Professional Documents
Culture Documents
by
Leah Tweedy
Hamline University
August 2012
Committee:
Primary Advisor: Julia Reimer
Secondary Advisor: Carol Mayer
To Brent and Mom who supported and encouraged me through this process. To my
students, who continually inspire me to be the best teacher possible.
ii
TABLE OF CONTENTS
Research Paradigm.......................................................................................................29
Ethics............................................................................................................................29
iii
Study Limitations .........................................................................................................53
Implications..................................................................................................................54
Reflection .....................................................................................................................56
APPENDICES .............................................................................................................60
REFERENCES ............................................................................................................72
iv
LIST OF TABLES
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1
Manimtim, & Thomson, 2010). Comprehensibility from speaker to listener has the
power to build confidence and can influence others‟ perceptions of the speaker‟s
understood has the potential to severely limit job opportunities, especially where
individuals might feel overall dismay and apprehension about using their voice to
communicate, putting them at clear disadvantage for maneuvering through daily life.
facets and settings, and can lead to poor self-confidence (Morley, 1998).
ESL teachers are often not trained in teaching pronunciation. A survey of ESL
programs in Canada discovered only 30% of ESL teachers had received formal
public school ESL programs were very limited (Breitkreutz, Derwing, & Rossiter,
2001). The amount of training teachers receive in teaching pronunciation can also
vary considerably. From informally collecting data by asking fellow ESL teachers, I
2
found that many have only had one general linguistics class with varying degrees of
intensity within that class. The instruction provided at the college I attend seems to be
on the higher end of instruction, with a four-credit general linguistics class followed
(TESOL). However, some classes for English language learners are taught by speech
phonology but often without training in its application to speakers of other languages.
be successful in their lives beyond high school in their profession and society. Why
Attaining native-like speech was once the widely held goal under the audio-
sound like the teacher, following what is referred to as the nativeness principle
(Levis, 2005). In the 1970s and beyond, this goal shifted for many as communicative
language teaching became more popular, with the effect that pronunciation
1996). Fluency became the goal at the cost of accuracy. The goal has now shifted
back and falls somewhere in between the two extremes, with intelligibility as the goal
teaching at the secondary level of K-12 education is due to its being a non-assessed
skill. Every year in Iowa, ESL teachers‟ teaching effectiveness is measured by their
students‟ language growth in reading, writing, listening, and speaking. The speaking
assessment simply measures how well students can use the words of English to
express themselves, and the ESL teacher, who is typically very familiar with the
reading proficiency. With some teachers now being rewarded based on test results,
there seems to be little motivation to teach pronunciation. The fact is this: Intelligible
and comprehensible speech is crucial for success in most careers (Morley, 1998;
Zielinski, 2003). Beyond that, lack of comprehensibility can negatively affect self-
speaker‟s credibility and abilities (Morley, 1998). Even though school districts
seldom measure teaching ability by quality of student speech output, overlooking this
which the speech produced by a speaker can be identified by a listener as the words
4
the speaker intended to produce. Given that, heavily accented speech does not equal
accent might be unintelligible, intelligible but with a high interlocutor load, or even
(American Migrant Education Program, 2002). Zielinski (2008) points out that
intelligibility, therefore, is a two-way process, which can also depend on such factors
as topic familiarity based on background and prior experiences for all parties involved
in the communication. Derwing and Munro (1997) recommend placing priority for
Professional Experience
student makeup. I am the sole high school teacher in my district, and I also teach at
the 5th-6th grade intermediate building, so my time at the high school is limited. I
generally have time for a few classes grouped by ability level, with two for beginners
and one for intermediate-advanced learners. Many of the Spanish, Kirundi, and
Bosnian-speaking students, while often with noticeable accents are still relatively
comprehensible. They don‟t meet the goals of the native-like pronunciation but they
the classes who could be classified as long-term ELLs, having been in school in the
5
United States for most of their lives. They began learning English in the elementary
years and have no distinguishable accent from their native-English speaking peers.
after the purported „critical period‟ have struggled to be intelligible. I‟ve observed
their interactions with other students and teachers and seen them struggle to be
understood, while the listeners struggle and attempt to make meaning from the
context. Teachers have approached me with their own difficulties understanding the
Vietnamese students when the students have asked questions, and the students have
talked to me about being frustrated while trying to communicate with their peers and
teachers. Because the primary purpose of the ESL class has been communicative-
based and only a small fraction of students need help with pronunciation, I have
found it difficult to coordinate a time with the students where we could focus on
pronunciation.
The need was greatest three years ago when I had two students who were
especially struggling with pronunciation. Because my schedule would not allow any
extra time to work solely on pronunciation with these students, I enlisted the
assistance of the speech-language pathologist (SLP) and our district‟s ELL consultant
- a former SLP herself - who met with the students and worked on the segmental
difficulties the students were having. No data was kept of which I am aware, and it
was difficult to tell whether much improvement in intelligibility was made, but the
students did report they felt greater awareness of how to make some of the sounds
with which they‟d previously struggled. However, by the time the students were in
6
my class and this intervention took place, they had been in the country learning
English for almost two years and it is possible that fossilization might have already
occurred. In addition, and arguably even more significant, the focus was solely on
segmentals, leaving the students with very little explicit teaching in an area perhaps
The Vietnamese students‟ work with the SLPs helped them gain a better
English. Yet little was done with the elements of American English beyond
Vietnamese and English differ a great deal, with Vietnamese being syllable-timed and
tonal, and English being stress-timed and non-tonal. For example, when English
distinguish between two completely different words. Also, Vietnamese speakers tend
to give each syllable the same amount of time, while English speakers follow a
rhythm where stressed syllables happen at regular intervals. This disparity indicates
appropriate English stress and rhythm patterns (Byrne, Butcher, & McCormack,
1996). According to Nguyen (2006), the stress pattern is the usual culprit when
7
listeners mishear a single word (e.g. IM.por.tant vs. im.POR.tant), and the overall
sentential stress is very important for listeners to reconstruct the whole message. The
important words are typically stressed in a sentence in English, hence if those words
are not stressed and other less important words are, the message can be difficult to
comprehend.
upon and taught (Derwing, 2003), with the level of success relying on a variety of
factors. But with a young Vietnamese woman deemed fluent by numerous ELL
exams, what factors have led to the continued existence of intelligibility and
comprehensibility issues? The present study is seeking to answer this question and
discover how the factors in one‟s educational, professional, and personal life
Capstone Overview
perceptions of intelligibility issues, along with the factors that influence intelligibility
speaker of English might encounter. Chapter Three describes the tools employed in
the gathering of the background information and speech samples, and the methods
The results of the analysis comparing and contrasting the personal information
to the intelligibility data will be discussed and analyzed in Chapter Four. The present
study seeks to examine the personal and environmental factors influencing the
factors will be evaluated in detail in Chapter Four. Implications for future research
Introduction
The following literature review examines the research regarding the impact
pronunciation issues can have in the work place and daily life. Next, the factors that
pronunciation. This review of the research lays the groundwork for exploring the
Perceptions of Pronunciation
native speakers of English may speak in a way that affects intelligibility. Derwing and
Rossiter surveyed 100 non-native English speakers, ranging in age from 19-64, and
addition, 37 of those surveyed stated that they often had to repeat themselves.
Baier (2008) wrote about impacts of pronunciation issues when discussing the
example of Sourav Bhunia. A native of India, Mr. Bhunia started studying English in
grade school, and considers himself fluent in the language. He attended MIT, and
10
works as a scientist at a leading biomedical company. Yet there's still one thing he
would like to change: "I realized [sic] long time ago, [that] my English is not at the
point that I can really participate in life here fully," said Bhunia. Bhunia is among the
many non-native English speakers who strive to be better understood. "We [...] tend
to make some judgments and assumptions about people's credibility, expertise and
abilities (Morley, 1998). Vitanova and Miller (2002) found that lack of confidence,
frustration, and even depression, are often the emotions that drive learners to the
students, Vitanova and Miller (2002) discovered that most students reflected on the
self-confidence and frustration with being misunderstood led to silencing the students
in their academics, with the potential outcome of reduced success in their graduate
work.
A one-minute passage was read by speakers with four different accents: British
English, Chinese English, General American English, and Mexican English. The
11
participants listened to the passages and rated each in such areas as quality of
perfect correlation between which speaker the participant liked the most and the one
Age
The first, rather controversial, factor is age. The debate over whether there is a
critical period for language learning has been an arduous one. Celce-Murcia et al.
(1996) and Cunningham Florez (1998) examine the debate over the impact of age on
pronunciation. Some researchers insist that after a learner goes through puberty,
being able to produce new sounds to the extent possible by a child. Other researchers
argue that various sensitive periods for language learning exist and that “adults need
Florez, 1998, p.1). However, in general, research has shown that adults have more
difficulty with pronunciation than children when learning a new language. This
phenomenon has also been apparent in my own teaching with none of my pre-middle
school students struggling with intelligibility or even having an accent, and most of
my high school students who arrived in the country in late-middle school or high
school all having varying degrees of noticeably accented speech. Yet many of those
with accents, some which could be described as heavy, still are relatively easy to
12
intelligibility and comprehensibility and one that doesn‟t seems to be split based on
A learner‟s first language (L1) can have significant influence on the level of
accentedness and intelligibility of the new language. Negative transfer, also called
interference, means that the features of the L1 are carried into the second language
(L2). With differences between the two languages, negative transfer can lead to
Viscelgia (2009), language transfer occurs at both the segmental and suprasegmental
levels, and these interference effects can become fossilized with age, creating
Prior Instruction
The issue of fossilization arises again with the next factor: amount and type of
proficiency in the new language, she may also have developed systematic speech
errors that are now complicated to unlearn (Cunningham Florez, 1998; Celce-Murcia
et al., 1996). Ideally, quality pronunciation practice would coincide with the start of
learning the new language, but when this isn‟t addressed, habits can be formed and
fossilization occurs. This fossilization could also occur due to the L1, a lack of
pronunciation goals.
The issue of quality pronunciation practice is one that has gotten considerable
language teaching in the 1980s, teachers and educational publishers started to look for
more suitable ways to teach pronunciation skills compared to the direct or audio-
lingual methods of the past. The communicative approach is based on the basic
premise that classrooms should make language to communicate the core of classroom
continues to be the dominant theory in language teaching today and has caused a shift
discourse-rich context was the best structure for a short-term pronunciation class
(Celce-Murcia et al., 1996). Also, with the structure of classes shifting to being
were incompatible with the new communicative pedagogy with its emphasis on
fluency in lieu of accuracy. For example, the audio-lingual and direct methods placed
the emphasis shifted off of preciseness of output (Levis, 2005). Many teachers today,
pronunciation, and might also know little about suprasegmentals. The survey
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(Breitkreutz et al., 2001) mentioned in Chapter One of ESL programs showed that
while 76% of ESL instructors felt capable teaching pronunciation, only 30% had any
pedagogical training. Of this 30%, 79% was in the form of conference presentations,
69% was in-house seminars, while only 12% was from access to university or college
courses (Breitkreutz et al., 2001). This lack of comprehensive training can lead to
Both empirical and anecdotal evidence exist that show a threshold level of
pronunciation for nonnative speakers of English (Morley, 1991). Even with a strong
threshold, they will have difficulties being understood while speaking (Celce-Murcia
et al., 1996). Otlowski (1998) points out that some research suggests little difference
certain criteria are met, such as suprasegmental training, noticeable differences are
possible from pronunciation training (Derwing & Munro, 1997). Yet Celce-Murcia et
because students are better able to make significant results in a short period of time.
Language Exposure
language is also a salient component. The length of time a person has spent
interacting with the language could have an impact, and, perhaps more importantly,
the quantity and quality of English interaction in day-to-day activities can be critical
15
comprehensible input. This comprehensible input can be easily seen when visiting a
Adults, on the other hand, often spend their days working in an environment without
a rich source of comprehensible input. Socializing often occurs with people from their
linguistic group. With the Vietnamese population in my area, many of the families are
English interaction occurs with customers, and Vietnamese tends to be used with co-
native Somali speakers, the most definite factor determining accurate pronunciation
Aptitude
Another factor that has garnered much debate is aptitude, with some
researchers asserting, “the ability to recognize and internalize foreign sounds may be
others argue that as long as learners have a developed first language, their ability to
learn an additional language and its sounds are the same (Cunningham Florez, 1998).
With the debate and lack of tools to measure, this study does not attempt to assess the
learner attitude and motivation. The difference between a positive and motivated
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student and a negative and unmotivated student is, as any teacher would attest,
enormous. While a number of students might take English in college to reach their
academic and future professional goals, others might be feeling forced to learn
English, for example, because they are unwilling refugees of their own countries. In
addition, some might feel conflicted about learning a new language if they feel it will
negatively influenced by one‟s attitude toward the new culture, its language and
speakers. Concurrently, personal identity issues and motivation for learning also can
results showed that a student‟s motivation toward achieving the target language‟s
output.
Cunningham Florez (1998) summarizes the impact these factors can have on
Pronunciation Features
and suprasegmentals. Segmental features are the sound inventory of a language. The
North American English sound inventory consists of fifteen vowels and twenty-five
consonant sounds, for a total of forty distinct sounds that enable speakers to
contrast, encode rich information structure, giving the listener the ability to detect
emphasized words, speech acts (e.g. statements vs. questions), phrasal boundaries,
and attitudes and emotions. This suprasegmental information presents itself in the
stress – the length, volume, and pitch applied to syllables in words and sentences
rhythm – the beat pattern of stressed and unstressed syllables (tied with sentence
stress)
in speech
old information, or intent, by use of loudness, length, pitch and vowel quality
intonation – the rise and fall of voice pitch in sentences and phrases
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According to Meng et al. (2009), while perceptual studies indicate that both
the message. Meng (2009) states, “suprasegmental features encode rich information
structure that helps the listener locate emphasized words, phrase boundaries, speech
acts (e.g. statements, questions, continuations, etc.) as well as the speaker‟s attitudes
and emotions” (p. 1). In Derwing and Rossiter‟s (2002) survey of 100 ESL students,
difficulties despite the fact that these features have a low functional load. The
intended message, and the detrimental effects would naturally be greater when the L1
is more markedly different than the L2, as is the case when juxtaposing English with
between English and Vietnamese is vast, with Vietnamese a part of the Austro-
Asiatic language family, while English belongs to the Indo-European family. These
language families are very distinctive, and those distinctions carry into the differences
segmental level, the differences result in some common segmental errors: dropping of
final consonant sounds; difficulty in pronouncing some consonant sounds such as /δ/,
/θ/, /z/, /dз/,/S/ and /tS/, as well as some initial consonant clusters such as sp-, dr-, br-,
fr-, pl-, and str- (Nguyen, 2002). Consonant clusters in the word-final position can be
while English is not. English uses pitch changes to emphasize or express emotion,
while Vietnamese hear those changes to mean different words. Because of this, it is
common for native speakers of tonal languages to have strong accents when speaking
English (Shoebottom, 2011). Six pitch tones exist in Vietnamese: level, breathing
rising, breathing falling, falling-rising, creaky rising, and low falling (“Vietnamese
Language,” 2010). Six tones are used in Hanoi/Northern Vietnamese, with the South
Table 2.1
Thompson 1987
This means, at the word level, that pitch contours and intonation are crucial in
signal old versus new information, sentence function, and various pragmatic
elements.
di- or polysyllabic. Each Vietnamese syllable consists of three elements: the initial
consonant singleton, the rhyme, and the tone. The syllable then also falls into one of
four types: open, partially open, partially closed, and closed (“Vietnamese
word stress (Byrne et al., 1996). However, this has been argued in the case of
21
reduplication. Nguyen and Ingram (2006) suggest that the second syllable is more
word stress pattern is on the last syllable. Furthermore, while Vietnamese is more
similar to English in that it exhibits various degrees of stress - medium loudness with
heavy stress, louder than medium, and less than medium loudness - the majority of
syllables carry medium stress. Byrne et al., (1996) goes on to say that “weak stress is
accompanied by very short syllables, with the overall effect that conversational
(1992) phrasal stress in Vietnamese appears to perform basically the same function as
segmental elements, tone, and pitch contours in regards to word stress; however,
though not identical, some similarities are evident at the phrasal level. Although
considerable research has been done on analyzing the differences between the
languages, less attention has been focused on how probable it is for a non-newcomer,
intelligible speech.
languages. However, before examining the effect this timing has on English and
22
According to Byrne et al. (1996), although studies haven‟t found evidence of absolute
isochrony - the rhythmic division of time in language, i.e., stress-timed vs. syllable-
timed - it is clear that languages do differ in their rhythmic qualities. Despite the
syllable-timed difference between Vietnamese and English, and these terms will
syllables (Meng et al., 2009). Cohen (2007) demonstrates an example of this in the
The duration of each sentence above is dependent upon the number of stressed
syllables, not the total number of syllables. Vietnamese, along with many other
implication being that “there is less temporal variability in the duration of individual
1992, p. 2). In other words, every syllable takes up approximately the same amount of
In Cohen‟s example above, the words marked as stressed and unstressed can
be placed into one of two categories: content words and function words. Horses, eat,
and grass are the principle words that express the meaning of the sentence. These
words are typically nouns, pronouns, main verbs, adjectives, question words,
demonstratives, and adverbs. Function words are those intervening words that have
Shoebottom, 2011). Typical function words are articles, auxiliaries, some pronouns,
and prepositions. These words are sometimes described as „swallowed‟ due to their
being shortened and weakened, with the result being that several words together may
take the same duration of time as the single content words around them (Shoebottom,
2011).
Yet what exactly sets a stressed syllable apart from an unstressed one? A
characteristics that give a syllable prominence are loudness, length, pitch and vowel
quality (Nguyen, 2006). Given the four characteristics, they can be arranged in order
from strongest effect to weakest, with pitch and length creating the most detectable
difference, followed by loudness and quality (Roach, 1982 as cited in Nguyen, 2006).
higher intensity, longer duration, and with a stronger, unreduced articulation reflected
in the spectral quality. Pitch movements near or around the syllable can further
24
According to Nguyen (2006), negative transfer is likely the culprit for much of
read a passage that included over one hundred polysyllabic words. While the
participants read the passages aloud, researchers counted the number of stress errors.
Students were placed into three groups based on their length of time learning English,
from first year to third year students. The first-year learners incorrectly stressed
syllables approximately 65% of the time. The third year students, who had been
taught the rules for stress, did improve but still made errors over a quarter of the time.
The errors occurred either due to the primary or secondary stress falling on the wrong
syllable, or the students stressed all syllables equally. Errors such as these can cause
serious issues with intelligibility. Lexical stress can provide information such as part
(verb). Even in words where an alteration in the stressed syllable doesn‟t change the
part of speech, the incorrect stress pattern greatly impedes intelligibility (Celce-
Murcia et al., 1996; Field, 2005; Hahn, 2004; Nguyen, 2006; Pittam & Ingram,
1992.).
difficulties with segmental features. Yet, according to Gilbert (2008), a frequent issue
in many ESL classrooms is the common method of teaching individual sounds before
25
establishing a basic knowledge of the new language‟s rhythm and melody. When this
is done, students then attempt to apply the new sounds of the language to their native
language‟s prosody. Rather, by learning the new language‟s rhythmic structure, the
students are provided with a timing context. The result is that the prosody knowledge
makes it easier for the students to produce the new individual sounds. Gilbert (2008)
clearly states, “rhythm training is a precondition to good, clear target sounds” (p. 30).
and the difference between a stressed vowel and reduced vowel is an entirely
different vowel sound represented by the same letter. Table 1 demonstrates the
tenseness of the stressed vowels in English as opposed to the unstressed lax vowels,
with the schwa receiving so little stress to the point that it can be difficult to recognize
for NNS. Without this knowledge of how stress changes sounds in words, non-native
English speakers could be terribly confused on when to produce different sounds for
Table 2.2
Gilbert 2008
Summary
English, the differences in the two languages are likely to present challenges. In order
coincide with language learning from the start. This will work to prevent the long-
term effects of negative transfer, which are likely in regards to stress and rhythm
(Nguyen, 2006). For those proficient students who are still struggling with
to what extent do each of these factors affect the participant in this case? While
intelligbility? In the next chapter I describe the methods used to answer this question.
28
Throughout the last two chapters, I have researched the factors that potentially
comprehensibility in the social, academic, and professional realms. I also examined the
L1 is quite different from English and who began learning English as teenagers or later,
after the purported critical period. In order to better understand the needs of these
students, particularly those with Vietnamese as their first language, I will examine
multiple influencing factors through the use of a case study. I will collect and analyze
discourse through the use of speech samples in order to create an inventory of problem
construct a better idea of the subject‟s background, exposure, attitude, and experience
This chapter describes the research plan I will use to investigate the factors
affecting the intelligibility of a young Vietnamese woman. I describe the participant, her
instruction. Then I describe the resources and methods used to gather the survey and
interview information and speech samples. Finally, the processes used to analyze the data
are described.
29
Research Paradigm
The catalyst for this capstone was my continued interest in a former student. Despite
what I saw to be hard work, desire, and strong English literacy skills, she continued to report
intelligibility issues when talking with others. As she advanced to the college level and
continued ESL classes, including courses focused on speaking, I found myself often
reflecting on the possible reasons for her self-reported issues. My interest in exploring her
situation further lent itself perfectly to a qualitative research paradigm, in particular a case
study. The study of an individual language learner is often a case study, and, according to
Nunan (1992), a case study generally incorporates a variety of data collection and analysis
methods. As I explain in this chapter, to allow more in-depth exploration of the participant, I
incorporate a variety of interview questions, along with speech samples. The researcher in a
case study examines the characteristics of an individual unit with the aim of a deeper
prevalent type of case study, and this level of detail seemed the best fit as I attempted to form
Ethics
To secure my participant‟s anonymity and ensure her safety in regards to this study,
the following measures were taken: 1) a Human Subject Research Form was submitted,
reviewed and accepted by Hamline faculty, 2) the participant was given an informed
consent letter, and although tested as proficient in English in both high school and
college, allowed time to read, ask questions, and translate any words if unclear (not
needed), and given the choice to sign under no pressure, 3) the research objectives were
explained to the participant, 4) the participant‟s identity was protected throughout the
30
research by use of a pseudonym, 5) no materials were kept with the participant‟s real
name on them, 6) research materials and notes were kept in a secure location, and 7) there
The participant I selected is a 22-year-old female whom I will call Anh* for the
purpose of anonymity. Anh was raised in Ho Chi Minh City (formerly Saigon), Vietnam
and attended a year of high school in that area. There are three dialects of Vietnamese
based on the northern, mid-coastal and southern regions (“Vietnamese Language,” 2010).
The dialect most studied and described by linguists in the U.S., Cochinchinese, is the
southern regional dialect and is the dialect of the subject in this study. Anh had not
learned English prior to coming to the U.S. at the age of 16, when her family moved to
Upon arrival in the U.S., Ahn attended an urban school for 4 months before
moving into my district on the outskirts of the same city the following year as a 9th
grader. By the time I started as an ESL teacher at the school, she was beginning 10th
grade and was taking mostly regular 10th grade classes with native English speakers. Her
motivation was - and continues to be - high, and Anh excelled in school, as she was
elected into National Honor Society as a senior. Also as a senior, Anh scored „proficient‟
continued to work on her pronunciation when possible in class, although the majority of
the other ELL students – Spanish-, Bosnian-, Arabic-speaking, and often ones who had
31
arrived in elementary school – were highly intelligible. Anh, her brother, and her cousin
were the students who consistently struggled the most with pronunciation based on my
observations, their anecdotes, and feedback from their content-area teachers. I also
struggled to find time to meet their pronunciation needs with a schedule that was already
filled during the day and the students unable to stay after school due to work
commitments. When only a small fraction of students are struggling with pronunciation
and the time during class shared with the other modalities is proving insufficient to create
the needed change, what other effective options exist for teachers and students?
was on reading, writing, listening, and speaking, with the speaking practice being
insufficient to produce enough detectable improvement for my liking. I enlisted the help
of our Area Education Association‟s (AEA) ELL consultant, who happened to have been
assistance of our district‟s SLP who was interested in working with the students outside
of her normal hours and focusing on her expertise with teaching some of the students‟
with the students outside of class time so the students wouldn‟t get behind in their
schoolwork. The instruction focused on segmental features and the students were pleased
to be getting the practice specifically working on such areas as articulation and voicing.
When asking the students to say a certain word containing the sounds, they could stop,
typically heard the students slip back to their original manner. These interventions took
place after having already been exposed to the language for almost two years, and I
32
worried that fossilization might have occurred. Still, their metalinguistic awareness of
segmental features did seem to be strengthened and the students had the knowledge and
tools available now to think about their speech and independently make some of the
segmental adjustments. Ahn didn‟t always produce all segmentals correctly in context,
but she did develop awareness of these features and could correctly produce them when
allowed to stop and reflect before attempting words. A key challenge she continued to
have in pronunciation was vowel pronunciation: She could use correct voicing and place
and manner of articulation, but she could still struggle on when to use which vowel
sounds. As Gilbert (2008) explains, this could be due to a lack of training in stress (see
Table 2.2).
with honors, and enrolled in the local college where she has been taking numerous ESL
classes concurrently as she prepares for a career in the medical field. On one of her
frequent visits to the high school, she recently reported that the college-level speech
classes were more similar to a public speaking rather than pronunciation class, and she
still reports people frequently not understanding or incorrectly understanding her speech.
The issues described above seem to remain noticeable in our conversations and interfere
with my comprehensibility of her speech. While I have my own hypotheses from our past
experience together, what are Anh‟s perceptions of her pronunciation, awareness of her
strengths and weaknesses, and her more recent experiences with the English language?
The quantity of questions illustrated here and depth in which I wanted to explore Anh‟s
situation led to the conclusion that a case study was the most appropriate paradigm in
Data Collection
The interview
This consisted of three parts. First, the Personal Information Survey (PIS)
(Appendix A) was given to collect specific information about the participant‟s linguistic
development. I administered the survey orally, and I wrote and e-recorded the subject‟s
answers. I chose to write and record in an effort to encourage the subject to respond
freely with as much detail as necessary, without being encumbered with writing lengthy
answers. This also allowed me to ask for clarification or further explanation as needed.
The PIS (Singer, 2006, adapted from Elliott, 1995) elicits information regarding length of
time in country and learning the target language, along with educational background. The
PIS also gathers details on exposure to the target language at work, home, and at school.
In addition, I added a final section to the PIS asking specifically about the subject‟s
The second step in collecting data was the Pronunciation Attitude Inventory (PAI)
(Elliot, 1995) (Appendix A). This inventory was done in writing rather than as an
interview, with the participant rating statements on a scale of 1-5. Elliot devised the PAI
in an effort to gauge language learners‟ attitudes toward pronunciation. The PAI was
modified for this study, using the modifications in questions and scoring done by Singer
(2006). Elliott used the PAI to examine the pronunciation acquisition of a group of
Spanish speakers, while Singer altered it to be used with students learning NAE. Each
34
statement is followed by the numbers one through five, and the subject decides among
disagree, or 1=strongly disagree. Some of the statements include, „Sounding like a native
Before tallying the scores, some statements‟ ratings had to be reversed so that a high
score always corresponded with a favorable attitude. Next, scores were added up to total
a maximum of 45. The idea of the PAI is that the higher the score, the more positive
attitude a subject has toward English pronunciation. A very low score would indicate a
person with a very negative attitude, with a score in the middle range being somewhat
neutral.
Data about the subject‟s overall perception of her accent and English
pronunciation training background were collected in the third part of the interview
(Participant Interview – Part C). This section of the interview was compiled from original
questions of my own and adapting others from Derwing and Rossiter‟s (2002) study of
All of the previously described interview and survey data help to gain a clear
picture of the subject that was compared to the second major part of the data: the speech
samples.
Speech Samples
The first large chunk of data previously described focused on the learner‟s
experiences and attitudes. The second part was actual pronunciation through the
collection of recorded speech samples. The speech samples include two parts: one
practiced reading of a diagnostic passage and another of the subject speaking freely on
35
her choice of a topic. There was a significant intentional difference between the two
assortment of segmental and suprasegmental features in order to assess the full range of
English language pronunciation. Conversely, the free speech sample offers the subject a
range of subjects on which to speak, allowing for a conscious choice of a topic with
which the speaker is most familiar. Furthermore, the speaker chooses her own words,
allowing for avoidance of troublesome features. For example, a speaker might struggle
with the voiced and voiceless „th‟ and „r‟ sounds, so rather than saying „three‟ they
substitute „a couple‟ to avoid the problem word. Therefore, the combination of the two
abilities.
The subject was first given the diagnostic passage to read through independently.
When she was ready, she listened to the passage read to her by a native-English speaker.
She was then given time to reread and practice the passage prior to being recorded.
Giving the subject the chance to practice the passage beforehand helps ease any
nervousness that could impede her reading. The goal of the speech sample was to get as
situation, people sometimes speak spontaneously, yet at other times they deliver practiced
discourses. The diagnostic speech sample most closely mirrored the latter in authenticity,
A second recording was next taken with the subject speaking freely on a chosen
topic, more closely reflecting the authentic situation of an unplanned conversation. The
subject was given a range of topics from which to choose (Singer, 2006). Topics such as
36
discussing your favorite day, most embarrassing moment, future plans, and describing
your family led the subject to speak freely at some length on a topic comfortable and
familiar to her. The contrast of the two speech samples most accurately showed the
Data Analysis
To analyze the speech data, I used the Analysis of Problems (AP) by Dauer
(1993). The AP lists a full inventory of vowels, voiced and voiceless consonants, nasals,
and other segmental features, along with issues such as dropped endings such as “-ed”
and voicing final consonants when they should be voiceless. I particularly appreciated the
AP for its full range of suprasegmental features as well. The AP guides the assessor to
listen for a variety of stress errors, rhythm, vowel reductions, problems with intonation,
and many others. I listened to the samples numerous times while focusing specifically on
After analyzing the two speech samples using the AP, the Speaking Performance
Scale for UCLA Oral Proficiency for Nonnative TAs (SPS) (Celce-Murcia, et al., 1996)
was used to assign a score. A careful review of the AP results guided my choice of a
point value from the SPS. The SPS examines different aspects of language and assigns a
score of a 0 through 4 based on the accuracy of production. A high score of four indicates
the learner is very intelligible, while a score of zero indicates the learner is likely to be
impossible to understand. The SPS contains seven areas to assess, including grammar and
listening. Therefore, for the purpose of this study and in alignment with Singer‟s study of
Somali learners‟ pronunciation factors (2006), the SPS was limited to the two pertinent
areas: pronunciation and speech flow. Table 3.1 shows the correspondence of the scores
37
with the quality of segmental and suprasegmental features from the speech samples.
Table 3.1
SPS
Rating System used for assessment of segmental and suprasegmental features
Once the scores were collected measuring attitude and pronunciation, I compared
the results of all the data to see if relationships were suggested. I examined the history
gathered through the interview and survey to gain an enhanced understanding of the
factors affecting intelligibility and comprehensibility. Subsequently, taking all data into
Conclusion
This chapter outlined the context of the research, and the subject‟s linguistic and
educational background. The rationale was provided justifying the use of a case study to
best answer the research questions in a manageable setting. In addition, the methods used
to gather and analyze data were presented and explained. In Chapter Four, the results of
38
the data collection are presented, analyzed, and interpreted to determine connections
The purpose of this study is to uncover the factors that lead to intelligibility issues
for a native Vietnamese woman tested as proficient in English. In this chapter I will first
detail the participant‟s background information gathered from the Personal Information
Survey. Next, I will describe the participant‟s attitude toward learning North American
English as estimated by the Personal Attitude Inventory. I will also discuss the results
from the final part of the interview: the specific pronunciation background and perception
questions. I will then share the results of the speech sample analysis, describing the most
noticeable inaccuracies from both the formal diagnostic and the free speech portions.
Finally, I will analyze the interview information in conjunction with the speech data in
order to hypothesize how and why different factors influence the participant‟s
pronunciation. Past and current research will continue to be cited as I seek to answer the
research question: What factors have led to intelligibility issues for the participant in this
case study?
Participant Information
In this section, I will describe the participant of this study using the PIS and PAI
(see Appendix A). The participant will continue to be referred to as Anh in order to
Anh was born in Ho Chi Minh City in Vietnam. She grew up with her mother,
father, and brother, who is approximately two years older than she. While in Vietnam, her
language was limited to Vietnamese, with the exception of one yearlong course at her
school in English. Her recollection was that the class was more British English than
40
NAE, and she was limited to using English only within the confines of the class, so she
retained little.
In February 2006, Anh‟s family moved to Iowa to join extended family. Her uncle
had moved to the U.S. years before, married a native Iowan woman, had children, and
began the process of applying for paperwork to bring some of his family over to join him.
When Anh‟s family first arrived, they lived with the uncle and his family for
approximately a year. Anh‟s aunt and cousins spoke little to no Vietnamese, so she was
immersed in a bilingual environment at home for some time: hearing English from her
cousins and aunt, communicating in Vietnamese with her immediate family and uncle.
Anh and her brother were immediately enrolled at a nearby school with a relatively large
ELL population, including other Vietnamese students, taking all ELL-based classes. At
the end of that year, there was a change in her district. The district in which the family
resided wasn‟t the one the kids had been attending due to it not having an ESL program.
However, the district began one for the next year, so Anh began her first full year as a
freshman at a new school, attending this time with her cousin, but with a much smaller
ELL population and her brother being the only other Vietnamese-speaking student at that
time. Anh began taking more mainstream classes with native speakers of English, so she
had to use English throughout the day for both academic and socializing purposes.
Anh graduated in 2010 and has now completed two years of college at a local
many ESL classes her first year of college and so is on schedule to finish her program
next year. She also works at a job she‟s held for approximately three years at a nail salon.
41
Anh‟s family moved out of their relatives‟ house within the first year, and she continues
to live with just her immediate family members: her mother, father, and older brother.
The amount of exposure to English for Anh depends greatly on the setting. When
at school as a full-time student, she almost exclusively uses English to communicate with
her classmates and professors. English is also her predominant language for daily errands
around the community. At work, Anh uses English to interact with most of her customers
and Vietnamese to interact with her native-Vietnamese co-workers. At home with her
immediate family, Vietnamese is the natural choice to interact with her parents and
brother in their native tongue. Anh‟s uncle has been successful in supporting additional
members of his extended family in their efforts to immigrate to the U.S., and Anh now
has more extended family members in near vicinity of her home, and she mostly speaks
Vietnamese with them. When asked to assign a percent to the amount of time she uses
English during the day, Anh says she splits 50/50 between using English and Vietnamese
while at work. During the school year, she estimated that she uses English more: 75% of
the time. During the summer and breaks, she surmised this percentage would be much
Anh progressed through the advanced ESL classes at her college and is
considered proficient now by those standards. To get her perspective on her English
skills, she was asked as a part of the PIS to rate her English skills on a scale of one to five
with five being the best and one being the worst in four modalities: reading, writing,
listening, and speaking. She rated listening, speaking, and reading the same with a score
of a four, meaning she felt confident in her abilities. She assigned writing a three because
When asked about her attitude toward learning English pronunciation, Anh‟s
response was 39 out of a potential 45. This means that Anh has an overall positive
attitude toward improving English pronunciation. She assigned the top score that shows
the strongest desire for intelligible English pronunciation on many of the items: good
imitate native speakers of English; I believe my teacher should teach pronunciation more.
She strongly agreed with all of the above statements, illustrating her desire for
Speech Samples
The speech sample portion began with the formal diagnostic reading. First, Anh
had time to listen to me read the diagnostic sample at a normal rate of speed as she
followed along. Then she had time to review, ask questions, and practice pronunciation of
some words before the recorded reading. When she was ready, she read and recorded the
sample. The next portion was the informal free speech topic. I gave her the list of options
to review, and she selected the topic she felt most comfortable discussing. If she got stuck
and needed help elaborating, I prompted her with additional questions in order to acquire
and suprasegmental feature errors and detailed the findings in the section. I then gave an
overall score for segmental features and suprasegmental features using the abbreviated
Speaking Performance Scale (SPS) (Singer, 2006, adapted from Celce-Murcia, et al.,
1996), condensing the original SPS to focus solely on the pronunciation areas of
Table 4.1
SPS
Rating System used for assessment of segmental and suprasegmental features
On a scale of 0 to 4, the participant has one score for segmental features and a second
score for suprasegmental features for each speech sample: eight points total for each
speech sample. These scores are combined for a total of sixteen points possible.
Segmental Features
dropped word endings. While NAE speakers drop endings when connecting speech, the
dropped endings in the sample were noticeably different. „Have‟ became „ha,‟ and
speakers (plural) became reduced to the singular. Sometimes one ending was dropped
and replaced with a different one: „mastered‟ became „masters‟. The dropped endings
occurred frequently and consistently throughout both speech samples. However, it didn‟t
seem to be the cause of intelligibility issues most of the time. In examples like the
singular speaker and the past tense mastered becoming present, I still understood the
44
words she was saying and the overall message. Imagining myself as a listener unaware of
her background, these pronunciation errors would likely have led me to believe she made
grammatical errors rather than pronunciation ones. Still, there were a few instances, such
Other segmental errors involved specific phonemes. In her informal sample, she
talked about wearing a „hoodie‟, but instead of using the /ʊ/ phoneme, she used /uw/. I
also noticed a tendency to make /iy/ phonemes as in beat sound closer to /ɪ/ as in bit. The
/θ/ and /ð/ (voiced and voiceless th) were spoken as /d/ throughout, which was one
phoneme I recall her working on with the speech pathologist years ago when she was my
student. While I recall her physically being able to make the phonemes, she had almost
two years of pronouncing it as a /d/ before she was taught how to bring her tongue
against her top teeth. I can‟t be certain whether my awareness of this habit made it easier
for me to comprehend, but the lack of the /θ/ and /ð/ did not interfere with my
intelligibility. Overall, these phonemic errors seemed to impair intelligibility very little
given the surrounding context. However, confusion could be caused by words with a
minimal pair that might also fit the context (ie, She beat/bit her little brother.).
Her segmental performance from the two speech samples was measured to be
somewhere between a 2: often faulty but intelligible with effort, and a 3: accent may be
foreign but never interferes. There were segmental features that were often faulty, but a
lot of effort wasn‟t needed for it to be intelligible. The informal speech sample was much
more comprehensible, possibly because she was using words with which she was more
comfortable. Therefore, the formal diagnostic passage was rated a two and the informal
sample a 3 for segmental features, for a total of five out of eight points possible.
45
Suprasegmental Features
One of the most perceptible suprasegmental errors in the diagnostic sample was
misplaced word and sentence stress. For example, the stressed syllable for accent is
ACcent, but Anh repeatedly stressed the second syllable, acCENT, in the diagnostic
sample. It was specified that this error was more prevalent, especially in regard to
sentence stress, in the diagnostic sample; it did not seem to be as much of an issue in the
informal free speaking sample. It is difficult to isolate the exact cause, but it is likely to
There were also instances of epenthesis in the diagnostic sample. The word
„native‟, which is a word the participant knows well, inserted a syllable in the middle of
The suprasegmental scoring options on the SPS didn‟t seem to fit well with the
observations: she spoke with confidence and her speech flow wasn‟t hesitant, but it also
was very difficult to understand at times. Conversely, the informal sample was easily
comprehensible, and, while not flawless, clearly earned a three. Anh‟s overall score for
The segmental and suprasegmental samples both were rated with five out of ten
possible points. Therefore, Anh attained a total of ten out of 16 possible points.
46
Discussion of Data
Table 4.2
Data Summary
To review, Anh has been in the country learning NAE for 6 ½ years. She arrived
at age 16 and is now 22, attending college, working at a nail salon, and living at home
with her parents and brother. Anh‟s attitude toward English pronunciation was rated as
very positive by the PAI, and her overall level of English is proficient. Anh‟s total speech
Interestingly, separating the formal diagnostic sample from the informal sample
reveals that overall comprehensibility was measurably better in the informal sample. This
goes against my original hypothesis that the formal diagnostic sample would either rate
the same or higher since Anh listened to it read first and then had time to practice. I
In the following sections, I will use the information gathered in the interview to
examine the factors that I believe positively and/or negatively contributed to the
Age
Despite Anh‟s rather limited English class in Vietnam, she really became
immersed in the sounds of NAE in an authentic setting when she moved to the U.S. at
age 16. Following the argument of a critical period for pronunciation, Anh‟s age was
likely to make it more difficult for her to acquire and produce the new sounds of NAE.
Given Anh‟s positive attitude and motivation as shown with the PAI and her immediate
interaction upon arrival with native English speakers both at school and at home with her
cousins, there does appear to be validity to the critical period with regard to
pronunciation in this case. Still, it is worth repeating that a native NAE accent is not
First Language
The contrast between English and Vietnamese is great, and this contrast often is
displayed when native speakers of one language attempt to learn the other. Nguyen
(2002) outlined how the differences at the segmental level often result in errors such as
dropped final consonant sounds and trouble pronouncing /δ/ and /θ/, the voiced and
voiceless „th‟. These issues anticipated by Nguyen were exhibited in the speech samples,
leading to the determination that first language is a definite factor in her current
pronunciation. The segmental errors occurred despite the fact that Anh recounted
working on these areas with ESL teachers and speech pathologists in the past. When
asked if she thought it was effective, she said that it was. However, as Meng, et al.
transfer, and the interference effects can become fossilized with age. The targeted work
on pronunciation at my school district didn‟t begin until almost two years after Anh‟s
48
arrival in the U.S. The type of pronunciation instruction prior to that time was not clearly
Prior Instruction
somewhat vague. She recalled working on saying the „be‟ verbs, and the phonemes /ð/,
/θ/, /r/, and /z/. She commented that most of her pronunciation instruction was embedded
in the class, where the teacher would provide correction as an issue arose. When asked
how she knew what her main pronunciation problems are, she replied that she learns from
speaking with NAE speakers and the feedback they give to her. I found this interesting
because my own recollection was that, what little time we had, we examined
teaching to listen for which syllable is stressed, and pointing out intonation. I had hoped
some of these lessons were retained since correctly placed sentence stress has been
shown to improve listener comprehension. Perhaps more importantly, it has also been
found to be both teachable and learnable (Hahn, 2004; Levis & Levis, 2010). If they did
have an effect, the effect was limited to the informal speech sample. Still, our time
outside of the larger class to do these lessons was very limited, and these aren‟t the
Anh‟s recollection about the college-level ESL classes she has taken was that the
teacher would point out problems as they were presented, similar to her other past
experiences. She has taken an ESL speaking class, but she described it to be more of a
speech-type course where giving speeches in front of the class was the goal. As a whole,
49
Anh‟s focused instruction on pronunciation has been lacking and could have made a
significant impact.
Language Exposure
Two facets of language exposure were examined for this factor: length of time in
the country learning English and daily interaction with the language. It is worth
distinguishing between these two, as some people might live in the country, but carry on
few interactions in the language. Other language learners live in communities surrounded
by people who share their first language. Depending on their work or educational setting,
language exposure can vary a great deal. For example, many parents of students in my
district have lived in the U.S. over ten years. Yet they work in a noisy factory where
communication is impossible, and then go home to their families where their L1 is the
language exposure very low despite having lived in the country for ten years. Alternately,
children who move to the country and attend school may have much greater language
exposure through rich comprehensible input in one year than the adult who has been in
Anh has now lived in the U.S. for six and a half years and has attended high
school or college for all of those years. Her percentage of language exposure during the
school year is approximately 75% due to her interaction with predominately English-
speaking peers and professors at college. During the summer, this rate drops significantly
as she works with fellow native Vietnamese women during the day and speaks
Vietnamese at home with her family. Although Anh‟s exposure could be higher if she
lived with NAE speakers and interacted more in English at work, this rate seems to be
50
sufficient to allow her much comprehensible input. Based on her college exams, she has
had enough exposure to test as proficient in the language. Even though she has had a high
rate of language exposure with close to seven years in the country, this doesn‟t seem to
Aptitude
While I noted in the Literature Review that this study would not measure aptitude,
I do want to note Anh‟s general progress with English. Anh was quite successful with her
overall English language acquisition. Having started her American education around the
early high school years, she attained satisfactory grades, qualifying her for National
Honor Society. Whether or not the debate over aptitude distinguishes an aptitude for
and motivation toward acquiring English pronunciation, with Anh receiving 39 out of 45
possible points. From the study by Elliott (1995), a student‟s motivation toward achieving
the target language‟s pronunciation was the principal variable in their accuracy of actual
pronunciation output. While Anh‟s scores cannot be compared with other speakers of
various PAI scores, it can be assumed that Anh‟s positive attitude has only been a boon to
her pronunciation rather than a hindrance. She strongly agreed that she listens to NAE
speakers to hone her skills, showing that her efforts are ongoing. Yet one item to which I
was happy to see she didn‟t assign a „strongly agree‟ was, „I would like to sound like a
native English speaker when I speak English.‟ She instead assigned a somewhat agree.
51
Throughout this study, I have wanted to make my belief clear that acquiring a native
accent is not the goal. Rather, intelligibility and comprehensibility should be the intent
for speakers of a new language. As stated by Derwing and Munro (1997), accentedness
39, especially based on the questions Anh didn‟t answer with the top score, demonstrated
that Anh was highly motivated, but also is possibly aware that a native accent doesn‟t
Conclusion
In the concluding chapter, I will discuss the implications and limitations of this
study. I will review the major findings, how these findings fit with the scholarly literature
reviewed in this study, and how these findings might be used in an educational setting or
in future research. Lastly, considering the original catalyst that drove me to this case
study, I will reflect on how this experience will impact both my future interactions with
similar students and with colleagues as I endeavor to spread the message of the
The goal of this study was to examine the factors influencing the English
chapter, the results pertaining to each factor were analyzed and discussed. In this final
chapter, I will summarize the major findings of the study, and discuss the limitations and
implications of the results. Lastly, I reflect on the experience both for this study and how
it applies to my years of teaching. These reflections are intertwined with thoughts for
future research, as I continue to question how best to meet the pronunciation needs of
influence, and lack of directed pronunciation instruction appear to have all contributed to
intelligibility issues. On the other hand, the participant’s positive attitude and motivation
toward acquiring clear pronunciation and language exposure have likely been positive
influences. The participant does exhibit pronunciation errors that interfere with
intelligibility, but intelligibility improves when the participant is allowed to speak freely
about familiar topics and select her own words. The results do appear to support the idea
discussed in Chapter Two of a critical period, specifically for pronunciation. Meng et al.
(2009) stated first language interference occurs at both the segmental and suprasegmental
level, and can become fossilized with age. The data from this study also seems to support
this interference effect. Conversely, Singer (2006) found the most definitive factor in
remained despite a high level of language exposure. Anh’s results also deviated from
Elliott (1995) in that Anh’s high level of motivation did not prevent her intelligibility
issues. Rather than disagreeing with research on language exposure and motivation, this
study demonstrated that, while essential, these factors are not always enough to guarantee
intelligibility.
The participant and I have a history, as I am her former teacher; in many ways,
this is a great strength. Reciprocity is greatly enhanced by the relationship with the
participant. However, this established relationship could have altered the data in a few
ways. She has stated that I am the main teacher who spent time working on
pronunciation, and I wonder if that might have had an effect on her answers. She may
have felt unnecessarily influenced to answer more positively about her attitude toward
acknowledges the fact that ESL teachers tend to be better at understanding non-native
accents. The description tied with a score of „1‟ is written “Errors frequent, only
scored Anh as a two in some areas. However, perhaps as a NS used to dealing with NNS,
what I found intelligible might have actually been unintelligible to someone else. This
An additional limitation could be the variety of ESL programs and teachers the
participant encountered and her inability to recall details about each. Information on prior
54
instruction was all done by the participant‟s best recollection at that time of the interview.
Gathering many details on the type of prior pronunciation instruction about every
program was nearly impossible. As I posit that more effective pronunciation instruction
would have resulted in higher intelligibility scores, I also need to recognize that
recollections are not always thorough and sometimes lack accuracy. Therefore, her
Lastly, while factors affecting pronunciation have been well studied, could there
be others that we haven‟t taken into consideration yet? As the wealth of research in this
area continues to grow, additional factors affecting pronunciation may be brought to the
forefront. Those yet-to-be discovered factors could play a role in Anh‟s situation and
Implications
The results support that Anh‟s age of arrival, first language influence, and lack of
global pronunciation instruction all have contributed to intelligibility issues. For the most
part, nothing can be done about age of arrival and first language influence. The variable
that educators do have control over is the efficacy of their pronunciation instruction.
While this might sound like a straightforward solution, the problem and solutions are
much more complex, as I will discuss in the reflection. Still, the implication of this study
For ELLs, especially those who are no longer young children, English
pronunciation needs should be determined early upon their arrival to the country.
However, starting early doesn’t negate continuing on with advanced or even proficient
students. Global instruction that includes the teaching of prosody has been shown to
55
Unfortunately, educators are not able to rely on textbooks to guide them as very few texts
include a full range of oral fluency practice (Rossiter, et al., 2010). Developing a concrete
provides a solid base on which to become an effective teacher: one who addresses every
Future Research
The focus of this case study on one participant precluded the ability to draw
allow for more generalizations to be made. I would like to see comparisons of distinct
factors, such as attitude, and any correlation that has on the speech sample scores of a
control for specific factors. Gathering a large group of Vietnamese learners of English of
similar backgrounds in all areas but one could provide quantifiable data on the impact of
struggles most with intelligibility could help educators anticipate learner‟s challenges and
be prepared with interventions. However, educators might still encounter the problem of
an inflexible schedule that doesn‟t allow time for pronunciation instruction, particularly
for just one or two students. This is why my interests are perhaps most piqued by future
lack of quality pronunciation instruction, suggesting a need for materials that enable
56
learners to direct their own pronunciation learning outside the classroom” (p. 53). A
study by Tanner and Landon (2009) showed language learners made significant gains in
pronunciation program. This gives me hope for a workable solution. With the paucity of
comprehensive teacher training in pronunciation and the successful results of the Tanner
and Landon study, could computer technology help make pronunciation instruction more
instruction even more given that it allows more motivated students to work
autonomously. Since this particular case study showed many variables working positively
for the participant, this is an area where more research could be done, particularly with
Vietnamese students whose language exposure began in their teens or later. Further
research could show if this is a viable solution for educators working in a variety of
settings.
Reflection
While I spent a great deal of time reflecting on this study‟s question as I was
going through the process, I‟ve actually been reflecting on the overall question of
pronunciation practice since I became a teacher six years ago. As I gathered the data, I
continued my belief that while other factors definitely had an impact, such as age and
first language influence, prior instruction was the biggest variable within our control. So
then what is the solution? This might appear to be an easy question at first – ie. improve
teacher training – but the more I consider the question, the less simple it seems. As I‟ve
needed for a number of students. Yet most teacher training programs do not educate
57
I also have spent a lot of time considering what a quality pronunciation class
would look like. From my coursework at Hamline and research gathered to improve my
craft and for this study, a clearer picture has emerged of an effective pronunciation
course. The goals for a class should be aimed at four key components: functional
communicability – the ability to meet the communication needs one faces; increased self-
confidence in speaking; and the development of speech monitoring abilities and speech
modification strategies for use outside the classroom (Morley, 1998; Cunningham Florez,
1998). Again, functional intelligibility and communicability are the key pronunciation
goals: the attainment of native-like speech – which varies greatly when considering the
variety of Englishes globally – should not be the goal (Otlowski, 1998). Meaningful
Supposing teacher training programs improved, that still leaves me thinking of the
old adage, „practice makes perfect.‟ Many teachers will teach elementary students and the
need for pronunciation intervention may never arise. From my experience at the
secondary level, many students‟ accented speech does not interfere with intelligibility,
and little work might be needed. My student population this year is without any language
58
learner whose accent interferes with their intelligibility, and I know that if I have a new
student next year needing intelligibility interventions, I‟ll need to relearn what I‟ve
Even with these two pieces in place, the solution still isn‟t always an easy one,
especially where time is limited. Many districts have a relatively small number of ELLs,
and teachers are spread between multiple classrooms or even buildings, as I am. The time
with students is very limited. Also, the time that is available is for a classroom with a
have not needed much pronunciation work. This could be due to a variety of factors as
this case study demonstrated, but I believe the two that have had the greatest impact have
Given the constraints such as these that numerous teachers face, I‟m left
solution where student learning can be individualized and students hold the key? If this
becomes the case, then it allows the variable to transition away from pronunciation
instruction and toward learner attitude and motivation. Equipping students with all the
tools to be successful and letting them determine what they do with those tools is the
essence of education. The principal of the high school where I‟m employed has a saying
that he is known for: “Teachers open the door; the choice to enter is yours.” I look
forward to technology that allows attitude and motivation to be the main variables in
of promising research and technologies circulating amongst ESL teachers, I‟m afraid too
Summary
My motivation for this study began with one student who showed needs unique to
the rest of her class. Despite her effort, which seemed to be greater than many of the
other students, she consistently reported troubles with listeners understanding her speech.
In an effort to help her be successful, I‟ve examined the factors that have led to her
intelligibility concerns. This interested me a great deal as I wanted to allow others to see
her full potential without being distracted by intelligibility issues or misled to believe
accented speech reflects English proficiency. The solution to the latter misperception
rests on the general public being educated about second language learning; the solution to
the former rests on quality ESL programs cultivating quality teachers, who in turn
approach each student with the awareness of the tools he or she will need to be
successful. For many older language learners especially, the toolset must include
Personal:
Date: ______________
Age: _____________ Sex: Male Female
Native Country: _______________________
How long have you lived in the United States?
___________________________________
Please list other countries that you have lived in and time you were there:
_________________________________________________________
Language
What is your first language? ____________________________________
Do you speak other languages (not English)?
________________________________________________________________________
If yes, please answer the next questions:
• Where did you learn it?
____________________________________________________
• How long have you studied it?
______________________________________________
• Do you still use it today? When?
_____________________________________________
English
• Did you study English before you came to the United States? Yes No
If yes please answer the next questions:
• Where did you learn it?
____________________________________________________
• How long did you study it?
_________________________________________________
• How often did you use it?
__________________________________________________
What level of English classes have you taken at this point?
______________________________________________________________________
How would you rate your English from 1 to 5 (with 5 = best)?
Listening 1 2 3 4 5 Speaking 1 2 3 4 5 Writing 1 2 3 4 5 Reading 1 2 3 4 5
Education
Please describe the education that you completed in your native country or other
countries before you came to the United States.
1. Primary education: yes no -How many years? ________
62
English Attitude
Please answer the questions using the numbers below, circle the number that fits your
feelings best:
5 = Strongly agree
4 = Somewhat agree
3 = Neither disagree or agree
2 = Somewhat disagree
1 = Strongly disagree
1. I would like to sound like native English speaker when I speak English. 5 4 3 2 1
2. Good pronunciation in English is important to me. 5 4 3 2 1
3. I will never be able to speak English with a good accent. 5 4 3 2 1
4. I believe I can improve my pronunciation skills in English. 5 4 3 2 1
5. I believe my teacher should teach pronunciation more. 5 4 3 2 1
6. I try to imitate native speakers of English as much as possible. 5 4 3 2 1
7. For me, communicating is much more important that sounding like a native English
speaker.
5 4 3 2 1
8. Learning good pronunciation is NOT as important as learning grammar and
vocabulary. 5 4 3 2 1
9. Sounding like a native English speaker is VERY important to me. 5 4 3 2 1
5. Do you know what your main pronunciation problem areas are? How can you tell?
8. How much time would you estimate you’d spend independently practicing
pronunciation if there were an effective available program? (ie. 20 min./daily, 20
min/week, etc.)
_______________________________________________________________
Speech Samples
66
Diagnostic Passage
Diagnostic Passage
Vietnamese Alphabet
69
70
71
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