Luận văn strategies to enhance the understanding of english intonation for the development of communicative language ability among second language learners

Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach inton

Những chiến lược tăng cường sự hiểu biết rễ ngữ diệu Hễng Anh nhằm phat

triển năng lực ngôn ngữ giaa tiễn của người học ngân ngit hai

M.A MINOR THESIS

Field: English Linguistics

Code: 602215

Thanoi - 2012

VIETNAM NATIONAT, UNIVERSITY, HANOT

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES,

VACULTY OF POST-GRADUATE STUDLES

MAI THI H

STRATEGIES TO ENHANCE THE UNDERSTANDING OF ENGLISH INTONATION FOR THE DEVELOPMENT OF COMMUNICATIVE LANGUAGE ABILITY AMONG SECOND LANGUAGE LEARNERS

Những chiến lược lăng cường sự hiểu biết về ngữ điện đỗng Anh nhằm phái

triển năng lực ngôn ngữ giao tiếp của người học ngân ngữ lai

M.A MINOR THESIS

Field: English Linguistics

Code: 602215

Supervisor: Dr Hujnh Anh Tuấn

Hanoi - 2012

1.1 Rationale for the study

1.2 Aims of the study

1.3 Scope of the study

1.4 Methods of the study

1.4.1 Roscarch questions

1.4.2 Rescarch approach

1.4.3 The participants

1.4.A Data collection methods

1.4.5 Data collection procedure

1.2.2 Systems of English intonation

1.3.3 Structure of English mtonation

1.2.4 Basie tune shapes of English intonation

1.2.4.1, The falling tune

1.2.4.2 The first rising hue

12.4.3 The second rising tune

1.2.4.4, The falling-vising tune

1.2.5, Functions of English intonation

natural as they want to ‘The problem is most often the use of the wrong intonation of

SCTIICTICGS

As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge ‘The time for inlonation twaching and leaning is limited Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should

do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled:

“Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont

T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening

1.2 Aims of the study

This study is carried out in order to:

1.2.1 Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication

1.2.2 Make suggestions to help teachers of English give successful lessons on English

jnlonatian

1.3 Scope of the study

This study only focuses on some domam as follows:

- Only Southern British intonation

- In the process of analyzing, intonation is mainly shown through descriptions based on given theories

+ The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth

‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

natural as they want to ‘The problem is most often the use of the wrong intonation of

SCTIICTICGS

As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge ‘The time for inlonation twaching and leaning is limited Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should

do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled:

“Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont

T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening

1.2 Aims of the study

This study is carried out in order to:

1.2.1 Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication

1.2.2 Make suggestions to help teachers of English give successful lessons on English

jnlonatian

1.3 Scope of the study

This study only focuses on some domam as follows:

- Only Southern British intonation

- In the process of analyzing, intonation is mainly shown through descriptions based on given theories

+ The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth

‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

1.4, Methods of the study

1.4.1, Research questions

‘This study is to answet two questions:

1.4.1 Do the strategies suggested in the study help second language leamers enhance their understanding of English intomation?

1.4.2 Is knowledge of Linglish intonation helpfid for the development of second language learners’ communicative language ability?

1.4.3, The participants

The participants in my study are 100 first-year students at Quang Ninh Liniversity of

Industry, divided into two groups: experimental group (50 students) and control group (50

students)

1.4.4 Data collection methods

Two mncthods of collccting data are applied tests and questionnaire

There are two kinds of tests admuistered in the study meta-linguistic tests and listening

comprehension tests

The questionnaire consists of 10 questions to investigate the strategies used by learners

when they

ait English intonation Questions | lo 9 are closed questions Question 10 is

open ended for leamers to give their own opinions about the strategies they used

1.4.5 Data collection procedure

First, the participants af the lwo groups did a pre-test

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

PART A: INTRODUCTION

1.1 Rationale of the study

Nowadays, English is more and more popular all over the world With the rapid pace of integration and globalization, English has become a golden key io opening the door of amany ficlds such as commerce, communication, science and technology throughout the world, That is why people want to learn English for their interests ‘Therefore, to meet the

dernand of the soci:

il is very necessary to teach Cnglish in schools af all levels, When teaching and learning, what teachers and learners desire to master English to reach the

highest target is to get well in communication

Apart tom extra-linguistic factors, language users’ competence in such intra-linguistic feattues as grammar, vocabulary and pronunciation have an effect on their successfill communication, [tis gencrally assumed that pronunciation is a direct fhetor participating in conversations between speakers and listeners and difficulties in communicating may be caused by Tinproper pronunciation Thus the growing emphasis on gonnnumieahve approaches lo (saching English has placcd highor demands for correct pronunciation When dealing with teaching pronunciation, we have to mention all its components such as sounds (vowels and conscnants), intonation and 30 on, of which intonation is a main

component Tnlonation cxists in every language and is crucial far communication as a

device to indicate the meaning intended and as a tool to indicate the feelings of the speaker Intonation plays a very important role in helping other people understand what the

ts of the them

spe coumumication and thus bh

follow the structure of the communication Using English without knowledge of intonation

can create troubles for leamers of English in communication Incorrect intonation can resull in misunderstandings and losing inlerest among inlzrlocuters or may sven cause unwanted offences Despite this fact, it seems that teaching and Jeaming intonation has been paid inadequate attention to It may be because of some reasons In the official

textbooks al schools used for teacking English, there arc few exercises and there is Vittles

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

natural as they want to ‘The problem is most often the use of the wrong intonation of

SCTIICTICGS

As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge ‘The time for inlonation twaching and leaning is limited Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should

do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled:

“Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont

T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening

1.2 Aims of the study

This study is carried out in order to:

1.2.1 Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication

1.2.2 Make suggestions to help teachers of English give successful lessons on English

jnlonatian

1.3 Scope of the study

This study only focuses on some domam as follows:

- Only Southern British intonation

- In the process of analyzing, intonation is mainly shown through descriptions based on given theories

+ The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth

‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

natural as they want to ‘The problem is most often the use of the wrong intonation of

SCTIICTICGS

As a teacher of Rnglish al Quang Ninh University of Indusiry, 1 have experienced problems in teaching English intonation The classes are not divided based on the students” English proficiency, and the number of students in each class is normally huge ‘The time for inlonation twaching and leaning is limited Therefore, iLis quite diffivull to facilitate teaching and Jearning in general, Coping with the fact, as a language teacher, I always think of how to find suitable methods to teach intonation and mediate what teachers should

do to teach intonation effectively and how teachers should make students become interested in this aspect of pronunciation, For the above reasons, the study entitled:

“Strategies to erihance the understanding of English intonation tor the development of communicative language ability among second language learners” was chosen to carry ont

T hope that my work can help lcaners of English have gzcater awarcness and understanding of intonation to facilitate their speaking and listening

1.2 Aims of the study

This study is carried out in order to:

1.2.1 Help leamers of English have a thorough knowledge of English intonation and its uses in daily communication

1.2.2 Make suggestions to help teachers of English give successful lessons on English

jnlonatian

1.3 Scope of the study

This study only focuses on some domam as follows:

- Only Southern British intonation

- In the process of analyzing, intonation is mainly shown through descriptions based on given theories

+ The study is aimed al the loamers of English al pro-intormediale lovel al Quang Ninth

‘University of Industry to find out how much they know about intonation in English and applying some strategies in teaching and learning English to help the learners get the knowledge of Lnglish intonation for the development of Listening in particular

PART A: INTRODUCTION

1.1 Rationale of the study

Nowadays, English is more and more popular all over the world With the rapid pace of integration and globalization, English has become a golden key io opening the door of amany ficlds such as commerce, communication, science and technology throughout the world, That is why people want to learn English for their interests ‘Therefore, to meet the

dernand of the soci:

il is very necessary to teach Cnglish in schools af all levels, When teaching and learning, what teachers and learners desire to master English to reach the

highest target is to get well in communication

Apart tom extra-linguistic factors, language users’ competence in such intra-linguistic feattues as grammar, vocabulary and pronunciation have an effect on their successfill communication, [tis gencrally assumed that pronunciation is a direct fhetor participating in conversations between speakers and listeners and difficulties in communicating may be caused by Tinproper pronunciation Thus the growing emphasis on gonnnumieahve approaches lo (saching English has placcd highor demands for correct pronunciation When dealing with teaching pronunciation, we have to mention all its components such as sounds (vowels and conscnants), intonation and 30 on, of which intonation is a main

component Tnlonation cxists in every language and is crucial far communication as a

device to indicate the meaning intended and as a tool to indicate the feelings of the speaker Intonation plays a very important role in helping other people understand what the

ts of the them

spe coumumication and thus bh

follow the structure of the communication Using English without knowledge of intonation

can create troubles for leamers of English in communication Incorrect intonation can resull in misunderstandings and losing inlerest among inlzrlocuters or may sven cause unwanted offences Despite this fact, it seems that teaching and Jeaming intonation has been paid inadequate attention to It may be because of some reasons In the official

textbooks al schools used for teacking English, there arc few exercises and there is Vittles

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

1.4, Methods of the study

1.4.1, Research questions

‘This study is to answet two questions:

1.4.1 Do the strategies suggested in the study help second language leamers enhance their understanding of English intomation?

1.4.2 Is knowledge of Linglish intonation helpfid for the development of second language learners’ communicative language ability?

1.4.3, The participants

The participants in my study are 100 first-year students at Quang Ninh Liniversity of

Industry, divided into two groups: experimental group (50 students) and control group (50

students)

1.4.4 Data collection methods

Two mncthods of collccting data are applied tests and questionnaire

There are two kinds of tests admuistered in the study meta-linguistic tests and listening

comprehension tests

The questionnaire consists of 10 questions to investigate the strategies used by learners

when they

ait English intonation Questions | lo 9 are closed questions Question 10 is

open ended for leamers to give their own opinions about the strategies they used

1.4.5 Data collection procedure

First, the participants af the lwo groups did a pre-test

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

1.4, Methods of the study

1.4.1, Research questions

‘This study is to answet two questions:

1.4.1 Do the strategies suggested in the study help second language leamers enhance their understanding of English intomation?

1.4.2 Is knowledge of Linglish intonation helpfid for the development of second language learners’ communicative language ability?

1.4.3, The participants

The participants in my study are 100 first-year students at Quang Ninh Liniversity of

Industry, divided into two groups: experimental group (50 students) and control group (50

students)

1.4.4 Data collection methods

Two mncthods of collccting data are applied tests and questionnaire

There are two kinds of tests admuistered in the study meta-linguistic tests and listening

comprehension tests

The questionnaire consists of 10 questions to investigate the strategies used by learners

when they

ait English intonation Questions | lo 9 are closed questions Question 10 is

open ended for leamers to give their own opinions about the strategies they used

1.4.5 Data collection procedure

First, the participants af the lwo groups did a pre-test

vii

LIST OF TABLES AND CHARTS

Table 3.1 | Scores of two groups in the pre-teaching phase meta-linguistic | 30

tests 'fable3.2 | Sfatistics of two groups scores in the pre-teaching phase meta- | 3l

linguistic tests Table 3.3 | Scores of the experimental group's in the pre- and posi-teaching | 31

phase meta-linguistic tests Table 3.4 | Statistics of the experimental group’ in the pre- and post-| 31

teaching phase meta-linguistic tests Table 3.5 | Scores of the control graup in the pre-and post-teaching phase | 32

meta-linguistic tests Table 3.6 | Stafistics of the control group in the pre-and post-Icaching phase | 32

meta-linguistic tests Table 3.7 | Scores of two groups in the post-teaching phase meta-linguistic | 32

tests Table 3.8 | Statistics of two groups in the past-teaching phase meta-linguistic | 32

tests Table 3.9 | Scores of two graups’ listening comprehension tests in the pre-| 33

teaching phase Table 3.10 | Statistics of two groups’ scores in listening comprehension tests in | 33

the pre-teaching phase

“Table 3.11 _| Scores af the experimental group’s listening camprehension tests in | 33

the pre- and post-teaching phase

‘Table 3.12 _| Statistics of the experimental graup’s listening comprehension tests | 34

in the pre-and post-teaching phase

‘Table 3.13 | Scores of the control group in the pre- and post-eaching phase | 34

listening comprehension tests

“Table 3.14 | Statistics of the control group in the pre- and post-teaching phase | 34

listening comprehension tests

“Tab Scores of two groups in the postteaching phase listening | 35

PART A: INTRODUCTION

1.1 Rationale of the study

Nowadays, English is more and more popular all over the world With the rapid pace of integration and globalization, English has become a golden key io opening the door of amany ficlds such as commerce, communication, science and technology throughout the world, That is why people want to learn English for their interests ‘Therefore, to meet the

dernand of the soci:

il is very necessary to teach Cnglish in schools af all levels, When teaching and learning, what teachers and learners desire to master English to reach the

highest target is to get well in communication

Apart tom extra-linguistic factors, language users’ competence in such intra-linguistic feattues as grammar, vocabulary and pronunciation have an effect on their successfill communication, [tis gencrally assumed that pronunciation is a direct fhetor participating in conversations between speakers and listeners and difficulties in communicating may be caused by Tinproper pronunciation Thus the growing emphasis on gonnnumieahve approaches lo (saching English has placcd highor demands for correct pronunciation When dealing with teaching pronunciation, we have to mention all its components such as sounds (vowels and conscnants), intonation and 30 on, of which intonation is a main

component Tnlonation cxists in every language and is crucial far communication as a

device to indicate the meaning intended and as a tool to indicate the feelings of the speaker Intonation plays a very important role in helping other people understand what the

ts of the them

spe coumumication and thus bh

follow the structure of the communication Using English without knowledge of intonation

can create troubles for leamers of English in communication Incorrect intonation can resull in misunderstandings and losing inlerest among inlzrlocuters or may sven cause unwanted offences Despite this fact, it seems that teaching and Jeaming intonation has been paid inadequate attention to It may be because of some reasons In the official

textbooks al schools used for teacking English, there arc few exercises and there is Vittles

vi

3.11.2, Learners’ development of listening skill

3.1.2, Sirategies used by learners

1.2.5.4, The organization of information

1.2.5.2, The realisation of communicative functions

1.2.5.4, Tha expression af attitude

1.2.5.4, Syntactic structure

1.2.5.5, Textual structure

1.2.5.5 The identification of speech styles

1.3 Theories of language learning strategies

1.3.1, Definitions

1.3.2 Classification of Language Learning Strategies

1.3.2.4, Direct Language Learning Strategies

1.3.2.2 Indirect Language Learning Strategies

1.3.3 Characteristics of Language Learning Strategies

1.4 The relations between the competence of intonation and communicative language

ability

1.5 Strategies used to enhance the understanding English intonation for the development

of listening skill among second language leamers in the stndy