Luận văn a study on factors affecting english pronunciation learning of hmong students at ham yen high school ham yen district tuyen quang province

bitl4EESPbdeE DO TII TIIU IÄNG Á STUDY ON FACTORS AFFECTING ENGLISH PRONUNCIATION LEARNING OF HMONG STUDNTS AT LAM YN LHGII SCHOOL, HAM YEN DISTRICT, TUYEN QUANG PROVINCE Nghiên cứu

VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

AAS ic dorfok bit bitl4EESPbdeE

DO TII TIIU IÄNG

Á STUDY ON FACTORS AFFECTING ENGLISH PRONUNCIATION

LEARNING OF HMONG STUDNTS AT LAM YN LHGII SCHOOL,

HAM YEN DISTRICT, TUYEN QUANG PROVINCE

Nghiên cứu những nhân tổ ảnh hưởng đến việc học phat âm Tiếng Anh của

học sinh người H?Mông trường THPT Hàm Yên,

huyện Hàm Yên, tỉnh Tuyên Quang

M.A MINOR PROGRAMME THESIS:

FIELD: ENGLISIL TEACLUNG METILODOLOGY CODE: 60140111

Hanoi, 2014

VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

AAS ic dorfok bit bitl4EESPbdeE

DO THI THU HANG

A STUDY ON FACTORS AFFECTING ENGLISH PRONUNCIATION

LEARNING OF HMONG STUDENTS AT HAM YEN HIGH SCHOOL,

TIAM YEN DISTRICT, TUYEN QUANG PROVINCE

Nghién céu nbang nhan té anh inréng din việc học phat âm ‘Tiéng Anh cia

học sinh người F’Méng trang THPT Ham Yén,

huyện Ham Yén, tinh Tuyén Quang

M.A MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

CODE: 60140111

SUPERVISOR: Dr TRAN 111 FILU ALLEN

Tlanoi, 2014

DECLARATION

| hereby certify that the thesis entitled “A study on factors affecting

English pronunciation learning of ethnic students in Ham Yen High School,

Ham Yon Distriel, Tuyon Quang province” is my own study in the fulfillment

of the requirement for the Degree of Master of Arts at the Faculty of Post

Graduale Studies, University of Languages and International Studies,

Victnam National University, Hanoi

Signature

Dé Thi Thu Hing

1 Rationale of the study wl

2 Objectives of the study wl

5 Methods of the study “2

6 Significance of the study 3

1.3.5 Attitude and motivation to learn

1 Rationale of the study wl

2 Objectives of the study wl

5 Methods of the study “2

6 Significance of the study 3

1.3.5 Attitude and motivation to learn

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

ABSTRACT

Ham Yen High School is a mountainous school where most of students

are ethnic They account for 63 percent of all students in the school, in which

Hmong students cover 43 percent Most of them have difficulty in Knglish

pronunciation learning Until now, no research on English pronunciation

learning of the elhnic learners al Iam Yen [gh School has been carried out

‘The researcher, therefore, decides to convey the research with the aim

of finding out factors affecting [Imong students’ pronunciation learning,

investigaling typival pronunciation orrors that Hmong students ofien commit,

and proposing possible suggestions Io achieve the objectives of the current

study the researcher use both qualilative and quantilalive methods The data

‘were obtained trom students’ survey questionnaires, students’ test result, and

teachers’ interview The data were then analyzed From the result, it can be

concluded that the first language transfer, language exposure, and aitiludes

and motivation are among the most significant factors affecting Hmong students’ pronunciation learning

Tt is hoped that this thesis will be uscful for teachers at Ham Yen High

School ta improve Hmong students’ pronunciation

PART €: CONCLUSION - 33

I Major findings : 33

LIST OF TABLES AND CIIARTS

Table 1: Ilmong students’ interest in learning English pronunciation

Table 2: ‘The purpose of teaching and learning pronunciation

Table 3: Students' evaluation on difficulty in leaming English consonants

Table4: Students’ answers for the test

‘Table 5: Factors affecting pronunciation learning

Table 6: Frequency of techniques used in teaching pronunciation

Table 7: The favourite techniques of learmng pronunciation

Chart 1: Students’ time on Fnglish pronunciation learnmg

Chart 2: The language students speak at home

PART €: CONCLUSION - 33

I Major findings : 33

PART €: CONCLUSION - 33

I Major findings : 33

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

PART €: CONCLUSION - 33

I Major findings : 33

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

LIST OF TABLES AND CIIARTS

Table 1: Ilmong students’ interest in learning English pronunciation

Table 2: ‘The purpose of teaching and learning pronunciation

Table 3: Students' evaluation on difficulty in leaming English consonants

Table4: Students’ answers for the test

‘Table 5: Factors affecting pronunciation learning

Table 6: Frequency of techniques used in teaching pronunciation

Table 7: The favourite techniques of learmng pronunciation

Chart 1: Students’ time on Fnglish pronunciation learnmg

Chart 2: The language students speak at home

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

ABSTRACT

Ham Yen High School is a mountainous school where most of students

are ethnic They account for 63 percent of all students in the school, in which

Hmong students cover 43 percent Most of them have difficulty in Knglish

pronunciation learning Until now, no research on English pronunciation

learning of the elhnic learners al Iam Yen [gh School has been carried out

‘The researcher, therefore, decides to convey the research with the aim

of finding out factors affecting [Imong students’ pronunciation learning,

investigaling typival pronunciation orrors that Hmong students ofien commit,

and proposing possible suggestions Io achieve the objectives of the current

study the researcher use both qualilative and quantilalive methods The data

‘were obtained trom students’ survey questionnaires, students’ test result, and

teachers’ interview The data were then analyzed From the result, it can be

concluded that the first language transfer, language exposure, and aitiludes

and motivation are among the most significant factors affecting Hmong students’ pronunciation learning

Tt is hoped that this thesis will be uscful for teachers at Ham Yen High

School ta improve Hmong students’ pronunciation

PART €: CONCLUSION - 33

I Major findings : 33

2.4 Data collection procedures

24.1, Hor the questionnaire

2.4.2 For the interview

2.4.3 For the test

3.1.2 Students’ pronunciation errors

3.1.3 Factors affecting Hmong students in pronunciation learning 21

3.1.4 Techmgues used in teaching pronunciation

3.1.5, Students’ expectations and teachers’ recommendations to teaching

3.4 Chapter summary 32

vit

LIST OF TABLES AND CIIARTS

Table 1: Ilmong students’ interest in learning English pronunciation

Table 2: ‘The purpose of teaching and learning pronunciation

Table 3: Students' evaluation on difficulty in leaming English consonants

Table4: Students’ answers for the test

‘Table 5: Factors affecting pronunciation learning

Table 6: Frequency of techniques used in teaching pronunciation

Table 7: The favourite techniques of learmng pronunciation

Chart 1: Students’ time on Fnglish pronunciation learnmg

Chart 2: The language students speak at home

ACKNOWLETGEMENTS

I would like to express my gratitude to all who have helped me in the

completion of this thesis

Firstly, | am deeply indebted to my supervisor, Dr ‘Tran ‘hi ‘thu Hien,

who has given me persistent consideration, enthusiastic encouragement,

and invaluable supervision throughout the writing of the thesis

Secondly, my thanks also go to all lecturers and the slaff of Faculty of

Post Graduate Studies, University of Languages and International Studies,

Vietnam National University, Uanoi for their useful lectures, materials,

guidance and enthusiasm during my course

Thirdly, | also thank my colleagues for their willingness to share their

ideas on this study and my students for their cooperation in completing the

survey questionnaires

Last but not least, 1 am indebted to my family and all my friends who

have kindly given me assistance and ancouragement Without them, this

study would have no such great motivation

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

ABSTRACT

Ham Yen High School is a mountainous school where most of students

are ethnic They account for 63 percent of all students in the school, in which

Hmong students cover 43 percent Most of them have difficulty in Knglish

pronunciation learning Until now, no research on English pronunciation

learning of the elhnic learners al Iam Yen [gh School has been carried out

‘The researcher, therefore, decides to convey the research with the aim

of finding out factors affecting [Imong students’ pronunciation learning,

investigaling typival pronunciation orrors that Hmong students ofien commit,

and proposing possible suggestions Io achieve the objectives of the current

study the researcher use both qualilative and quantilalive methods The data

‘were obtained trom students’ survey questionnaires, students’ test result, and

teachers’ interview The data were then analyzed From the result, it can be

concluded that the first language transfer, language exposure, and aitiludes

and motivation are among the most significant factors affecting Hmong students’ pronunciation learning

Tt is hoped that this thesis will be uscful for teachers at Ham Yen High

School ta improve Hmong students’ pronunciation

1 Rationale of the study wl

2 Objectives of the study wl

5 Methods of the study “2

6 Significance of the study 3

1.3.5 Attitude and motivation to learn

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

1 Rationale of the study wl

2 Objectives of the study wl

5 Methods of the study “2

6 Significance of the study 3

1.3.5 Attitude and motivation to learn

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ESL: English as a Second Language

11: First language

iv

ACKNOWLETGEMENTS

I would like to express my gratitude to all who have helped me in the

completion of this thesis

Firstly, | am deeply indebted to my supervisor, Dr ‘Tran ‘hi ‘thu Hien,

who has given me persistent consideration, enthusiastic encouragement,

and invaluable supervision throughout the writing of the thesis

Secondly, my thanks also go to all lecturers and the slaff of Faculty of

Post Graduate Studies, University of Languages and International Studies,

Vietnam National University, Uanoi for their useful lectures, materials,

guidance and enthusiasm during my course

Thirdly, | also thank my colleagues for their willingness to share their

ideas on this study and my students for their cooperation in completing the

survey questionnaires

Last but not least, 1 am indebted to my family and all my friends who

have kindly given me assistance and ancouragement Without them, this

study would have no such great motivation

LIST OF TABLES AND CIIARTS

Table 1: Ilmong students’ interest in learning English pronunciation

Table 2: ‘The purpose of teaching and learning pronunciation

Table 3: Students' evaluation on difficulty in leaming English consonants

Table4: Students’ answers for the test

‘Table 5: Factors affecting pronunciation learning

Table 6: Frequency of techniques used in teaching pronunciation

Table 7: The favourite techniques of learmng pronunciation

Chart 1: Students’ time on Fnglish pronunciation learnmg

Chart 2: The language students speak at home

ACKNOWLETGEMENTS

I would like to express my gratitude to all who have helped me in the

completion of this thesis

Firstly, | am deeply indebted to my supervisor, Dr ‘Tran ‘hi ‘thu Hien,

who has given me persistent consideration, enthusiastic encouragement,

and invaluable supervision throughout the writing of the thesis

Secondly, my thanks also go to all lecturers and the slaff of Faculty of

Post Graduate Studies, University of Languages and International Studies,

Vietnam National University, Uanoi for their useful lectures, materials,

guidance and enthusiasm during my course

Thirdly, | also thank my colleagues for their willingness to share their

ideas on this study and my students for their cooperation in completing the

survey questionnaires

Last but not least, 1 am indebted to my family and all my friends who

have kindly given me assistance and ancouragement Without them, this

study would have no such great motivation

LIST OF TABLES AND CIIARTS

Table 1: Ilmong students’ interest in learning English pronunciation

Table 2: ‘The purpose of teaching and learning pronunciation

Table 3: Students' evaluation on difficulty in leaming English consonants

Table4: Students’ answers for the test

‘Table 5: Factors affecting pronunciation learning

Table 6: Frequency of techniques used in teaching pronunciation

Table 7: The favourite techniques of learmng pronunciation

Chart 1: Students’ time on Fnglish pronunciation learnmg

Chart 2: The language students speak at home

1 Rationale of the study wl

2 Objectives of the study wl

5 Methods of the study “2

6 Significance of the study 3

1.3.5 Attitude and motivation to learn