Da Nang University
The University of Foreign Languages and Studies
RESEARCH METHODOLOGY
Topic :
ESP sophomores of UFL and English Pronunciation
Lecturer: Mr. Nguyễn Văn Tuyên
Group 15’s members:
1.
2.
3.
4.
5.
Đinh Thùy Trang (412312141140)
Nguyễn Thùy Trang (412312141141)
Huỳnh Thị Thùy Trang (412312141142)
Đoàn Thị Thanh Ngân (412312141122)
Huỳnh Mai Bảo Phương (412311141129)
Da Nang, October, 2015.
TABLE OF CONTENTS
Sample of Abbreviation.................................................................... 3
Chapter I: INTRODUCTION
I.1 The problem statement ..................................................................................... 4
I.2 A rationale for the research ............................................................................. 4
I.3 Statement of the scope of the study .................................................................. 5
I.4 Statement of the research aims & objectives .................................................... 5
I.5Research question ............................................................................................. 6
I.6 Hypothesis ....................................................................................................... 7
Chapter II: LITERATURE REVIEW
II.1 A review of previous studies related to the problem under investigation....... 8
II.2 Academic writing a literature review ............................................................ 10
Chapter III: RESEARCH METHODOLOGY
III.1 Research design .......................................................................................... 11
III.2 Research methodology ................................................................................. 11
III.3 Description of Population and Sample ........................................................ 11
III.4 Data collection ............................................................................................. 12
III.5 Instruments for analysis .............................................................................. 14
III.6 Data analysis ............................................................................................... 14
III.7 Discussion of reliability and validity ........................................................... 15
Chapter IV: CONCLUSION................................................................................ 17
Chapter V: APPENDICES (Questionnaire and Reference) ................................ 18
pg. 2
SAMPLE OF ABBREVIATION
ESP: English of Specific Purposes Department.
UFL: the University of Foreign Languages and
Studies.
ESL: English as Second Language.
APA: American Psychological Association.
pg. 3
CHAPTER I:
INTRODUCTION
I.1 The problem statement
Nowadays, English has become the most popular language in the world. A large
number of people around the world can use and understand English naturally and
automatically in their daily life. A lot of countries all over the world have uses
English as their native language such as Singapore, Canada, … In Viet Nam, there
are more and more students studying and learning English to seize an opportunity
to get a better job in the future. However, while studying English grammar and
vocabulary very hard, most of them seem to forget about practicing their English
pronunciation and that is the reason why Vietnamese people can’t improving their
English speaking and listening skill anymore despite spending much time on
mastering English. We must aware of wrong pronunciation causes lots of
misunderstanding when having conversations not only with one another but also
with foreigners. Especially, English pronunciation skill plays an important part in
ESP Sophomore’s major of UFL.
I.2 A rationale for the research
There are many reasons for us to interests in and decide to set up this research.
We found that there are many English studying students of UFL, especially,
students of ESP department ignore English pronunciation at first while it is very
important to speaking and listening skill that most of them are not good at.
The student’s result in speaking and listening exam at the end of each semester is
bad while they have not care anymore but they don’t realize that if we don’t focus
pg. 4
on English pronunciation skill, you will never have perfect speaking and listening
skill.
Despite taking part in a pronunciation course in the first year of university, student
whose major is English still have incorrect pronunciation. And it’s time for them
to realize and improve their pronunciation.
I.3 Statement of the scope of the study
Our Objects of this study are the ESP sophomores of UFL. Our topic is about
students’ pronunciation because firstly, pronunciation of Vietnamese people,
especially students at universities are not accurate, which makes some difficulties
in contacting and working with foreigners around the world. The objectives we
choose to do research are students at UFL department firstly, after that, we narrow
down our objectives into ESP sophomores due to the fact that we are sophomores,
who belong to UFL department, we conduct this study to help students at
university, ourselves also, to have a new view in learning pronunciation. Besides,
due to doing the research in the same university, we get easily information from
students and also save our time so much.
I.4 Statement of the research aims & objectives
This study research about the topic:
“ESP sophomores of UFL and English Pronunciation.”
pg. 5
The purpose of this study is for ESP sophomores of UFL to recognize the
importance of English pronunciation. Before you want to study grammar well, you
have to pronounce well.
We decide to make this research because of these reasons:
 To be easy to make research on the research population and sample (ESP
sophomores of UFL).
 To help ESP’s second-year students in UFL to aware of the pronunciation’s
importance in studying English.
 To make a new overlook about the better way to learn English in Viet Nam.
 Sophomore ‘pronunciation skill can be easily improve and correct in this
point of time and in next years of university.
I.5 Research question
This is part essential for this study. Some questions related to our research’s aims.
It absolutely focused on this study. It’s the best clearly for reader. We have some
questions to help reader understand deeply:
1. What do ESP sophomores of UFL think about the importance of
pronunciation in learning English?
2. Why must they focus on English pronunciation?
3. Which are factors that affect on their English pronunciation?
4. How to improve their pronunciation skill?
pg. 6
I.6 Hypothesis
Hypothesis is vital part that gives the research’s direction. And we base on the
hypothesis to find out answers for research question and focus on statement to the
research.
HYPOTHESIS :
“Most of ESP sophomores of UFL haven’t focused on English
pronunciation yet.”
pg. 7
Chapter II:
LITERATURE REVIEW
II.1 A review of previous studies related to the problem under investigation
The purpose of literature review is to find out the relevant and reliable source of
knowledge through some researches that have been done before. The reviews show
some definition about “pronunciation”, relevant statistic and some convince reason
why ESL learner should improve their pronunciation throughout the learning
process.
In-text cite :
1. One study (English UK Essay, 2013) point out the important of
pronunciation versus English learning process:
According to Fangzhi (1998:39), that it is important to pay attention to
pronunciation since it results in whether or not someone's message can be passed
or not by other people. Moreover, Gilbert (cited in Otlowsky, 2004:3) stated that if
someone cannot hear English well, she or he is cut off from the language. And if
someone cannot be understood easily, she or he is cut off from conversation with
native speakers. (UK Essays, 2013, p1)
Essays, UK. (November 2013). The Importance Of Pronunciation For English
Students English Language Essay. Retrieved October 15, 2015 from
http://www.ukessays.com/essays/english-language/the-importance-ofpronunciation-for-english-students-english-language-essay.php?cref=
2. In his study of the importance of improving pronunciation versus
comprehensibility, Justin (2013) find that:
pg. 8
“Northern Arizona University Study showing that in just 6 weeks of pronunciation
training (at a mere 2 hours per week) learners experienced a 48% increase in
comprehensibility (the ability for others to understand) compared to a 3% decrease
for the control group (the group that did not receive the training) as evaluated by
native speakers.” (Justin, 2013, p1)
Justin, ( November 29, 2013). Is Bad Pronunciation Killing Your Fluency?
Wanna know why ?... Retrieved October 15, 2015 from
http://reallifeglobal.com/pronunciation-fluency/#sthash.gawGN7Tu.dpuf
3. In The AMEP Research Centre study - Adult Migrant English Program
Research Centre (2002) – they define “pronunciation” and clarify the vital of
pronunciation:
“What is pronunciation? Pronunciation refers to the production of sounds that we
use to make meaning. It includes attention to the particular sounds of a language
(segments), aspects of speech beyond the level of the individual sound, such as
intonation, phrasing, stress, timing, rhythm ( suprasegmental aspects), how the
voice is projected (voice quality) and, in its broadest definition, attention to
gestures and expressions that are closely related to the way we speak a language.
Each of these aspects of pronunciation is briefly outlined below, and references for
further study are suggested.
Why is pronunciation important? The way we speak immediately conveys
something about ourselves to the people around us. Learners with good
pronunciation in English are more likely to be understood even if they make errors
in other areas, whereas learners whose pronunciation is difficult to understand will
pg. 9
not be understood, even if their grammar is perfect! Such learners may avoid
speaking in English, and thus experience social isolation, employment difficulties
and limited opportunities for further study, which may affect their settlement in
Australia. We also often judge people by the way they speak, and so learners with
poor pronunciation may be judged as incompetent, uneducated or lacking in
knowledge, even though listeners are only reacting to their pronunciation. Yet
many adult learners find pronunciation one of the most difficult aspects of English
to acquire, and need explicit help from the teacher (Morley 1994; Fraser 2000).
Surveys of student needs consistently show that our learners feel the need for
pronunciation work in class ( eg. Willing 1989). Thus some sort of pronunciation
work in class is essential.” (AMEP Research Centre, 2002, p1)
AMEP Research Centre, (October 2002) .Pronunciation 1 - Adult Migrant English
Program Research Centre. Retrieved October 15, 2015 from
www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
II.2 Academic writing a literature review
We use APA Style of In-text citations and references because APA guideline not
only provide the author and the year of their research but also the page number of
them, which makes it easier for the reader if they want to find further information
about the hypothesis.
pg. 10
Chapter III:
RESEARCH METHODOLOGY
III.1 Research design
To make the research more reliable and valid, we not only use Quantitative method
but also Qualitative method.
III.2 Research methodology
According to the research design, research methodology of our topic are
Quantitative and Qualitative methods.
Quantitative method is used to collect data for the research. We are going to collect
information from students’ answers for our questions that in term of the research
topic by direct interviews and questionnaires. Moreover, we‘ll also carry out
some observations to come to practical confirmation about students’ attitude
toward English pronunciation.
As to Qualitative method, it is used in our discussion to analyze data collect from
Quantitative method. We’ll compare that result with the research’s hypothesis and
the final conclusion is based on that analysis.
III.3 Description of Population and Sample
Population of the research is Sophomores of ESP department in UFL because of
the fact that second-year students find it easier to correct their pronunciation than
first-year, third-year and final year student. They have much more time to improve
pronunciation than juniors and seniors. Besides that English pronunciation may be
strange with freshman if their ways to master English is only concentrate on
grammar and vocabulary. The sooner, the better to change the old one to make
differences.
pg. 11
Sample is chosen by stratified sample, it means:
1. 7 classes of ESP department are divided into 2 group (Group 1: 3 classes of
Tourism English and Group 2 : 4 classes of Business English).
2. Choose 10 students of each class in one group.
3. To collect their opinions and attitude by Quantitative method.
III.4 Data collection
As being mentioned in III.2, data is collected from Questionnaires, Interview and
Observations. Data collection is going to decide the final result of research that
means the research’s reliability and validity depend on this step.
First of all is Questionnaire, in this part we are making a list of questions from 3
types: open questions, closed questions and matrix.
For instance:
Closed question:
English pronunciation is:
a. Difficult
b. Easy
c. Boring
d. Interesting
Others: ……
Matrix:
Students’ pronunciation is affected by local voice?
a. Strongly agree.
b. Agree.
c. Disagree.
d. Strongly disagree.
pg. 12
Open question:
“What do you have difficulties in learning and pronouncing English?”
What will we do this questions list? We are going to distribute questionnaires
for ESP sophomores in UFL to answers in break time at their classrooms and
then collect them to category and total the answers to make statistic that lead
result of the final conclusion.
In addition, we’ll use Google form application to create a survey to collect the
data from English learner not just sophomores in term of the English
pronunciation. It’s very useful for objective aspect of the research.
Secondly, Interview, we decide to make lots of direct interview to sophomores
(also to freshman and English teacher to have a further view of the topic and
our hypothesis) by giving them some English words to pronounce so that we
can find out their difficulty and their common mistakes in English
pronunciation. Additionally, we‘ll ask them some prepared questions about our
topic then collect them for statistic.
Finally, our Observation is frequently carried out in the English classes of
sophomores, especial pronunciation classes to observe their attitude toward this
part of
English studying. We also observe the improvement in English
pronunciation of sophomores who took a pronunciation course in the first year
of university. Observation is one of the basic base of almost research so we will
focus on it to make our research conclusion more and more exact.
pg. 13
III.5 Instruments for analysis
In any research, instruments for analysis to collect data provided for research
are always necessary. Besides, different research instruments can help to
achieve good result to reach objectives successfully. In our study, we use a lot
of instruments for analyzing documents and information we got from
questionnaire, interview, internet, and combine some reviews from previously
study as well, such as: Microsoft excel and Google form. These instruments can
help us to draw diagrams easily, control all data which we have, raise validity
and reliability about sophomores’ attitude in learning pronunciation. In the
other hands, these also help us so much to save time, which is very important to
specific others parts in our study.
III.6 Data analysis
Data analysis is an important activity which not only answer our questions but also
give us the directions for future data collection.
So, in our study, after using Google form to collect data, we start to set up charts,
columns, outlines for counting and analyzing document .Apart results from
students, we also get results from some teachers through questionnaire and
interview .In particular, we make up different categories, for teacher’s answer and
for students’ s answers .Finishing category- process, we will compare and contrast
with our hypothesis and research questions, if there are any thing which isn’t fit
the theories and our topic, it will be deleted so that we can get the accurate results
and easier to come to conclusion.
pg. 14
III.7 Discussion of reliability and validity
Reliability and validity
Both reliability and validity are one of the main concerns with research because
they will affect directly on results of your study. If the information or documents
you give aren’t around your hypothesis, your goals, don’t have statistically
significant results as well, your study have not fulfilled. It’s fail.
(Source: Internet)
Reliability
So, in our study, with reliability part, we collect all of the data after interviewing,
asking for questionnaire, observing from 70 ESP students in UFL department,
some teachers as well as ourselves, then we check, compare and contrast with
hypothesis carefully. In addition to, to reinforce more accurate, reliable and make
pg. 15
sure that the wider community will accept this hypothesis, we choose the highly
repeatable results from respondents, analyzing again then come to conclusion.
Validity
The contents, ideas in our questionnaire, reviews or even observation, are always
related to our hypothesis. We set up all the questions based on research questions
particularly to find out the answers and solutions for our topic, help to change the
attitude of ESP sophomores in UFL department. From that, they will focus more
on pronunciation and learn English better.
pg. 16
Chapter IV:
CONCLUSION
With our hypothesis: “ Most of ESP sophomores of UFL haven’t focused on
English pronunciation yet”, we expect to point out currently situations of ESP
sophomores about learning pronunciation in particular and learning English in
general.
From that, we hope to change their attitude about the importance of pronunciation
and change their ways to learn English then.
We hope that our study will become documents and maybe stable foundations for
us and also for later researchers to refer or conduct the related-study in the future
pg. 17
Chapter V:
APPENDICES
Questionnaire of the research:
1. How do you appreciate your pronunciation?
a. Very good
b. Good
c. So so
d. Bad
2. English pronunciation is:
a. Difficult
b. Easy
c. Boring
d. Interesting
Others: …….
3. How many hours do you spend improving your pronunciation a day ?
a. More than 2 hours
b. 1-2 hours
c. Less than 1 hour
d. Never
4. 4.In your learning English process, do you learn pronunciation first?
a. Yes
b. No
5. What should you do to improve your pronunciation?
pg. 18
6. How much time do you think you should spend on improving your
pronunciation?
7. What are your difficulties in learning and pronouncing English?
8. Students’ pronunciation is affected by local voice?
a. Strongly agree.
b. Agree.
c. Disagree.
d. Strongly disagree.
9. Pronunciation plays an important role in listening and speaking English?
a. Strongly agree.
b. Agree.
c. Disagree.
d. Strongly disagree.
Reference :
1. Essays, UK. (November 2013). The Importance Of Pronunciation For
English Students English Language Essay. Retrieved October 15, 2015 from
http://www.ukessays.com/essays/english-language/the-importance-ofpronunciation-for-english-students-english-language-essay.php?cref=1
2. Justin, ( November 29, 2013). Is Bad Pronunciation Killing Your Fluency?
Wanna know why ?... Retrieved October 15, 2015 from
http://reallifeglobal.com/pronunciation-fluency/#sthash.gawGN7Tu.dpuf
pg. 19
3. AMEP Research Centre, (October 2002) .Pronunciation 1 - Adult Migrant
English Program Research Centre. Retrieved October 15, 2015 from
www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
pg. 20