainty when marking stress pattem for a word

Figure 4: The frequency of students’ axrors in word stress

Figure 6 : Students’ expectation towards the teaching of word stress

Figure 7; Studenls ‘errors from the production Lest

PART A: ENTRODUCTION

1 Rationale

There is no doubt that making c1rors is part of learning and couceting crrots is part of teaching, As a result, error correction is one of the ways that make the process of teaching and learning more effective The tole of errors and error correction are considered 80 important in teaching and lcaming a forcign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil's learning i general and of the degree of maich balween his learning and syllabus and the teacher’s teaching one.” He also added that “Thanks to Exor Analysis, teachers know what language items their learners have already acquired, what they might not Inve been presented to, and what they have been langhl but havz not grasped accurately, which are considered as errors or mistakes”

Error Analysis seems to have received a great deal of attention ftom many linguists The importance of errors in theory and practice of teaching and learning languages can be seen

in the works by researchers such as Cordar §.P.(1967), Richards J.C.(1971), Dulay H.C

and Burt M.K.(1974) However, the errors analyzed in those studies come ftom their

learners aud imay be the characteristics of those learners ralher tham Vielrartese siuđenis"

In Vietnam, there is a mumber of studies on exrors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students’ cornmem errors dr grammar (Trinh Phan Thi Phong Lan-2005) and stadents’ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc, Untortunately, little concem is paid to errors on word

stress

It is undeniable that stress plays a very important role in Ioaming a forcign language and its pronunciation, It helps improve the learners’ speaking as well as listening skill A learner with correct rhytimn, intonation and sts

PART A: ENTRODUCTION

1 Rationale

There is no doubt that making c1rors is part of learning and couceting crrots is part of teaching, As a result, error correction is one of the ways that make the process of teaching and learning more effective The tole of errors and error correction are considered 80 important in teaching and lcaming a forcign language that a method called Error Analysis has developed and used as one of the most useful methods in studies related to teaching methodology Richards, JC (1984: 1) regarded Error Analysis as “a chief means of both assessing the pupil's learning i general and of the degree of maich balween his learning and syllabus and the teacher’s teaching one.” He also added that “Thanks to Exor Analysis, teachers know what language items their learners have already acquired, what they might not Inve been presented to, and what they have been langhl but havz not grasped accurately, which are considered as errors or mistakes”

Error Analysis seems to have received a great deal of attention ftom many linguists The importance of errors in theory and practice of teaching and learning languages can be seen

in the works by researchers such as Cordar §.P.(1967), Richards J.C.(1971), Dulay H.C

and Burt M.K.(1974) However, the errors analyzed in those studies come ftom their

learners aud imay be the characteristics of those learners ralher tham Vielrartese siuđenis"

In Vietnam, there is a mumber of studies on exrors such as the one conducted by Pham Dang Binh (2003), which focused on the most common errors made by Vietnamese adult learners and some others by M.A candidates focusing on students’ cornmem errors dr grammar (Trinh Phan Thi Phong Lan-2005) and stadents’ errors on stress at sentence level (Luu Thi Kim Nhung- 2003), etc, Untortunately, little concem is paid to errors on word

stress

It is undeniable that stress plays a very important role in Ioaming a forcign language and its pronunciation, It helps improve the learners’ speaking as well as listening skill A learner with correct rhytimn, intonation and sts

3.1.1 Stndenis affitude toward learning word sirsss 4.1.2 Students’ awareness of the difficulty in ward stress lessons

20

21

4.1.3 Degree of students’ certainty in marking sirzss paitcrns for a word 21

4.1.4 Frequeney of students' arors in word stress

4.1.5 Students’ most common errors in word stress

4.1.6 Students’ expeelation Lowards the Leaching of word stress

4.2 Findings fiom the tests

42.1 Students’ faihwre to distinguish primary stress and secondary stress 4.2.2 Stress on the wrong syllables of mmulti-syllabic words

43.5 Students’ lack of motivation and concem

Chapter 3: Possible solutions

1 Totheteaehets con

2 Yo the students

3 othe school's managers

= To the course book designers

PARI C: CONCLUSION

1 Summary of the stnđy

2 Conolusion

3 _Limifation of the study

A Suggestions for farther study

Appendix 1: Survey questionnaire for students

Appendix 2: The spelling of the schwa in English

Appendix 3: Weak forrns oŸ words

Appendix 4: Production test and stress pattern key

22

22,

23 wed

VI

LIST OF FIGURES

Eigure 1: 8uudenls sItude towsrds learning word.siress

Figure 2: Students” awareness of the difficulty in word stress lessons

Higure 3 : Students’ degree of certainty when marking stress pattem for a word

Figure 4: The frequency of students’ axrors in word stress

Figure 6 : Students’ expectation towards the teaching of word stress

Figure 7; Studenls ‘errors from the production Lest