Post on 15-Aug-2021
A STUDY ON THE PERCEPTION OF ENGLISH INITIAL
CONSONANT SOUNDS
BY
MS. PANAPORN PHOSRITHONG
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2017
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25605921040225HZM
A STUDY ON THE PERCEPTION OF ENGLISH INITIAL
CONSONANT SOUNDS
BY
MS. PANAPORN PHOSRITHONG
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN CAREER ENGLISH FOR
INTERNATIONAL COMMUNICATION
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2017
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25605921040225HZM
i
Independent Study Paper Title A STUDY ON THE PERCEPTION OF
ENGLISH INITIAL CONSONANT SOUNDS
Author Miss Panaporn Phosrithong
Degree Master of Arts
Major Field/Faculty/University Career English for International Communication
Language Institute
Thammasat University
Independent Study Paper Advisor Assistant Professor Watjana Suriyatham, Ed.D.
Academic Years 2017
ABSTRACT
This research aims to study – firstly, the abilities to perceive the English
consonantal initial sounds which are /r/, /l/, /Ɵ/, /ð/, /v/, /w/, /s/, /z/, /tʃ/, and /ʃ/ –
secondly, to find out the perception scores by CEIC student in a listening test – lastly,
to explore what are the most problematic sounds for CEIC students. The participants
in this research were randomly chosen from CEIC students in four classrooms at
Language Institute, Thammasat University. In addition, there were, in total, 50
participants (including 10 males and 40 females) who completed the questionnaire
and the perception test.
The questionnaire and perception test were used as the instruments of this
research. The questionnaire was designed for collecting specific information, which
comprised the participants’ backgrounds, perception awareness of English consonant
sounds and the problematic sounds for the participants respectively. The perception
test was created to measure the ability to perceive the English initial consonant sounds
by a listening test which consisted of two parts – Part A, in which the participants
were assigned to select the words that they heard from their minimal pairs and Part B,
in which the participants were required to write the word that they heard. The target
words in this study focused on the consonants /r/, /l/, /Ɵ/, /ð/, /v/, /w/, /s/, /z/, /tʃ/, and
/ʃ/ in initial position.
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The findings of the study showed that the participants could distinguish the
differences between ten English initial consonant sounds /r/_/l/, /Ɵ/_/ð/, /v/_/w/,
/s/_/z/, and /tʃ/_/ʃ/ similarly well (mean score = 3.85). The results from the perception
test indicated that the participants can perceive the English initial consonant sounds
when they were required to listen and circle the word that they heard rather than they
were required to listen and write the words they heard. On the other hand, the results
revealed that the sound /tʃ/ and /ʃ/ were the most problematic sounds among the
students.
Keywords: perception, English consonants, Initial position, problematic sound
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ACKNOWLEDGEMENTS
I would like to thank everyone who had a role in the accomplishment of my
present study as follows:
Firstly, I am obligated to my advisor, Asst. Prof. Dr. Watchana Suriyatham for
the dedication and encouragement through the whole time that I had been working on
my study.
Secondly, I would like to thank my family, especially my mother, for her
financial support and also understanding that I had to dedicate my last semester to
completing this present study and I rarely spent time with my family.
Thirdly, I would like to thank my CEIC colleagues, Jin, Asma, and Lookyee
for always listening to my problems while we were working on independent study
research. In addition, I also would like to express gratefulness to everyone willing to
participate in this study.
Finally, I would like to thank Ms. Thitinun Ngamsanguan and her husband,
Mr. Louis Saul Osmon, as a native speaker, for recording the listening test used in this
study, as well as Miss Kasamaporn Ubonyaem for grammatical corrections.
Ms.Panaporn Phosrithong
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TABLE OF CONTENTS
Page
ABSTRACT i
ACKNOWlEDGEMENTS iii
LIST OF TABLES vii
CHAPTER 1 INTRODUCTION 1
1.1 Background of the Study 1
1.2 Research Questions of the Study 2
1.3 Research Objectives 2
1.4 Deffinitions of Terms 2
1.5 Scope of the Study 3
1.6 Significance of the Study 3
1.7 Organization of the Study 3
1.8 Statement of Problem 4
CHAPTER 2 REVIEW OF LITERATURE 5
2.1 The Consonant Sounds in English 5
2.2 The Concept of the Perceptions on Learning a Second Lanuguage by Non -
Native Speakers. 6
2.3 The Factors that Affect Learning Pronunciation of Non- Native Language 6
2.4 Relevant Studies 7
2.4.1 Studies concerning the problems in English consonants of EFL
leaners 7
2.4.2 Studies concerning the Problematic English consonants by Thai
Students 8
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CHAPTER 3 RESEARCH METHODOLOGY 10
3.1 Participants 10
3.2 Instruments 10
3.2.1 Questionnaire 10
3.2.2 Perception test 10
3.3 Data Collection Procedures 12
3.4 Data Analysis 13
3.4.1 Questionnaire 13
3.4.2 Perception tests 13
CHAPTER 4 RESULTS 15
4.1 Student’s Perception on English Initail Consonant Sounds inMinimal
Pairs 15
4.2 Perception Scores by Students. 17
4.3 Problematic Sounds for Students 21
CHAPTER 5 DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS 23
5.1 Summary of the Study 23
5.1.1 Objective of the study. 23
5.1.2 Participants, Materials, and Procedures 23
5.2 Summary of the Findings 24
5.2.1 Do CEIC students know the difference of English initial consonant
sounds in minimal pairs? 24
5.2.2 What is the perception score in the listening test by students? 24
5.2.3 What are the most problematic sounds for EFL learners? 24
5.3 Discussion of the Findings 25
5.3.1 Students’ perception to discriminate English initial consonant
sounds in minimal pairs. 25
5.3.2 The perception scores by students 26
5.3.3 The problematic sounds for students. 27
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5.4 Conclusions 27
5.5 Recommendations 27
REFERENCES 29
APPENDICES 32
APPENDIX A THAI QUESTIONNAIRE 32
APPENDIX C PERCEPTION TEST 35
BIOGRAPHY 37
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LIST OF TABLES
Tables Page
3.1 Target Words in Listening Test: Part A 11
3.2 Target Words in Listening Test: Part B 12
4.1 Level of Perception on English Initial Consonant
Sounds 16
4.2 Students’ Overall Perception Score 18
4.3 Mean Score of English Initial Consonant Sound
According to the Perception Test 18
4.4 Overall Perception Score by Individual Participants 19
4.5 Total Mean Perception Score of Each English
Consonant Sound 21
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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The majority of EFL learners have problems about pronunciations due to the
differences of the sound systems between their mother language and the target
language. In Thailand, the learning of pronunciation has not been provided in the
classroom, resulting in Thai students’ lack of training about English pronunciation.
They cannot produce some English consonants such as /ch/, /sh/, /Ɵ/, /ð/, /r/, /l/, /s/,
/z/, /v/ and /w/, as these sounds do not exist in Thai. As mentioned, they might not
know the the pronunciation of English consonant sounds that do not exist in the Thai
language in the same way.
According to the sound production /r/ and /l/ study among Thai students at
Wall Street Institute, the results found that most students substituted /r/ with /l/ in the
initial and medial positions. Male students tend to omit /r/ in initial and medial
position while the female subjects were more likely to mispronounce /l/ and
substituted it with the /l/ sound in the same position. In addition, some high
proficiency subjects replaced /r/ with /l/ in the initial position and medial positions
with greater frequency than the lower proficiency subjects (Suasanguansak, 2013).
In the same study, Manoyen (2011) found that the phoneme /l/ is usually
substituted for /r/ in word-initial position, while most students can produce /l/ in the
initial position.
In a study of pronunciation problems of English learners in China by Zhang
(2009), it was pointed out that a particular sound that does not exist in the native
language is difficult for the ESL to produce. Sometimes they try to substitute those
sounds with similar sounds from their mother language such as consonants /ð/ and
/Ɵ/, /v/ and /f/.
According to Mohammad Hussein Keshavarz (2017), who studied
pronunciation problems of HAUSA speaking learners of English, and the phonetic
features of HAUSA /f/ which significantly differs from English /f/, HAUSA
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speakers have difficulties with the English labio-dental fricatives /f/ and /v/, they
substitute the existing bilabial plosives /p/ and /b/ in their native language.
As stated in Ukachoke (2008), students cannot distinguish the difference
between the sounds /f/-/v/ because those sounds are different in voicing quality. The
phonology of target language contrast in a native language is crucial in pronunciation.
Thus, non-native speakers acquire the ability to discriminate the /f/-/v/ contrast in
their native language acquisition.
Khamkhien (2010) claimed that teachers should provide teaching methods and
learning activities to motivate students to be aware of their pronunciation problems,
and also encourage students to have an opportunity to use English in real situations.
The researcher designed the pretest to make sure that Thai students can
perceive the English initial consonants /ch/,/sh/,/Ɵ/./ð,//r/, /l/, /s/, /z/, /v/ and /w/ in
their minimal pairs. The present study also studies perception scores in the listening
test by the students and explores what the most problematic sounds for CEIC students
are as well.
1.2 Research Questions of the Study
Three research questions are addressed in this study;
1.2.1 Do CEIC student know how to differentiate the English initial consonant
sounds /r/-/l/, /Ɵ/-/d/,/ð/-/t/,/v/-/w/, /s/-/z/and /tʃ- /ʃ/ in minimal pair?
1.2.2 What is the perception score in the listening test by students?
1.2.3 What are the most problematic sounds for the students?
1.3 Research Objectives
There are two research objectives which are addressed in this study.
1.3.1 To study students’ awareness to discriminate English initial consonant
sounds /r/-/l/, /Ɵ/-/d/,/ð/-/t/,/v/-/w/, /s/-/z/and /tʃ- /ʃ/ in minimal pair.
1.3.2 To study perception scores by CEIC students in a listening test.
1.3.3 To explore what are the most problematic sounds for the students.
1.4 Definitions of Terms
The terms mentioned in the study are defined as follows:
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1.4.1 Perception of initial consonant sounds means awareness and
understanding of initial consonant sounds.
1.4.2 Minimal pair means a pair of words that differ from a single phoneme,
and have distinct meanings, for example, bat-pad, and Rot-Lot.
1.4.3 Consonant minimal pair means a pair of words that differ in consonant
sound and have distinct meanings. For example, in this study, minimal consonant
pairs include red-led, sue-zoo, thin-tin, then-den, vet-wet, and chip-ship.
1.4.4 Listening practice means a test to examine participants’ ability to
distinguish initial consonants in minimal pairs.
1.4.5 CEIC students refers to graduate students in The Master of Arts Career
English For International Communication program at Language Institute, Thammasat
University.
1.5 Scope of the Study
The scope of this study is to focus on ten English consonant sounds in the
initial position, which are /r/,/l/, /Ɵ/,/ð/,/v/,/w/, /s/,/z/and /tʃ/, /ʃ/ as those sounds are
difficult for Thai students to distinguish. The target participants will be fifty students
in CEIC. The study is useful for Thai students to help them be aware of their
pronunciation problems and it will help teachers to understand the problem of
learning as well as teaching pronunciation in the future.
1.6 Significance of the Study
This study is significant in many aspects.
1.6.1 The teachers and students will pay more attention to the importance of
English pronunciation to improve their speaking and listening skills.
1.6.2 The findings of this study will provide the information that it is useful
for curriculum committees to improve course syllabi to be more proper as well as
match with students needs.
1.6.3 The result from this study will provide insightful information that
concerns the problematic sounds among Thai EFL learners.
1.7 Organization of the Study
This study is divided into five chapters as follows:
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1.7.1 Chapter one presents the background of the study, research questions,
research objectives, definitions of terms, the scope of the study, the significance of the
study, the organization of the study as well as the state of the problem.
1.7.2 Chapter two includes the review of literature of this research, the
consonant sounds in English, the concept of perception of the second language by the
non-native speaker, the factors that affect learning pronunciation, and related research
studies.
1.7.3 Chapter three explains the methodology of this research study, the target
participants, instruments, data collection as well as data analysis.
1.7.4 Chapter four explains the results of the research study.
1.7.5 Chapter five is the discussion, conclusion, and recommendations for the
future research.
1.8 Statement of Problem
Students in CEIC come from different backgrounds. Some of them may have
learning experience abroad, and some of them do not. However, when they learn in
this program, which is an English program, sometimes they have some difficulty with
some words, particularly the words that are similar to pronounce, such as Chalk and
Shock, and they cannot discriminate those sounds. For this reason the researcher
constructed a pretest to study students’ perception on English initial consonant
sounds which focuses on ten consonants as follows; r/,/l/, /Ɵ/,/ð/,/v/,/w/, /s/./z/,/tʃ/
and /ʃ/.
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CHAPTER 2
REVIEW OF LITERATURE
This chapter reviews some literature focused only on concepts of (1) the
sounds in English, (2) the concept of perception of second language by non-native
speakers (3) the factors that affect learning pronunciation (4) related literature review.
2.1 The Consonant Sounds in English
As described in the book “Sound Foundation” Underhill (2017) described that
there are two meaning of consonants as follows;
Definition 1: “Consonant sounds are made by restricting or blocking the air
flow in some physical way, and this restriction, or the release of the restriction, is
what gives the consonant its character sound.”
Definition 2: “Consonants, either single or clusters, mark the beginnings and
ends of syllables.” This includes consonants that function at the initial or final
position except /w/ and /j/ because "these sounds can mark the boundaries of syllables
in the same way as the other consonants do, e.g. wet, yet, lower, layer."
In addition, Underhill also divided the consonant into three variables
according to the restriction of the airflow. There are voice or unvoiced, place of
articulation and the manner of articulation.
As cited in Ongsuragz (2008), voice consonants in English language are /b/,
/d/, /g/, /v/, /z/,/Z/./dZ/, /r/, /l/, /m/. /n/, /y/ and /w/ while voiceless consonants are /p/,
/t/, /k/, /f/, /t/, /s/. /∑/, /t∑/ and /h/ . Moreover, the consonants that invoice the
airstream through the oral cavity are called oral consonants while another
characteristic that involves the airstream through the nasal cavity are called nasal
consonants.
According to Praromrat Joitikasthira (1998, p.85), the point of articulators
forming consonant sounds there are lips, the upper teeth, the tongue, the alveolar ridge
and the soft panel. The manner of articulation refers to stop (plosive), affricative,
nasal, and lateral, fricative and glide (semi-vowel).
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2.2 The Concept of the Perceptions on Learning a Second Language by Non -
Native Speakers.
There are many theories trying to explain the acquisition of learning a second
language by non-native speakers as follows.
As cited in Jevring (2015), Contrastive Analysis Hypothesis (CAH) by Lado
(1957) tries to prophecy possible areas of difficulty for L2 learner by looking at the
different sounds of native language and non-native language. If the features of L1 are
similar to L2, that would be similar for learners to learn.
Best's Perceptual Assimilation Model (1995) claimed that if the sound in the
second language is close to the sound in the first language, it would be easy for
learners to assimilate that sound. However, if the sounds in the second language and
first language are different, the assimilation of L2 in L1 is difficult to occur.
(Jevring,2015)
In the term of the relation between perception and production in the
acquisition of L2, perceptual research pointed out that the different phonemes of
native languages do significantly influence the perception of the adult learner,
particularly in monolingual speakers (Best, 1995).
2.3 The Factors That Affect Learning Pronunciation of Non- Native Language
Brown(2000) claimed that second language learners meet some difficulties
because the phoneme inventories of L1 affect L2, particularly in adult learners. Thus,
it can make errors for L2 learners.
There are many reasons why EFL learners could not fruitfully learn the target
language. As Kenworthy’s study (1987) mentioned, the factors that influence
pronunciation learning are as follows:
The first language. Since it has significance as the first language of EFL
learners, it influences learning the second language.
Age. Children can learn the second language better than adults because their
brains can remember easily.
Motivation. Some learners have concerns for proper pronunciation. This
concern may reflect a desire to have original pronunciation. If learners are not
concerned about pronunciation, they are not aware if they speak in a native way.
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Moyer supported this factor in 1996 and 1999, describing that the motivation and
desire to sound like a native speaker also influences second language learning. Also,
Gardner and Lambert ( 1972) claimed that motivation could have a significant effect
on acquisition.
Sound substitutions. The learners may substitute a sound which is close to
their native language. If their native sound is not close to enough to the target sound,
the learners will encounter some difficulties. For example, many learners cannot make
the /th/ sound as in ‘thick’, they will substitute the sound /t/ as in ‘tick’ for it.
Language experience. In the same study Siriwisut ( 1994) and Serttikul
( 2005) pointed out that prior learning pronunciation affects pronunciation ability.
Language experience helps learners develop their pronunciation.
2.4 Relevant Studies
2.4.1 Studies concerning the problems in English consonants of EFL
leaners
Elkhair Muhammad Idriss Hassan (2014) conducted a study in pronunciation
problem among students at Sudan University and found that Sudanese students of
English whose language background is Sudanese spoken Arabic, had difficulty with
the pronunciation of consonant sounds such as /z/ and /ð/, /s/ and /Ɵ/, /b/ and /p/, /ʃ/
and /tʃ/ because the differences of the sound system in the two languages are
problematic in learning pronunciation for Sudanese students.
In addition, the researcher found that students cannot distinguish between /s/
sound and /Ɵ/ sound and they always replace /s/ for /Ɵ/. For example, when they were
required to pronounce words such as bath and math they replace the dental /Ɵ/ with
the alveolar /s/. In addition, once they were assigned to pronounce the words such as
bas or mas they also substituted with the other fricatives /z and /ð/.
A study by Youfu and Yalun (2002) entitled “Insights into English
Pronunciation Problems of Thai Students”, found, regarding Thai students’
pronunciation with consonants and vowels (e.g.), words with transcription which
ended with a consonant; word with /r/, usually pronounced as /l/; word with /v/,
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usually pronounced as /f/; and word with /z/, usually pronounced at /s/, or voiceless,
including transcribing English words directly borrowed from English into Thai.
2.4.2 Studies concerning the Problematic English consonants by Thai
Students
A Study of the pronunciation of /ƒ/ and /tƒ/ by third-year students of business
administration primary computer at the Rajamangala University of Technology
Pranakhon by Ongsuragz (2008), found that the cause of problems of pronouncing /ʃ /
and /tʃ/ was that these sound do not exist in the Thai sound system. Therefore, the
student substitute other sounds for /ʃ/ , /tʃ/ in some spelling forms and students could
not discriminate differences between /ʃ/ and /tʃ/ because they did not know the manner
of articulation of both sounds.
Raksayod (2013) who investigated “Sound interference of ‘W’ Affecting the
pronunciation of ‘V’ in English” stated that 60% of respondents had never learned in
a pronunciation course and they used English media such as songs and radio to
improve their listening skill. The participants always omit pronounced /v/ when it
occurs in the initial position when compared with the medial and final position. The
factor that causes their problem is English is not a mother-tongue, lack of using
English in daily life and lack of study in a pronunciation course. The results also show
that most Thai EFL learners make errors with /v/ and put /w/ substitutions.
Phirualee (2013) conducted a study on awareness and viewpoints toward
English pronunciation among MEC student at Thammasat University. Thai EFL
learners cannot pronounce English words or sounds that do not exist in Thai and try to
replace them a close word, for example /v/ to /w/, /z/ to /s/. In addition, Thai does not
have final sounds as English sounds like /l/ and Thai language as a single tone, and
this becomes a listening problem when Thai EFL have to speak with a native speaker.
Pronunciation has an essential role in the conversation; incorrect pronunciation not
only perverts the conversation but also disguises understanding of the listener.
Suasanguansak. (2013) investigated on the pronunciation of /r/ and /l/ in the
beginning, middle and end position among English Thai learners at Wall Street
Institute (SEACON SQUARE CENTER). The different position can cause the
mistake and influence variants, in the study /r/, /l/ pronunciation in the final position
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are problematic. The lower level performed relatively poorer in final position for both
/r/, /l/ while higher level students, on the contrary, typically omit /r/ in the initial and
medial position.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research methodology of the study including (1)
participants, (2) instruments, (3) data collection procedure, and (4) data analysis.
3.1 Participants
The participants of this study were 50 students of Master of Arts Program in
Career English for International Communication at Language Institute, Thammasat
University. There were 40 female participants and ten male participants.
3.2 Instruments
The research instruments of this study were questionnaires and perception
tests.
3.2.1 Questionnaire
The questionnaire was created as the instrument for collecting the
participants’ background information. It was composed of sex, age, career, TU-GET
score, language experience, students’ awareness to differentiate English initial
consonant sounds as well as what English consonants seem to be the problematic
sounds for students. The questionnaire was typed in Thai to facilitate participants’
responses.
3.2.2 Perception test
The perception test in this study is a listening test. The test aims to measure
students’ ability to differentiate English initial consonant sounds. The perception test
consists of 2 parts;
Part A: Listen and circle the words you hear.
Part B: Listen and write the words you hear.
3.2.1.1 Part A: Listen and Circle the words you hear.
This part is composed of 20 target minimal pairs, together with 5 minimal
pairs as fillers which were added in order so the participants might not be able to
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notice which minimal pairs were the focus of the test. The participants had to circle
the words they heard on the answer sheet. The target phonemes in the test are /r/, /l/,
/v/,/w/,/s/,/z/,/Ɵ/,/ð/./tʃ/,/ʃ/. The correct answer was calculated for the scoring process.
Table.3.1 Target Words in Listening Test in Part A
Phonemes Target words
/r/-/l/ Rain, Lane
Rip, Lip
Lice, Rice
Led, Red
/v/-/w/ Vet, Wet
View, Few
Went, Vent
Wow Vow
/s/-/z/ Sing, Zing
Seal, Zeal
Zoo, Sue
Zip, Sip
/ð/-/d/
There, Dare
Than , Dan
/Ɵ/-/t/ Thank, Tank
Thin, Tin
/tʃ/-/ʃ/ Chip, Ship
Chain, Shane
Sheet, Cheat
Sheep. Cheap
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3.2.1.2 PART B: Listen and write the word you hear.
The participants were required to write the words they heard on the answer
sheet. The word lists were adopted from the many previous studies such as a study of
M.4 students at Chitrada School on perception and production of English /V/ by
Piyada Ukachock and a study of pronunciation of /tʃ/ and /ʃ/ by third-year students of
business administration major computer at Rajamangkala University of Technology
Pra Nakorn, by Issaree Ongsuragz.
Table.3.2. Target Words in Listening Test: Part B
Phonemes Words (Initial Position)
/r/ Read, Rice
/l/ Load, Late
/v/ Vain, Veil
/w/ Wet, West
/s/ Sue, Sip
/z/ Zeed, Zeal
/ð/ Then, Those
/Ɵ/ Thing, Thick
/tʃ/ Chop, Cheat
/ʃ/ Share, Ship
3.3 Data Collection Procedures
The questionnaire and perception tests were piloted with five CEIC students at
Language Institute, Thammasat University. They were asked to do the questionnaire
and perception test at lunchtime in a quiet room to find out if any questions were not
clear to understand and to check the audio. The researcher also investigated to see if
any participants were able to notice the target sounds. After the pilot, the
questionnaire and perception tests were valid for the actual study.
The procedures were as follow:
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1) All words list in perception tests were checked by the expert and were
recorded by native speakers (British English)
2) The researcher had already asked the permission from instructors for
collecting data in the classroom; it was given from 8th to 9th April 2018 at
Language Institute, Thammasat University during the break time.
3) The questionnaires were handed out to students as the participants in the
classroom.
4) The researcher instructed the participants.
5) All participants had to complete the questionnaire individually, and it took
around 5 minutes to finish the questionnaire.
6) After completing the questionnaire, the participants were given oral
instructions to do perception tests. In the listening test as the first part, they
had to circle the word that they heard when a native speaker pronounced
the target words each twice. There are total 20 items for this part, and it
also took around 5 minutes.
7) After completing the listening test, students had to do the writing test, and
they have to write the words they heard which were recorded by a native
speaker. There were in total 20 items; each 3-seconds apart and it also took
around 5 minutes.
3.4 Data Analysis
3.4.1Questionnaire
Statistical Package analyzed the quantitative data from the questionnaires for
the Social Sciences (SPSS) program to calculate the means and standard deviation and
frequency. The information was presented by means of tables to explain students'
awareness to differentiate English initial consonant sounds and frequency tables to
find out what are the English consonants seen to be problematic sounds for CEIC
students.
3.4.2 Perception tests Regarding the qualitative data from the perception tests, each answer paper of
listening tests part A &B was marked to the total score of 20. Finally, the total correct
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score of each sound was significantly calculated to find the mean perception score of
each sound, and the total mean scores of the two parts were calculated together to
explore what are the most problematic sounds for CEIC students.
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CHAPTER 4
RESULTS
Chapter three described the participants of the study, instruments, research
design and data analysis. This chapter presents the result of the study based on the
data gained from the 50 CEIC students at Thammasat University. The results of the
study present research questions stated in Chapter one.
1. Do CEIC student know the difference between the English initial
consonant sounds /r/-/l/, /Ɵ/-/d/,/ð/-/t/,/v/-/w/, /s/-/z/and /tʃ- /ʃ/ in minimal
pair?
2. What is the perception score in the listening test by CEIC students?
3. What are the most problematic sounds for CEIC students?
4.1 Students’ Perception on English Initial Consonant Sounds in Minimal Pairs
To answer research question no.1 Do students know the perception of English
initial consonant sounds? The total mean score of the information from questionnaire
part 2 was compared with the total mean score of the perception test. In the
questionnaire part 2, the participants were asked to rate on a five-point Likert scale
how well they can differentiate the English initial consonant in the minimal pair. The
perception scale and rating interpretation is as follows:
5= Excellent
4= Very well
3= Moderate
2= Not so well
1 = Poor
The data was analyzed the participants’ perception to differentiate the English
initial consonant sounds as follows:
4.21-5.00 = Excellent
3.41 -4.20 = Very well
2.61-3.40 = Moderate
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1.81-2.60 = Not so well
1.00-1.80 = Poor
Table 4.1 presents the awareness of participants' perception to differentiate the
English initial consonant in a minimal pair. The results show overall score ( mean
score = 3.85) . It can be said that the majority of CEIC students think that they can
differentiate the English consonants sounds. However, the overall perception score is
28.40 out of 40 ( as shown in table.4.4) This is to say, yes, CEIC students have the
perception they can discriminate the English initial consonant sounds.
Table 4.1. Level of perception on English initial consonant sounds in minimal pairs
Level of perception
English consonant sounds Excellen
t
Very
well
Mod
erate
Not so
well
Poor
x
S.D.
Lev
el
Minimal pairs
1. You know how to
differentiate /r/ and /l/
sounds.
19 16 13 2 0 4.04 0.90 Very
well
2.You know how to
differentiate /s/and /z/
sounds
19 16 12 3 0 4.02 0.94 Very
well
3.You know how to
differentiate /t/ and /Ɵ/
sounds
14 18 16 2 0 3.88 0.87 Very
well
4.You know how to
differentiate /v/and /f/
sounds
19 24 7 0 0 4.24 0.69 Very
well
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Table 4.1. (Continued)
Level of perception
English consonant sounds Excellen
t
Very
well
Mod
erate
Not so
well
Poor
x
S.D.
Lev
el
5.You know how to
differentiate /v/ and /w/
sounds
6.You know how to
differentiate /tʃ/ and /ʃ/
sounds
15
10
15
13
16
12
4
14
0
1
3.82
3.34
0.96
1.15
Very
Well
Moderate
7.You know how to
differentiate /d/and /,ð/
sounds
13 11 18 8 0 3.58 1.05 Very
well
Total 3.85 0.98 Very
Well
4.2 Perception Scores by Students.
Table 4.2, presents overall the total mean score, min and max of the perception
test parts A & B by the students. For part A, the lowest score is 13 out of 20, the
highest score is 20 whereas the total mean score is 16. 70 out of 20. In part B, the
lowest score is 7 out of 20, the highest score is 16 out of 20 and the total mean score
is 11.80 out of 20. This means that, averagely, the students’ ability to differentiate the
English initial consonants in Part A (listening and choose the word) is higher than Part
B ( listening and writing the words). The total perception score of Part A&B is 28.54
out of 40.
We can interpret students’ perception proficiency at the criteria level follows:
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A = 80% (32 out of 40)
B = 70% (28 out of 40)
C = 60% (24 out of 40)
D = 50% (20 out of 40)
It can be said that overall student's perception to differentiate the English
initial consonants sound is level B, 28.50 out 40 or 70%.
Table 4.2 Students’ Overall perception score
Perception Tests Min ( x ) Max( x ) Average ( x )
Part A (20) 13 20 16.70
Part B (20) 7 16 11.80
Total (4o) 20 36 28.50
Table 4.3. Mean score of English initial consonants sound according to the
perception test.
Phonemes
(initial position)
Perception tests
Part A x (2) Part B x (2)
/r/ 1.94 1.76
/l/ 1.82 0.92
/Ɵ/ 1.94 1.18
/ð/ 1.46 1.66
/v/ 1.88 0.78
/w/ 1.72 1.56
/s/ 1.80 0.96
/z/ 1.88 1.18
/tʃ/ 1.08 0.82
/ʃ/ 1.18 0.98
Total 1.67 1.18
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Table 4.4 Overall perception score by individual participants
Participant no. Part A Part B Total
1 17 13 30
2 16 16 32
3 18 12 30
4 16 14 30
5 18 14 32
6 20 13 33
7 20 12 32
8 15 12 27
9 16 15 31
10 19 13 32
11 19 11 30
12 18 12 30
13 17 10 27
14 15 11 26
15 15 11 26
16 17 9 26
17 16 10 26
18 20 9 29
19 17 10 27
20 16 15 31
21 13 12 25
22 13 11 24
23 17 13 30
24 16 9 25
25 15 9 24
26 13 11 24
27 19 14 33
28 17 13 30
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Tabble4.4 (continued)
Participant no. Part A Part B Total
29 14 7 21
30 17 8 25
31 15 13 28
32 19 14 33
33 16 9 25
34 13 8 21
35 17 11 28
36 19 13 32
37 18 15 34
38 17 15 32
39 17 10 27
40 17 14 31
41 17 12 29
42 14 12 26
43 17 12 29
45 17 15 32
46 19 14 33
47 16 11 27
48 18 14 32
49 14 10 24
50 19 10 29
Total 16.70 11.80 28.50
Table 4.4, shows overall perception score by individual participants
In Part A, there are three students that obtained a full score of 20 items (participants
no.6,7 &18). Those students have learned pronunciation around one year, two
students thought that they were fair at learning pronunciation, while another student
thought that she was good at learning pronunciation.
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For Part B, the highest score is 16 out of 20 (participant no.2) It was obtained
from a student who has learned pronunciation as well. She thought that she was fair at
learning pronunciation and she thought that learning pronunciation is important
because it affects the meaning of communication.
In terms of the relationship between learning pronunciation and their
performance, there are 26 students who have their perception scores higher than the
total mean perception score ( x =28.52), 11 students have learned pronunciation, and
they learned more than 1 Year, 15 students never have learned pronunciation before.
However, the highest total perception score, 34 out of 40 (participant no.37), was not
obtained from a student who has experience with learning pronunciation. The
information from the questionnaire of a student who got the highest score reveals that
she has a high ability in English with a TU-GET score of 800. She thought that
learning pronunciation is important because it helps to improve speaking and listening
skill.
4.3 Problematic Sounds for Students
Once calculating the total means perception score of each sound according to
Part A together with Part B it was found that the most problematic sounds for students
are the sounds /tʃ/ ( x =1.90) and /ʃ/ ( x =2.11) as shown in table 4.5. The
information from the questionnaire also reveals that /tʃ/ and /ʃ/ are the most
problematic sounds for CEIC students.
Table 4.5. Total mean perception score for each English consonant
Phonemes
(initial position) Total x (4)
/r/ 3.70
/l/ 2.74
/Ɵ/ 3.12
/ð/ 3.12
/v/ 2.66
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Table 4.5. (Continued).
Phonemes
(initial position) Total x (4)
/w/ 3.28
/s/ 2.76
/z/ 3.06
/tʃ/ 1.90
/ʃ/ 2.16
Total 2.85
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CHAPTER 5
DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents (1) summary of the study, (2) summary of the finding,
(3) discussion of findings, (4) conclusion, and (5) recommendations for further
research.
5.1 Summary of the Study
This part concludes the objectives, participants, materials, and procedures of
the study as follows:
5.1.1 Objective of the study.
The primary objectives of this research were to study students' perception to
discriminate English initial consonant sounds /r/,/l/,/Ɵ/,/ð/,/v/,/w/,/s/,/z/,/tʃ/ and,/ʃ/ in
their minimal pairs and to study perception scores in a listening test by students, as
well as to explore what are the most problematic sounds for CEIC students through
the perception tests.
5.1.2 Participants, Materials, and Procedures
The participants of this study were 50 current students of Master of Arts
Program in Career English for International Communication at Language Institute,
Thammasat University. There were 40 female participants and ten male participants.
The research instruments in this research were a questionnaire and perception
test. The questionnaire was designed for collecting the participants’ background
information. The perception tests were created for measuring the learners’ perception
to distinguish the English initial consonant sounds. It consisted of 2 parts, in the first
part, the participants were assigned to select the word they heard from the minimal
pairs. For the second part, the participants were required to write the words they
heard.
The questionnaire was distributed to the participants by the convenience
sampling method. After collecting the data, the results of the questionnaire were
analyzed using the Statistical Package for Social Sciences (SPSS). The perception
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tests analyzed the correct number with focus on the target sounds
/r/,/l/,/Ɵ/,/ð/,/v/,/w/,/s/,/z/,/tʃ/ and /ʃ/ at only initial position.
5.2 Summary of the Findings.
The results of the study can be summarized as follows:
5.2.1 Do CEIC students know the difference of English initial consonant
sounds in minimal pairs?
Yes, they know. The results of perception awareness showed that, overall,
students thought that they can distinguish English initial consonants similarly well ( x
= 3.85) and the total mean score of the perception test shows that CEIC students know
the perception of English initial consonants sounds ( x = 28.5 out of 40) at 70%
according to the score criteria.
5.2.2 What is the perception score in the listening test by students?
The perception score reveals that the majority of CEIC students can
discriminate the English initial consonants in minimal pairs in Part A ( x = 16.70)
rather than in Part B ( x = 11.80). There was only one student who obtained the same
score in Part A (16 out of 20 and Part B (16 out of 20), and there were 3 students who
received the full score in Part A (20 out of 20). Overall perception score by CEIC
students is satisfied ( x = 28.50 out of 40)
5.2.3 What are the most problematic sounds for EFL learners?
The results from the test indicate the most problematic sounds for students are
the sounds of /tʃ/ and /ʃ/ because once calculated, the total score of each consonant in
part A together with part B found that students perceive those sound lowest in every
section with mean score of /tʃ/ ( x = 1.90) and /ʃ/ ( x = 2.11) respectively. In
addition, the information collected by the questionnaire shows that students know the
difference of English initial consonant sounds /r/_/l/, /Ɵ/_/ð/, /v/_/w/, /s/_/z/ at very
good levels, except the sounds of /tʃ/_/ʃ/, which held at the moderate level.
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5.3 Discussion of the Findings
5.3.1 Students’ perception to discriminate English initial consonant
sounds in minimal pairs.
The perceptual results of the perception test in this study indicated that the
majority of students know the difference of English initial consonant sounds of /r/_/l/,
/ Ɵ/_/t/, /ð/_/d/, /v/_/w/, /s/_/z/ similarly well while the sounds /tʃ/ -/ʃ/ are difficult for
students to discriminate between the two of those sounds. This is because of the
difference of sound systems in Thai and English and students may not know the voice
quality of English consonant sounds. Sometimes, they cannot discriminate between
voice and voiceless consonant sounds.
However, students perceived English consonant sounds /r/, /l/, /Ɵ/, /ð/, /v/, /w/,
/s/, /z/, /tʃ/, and /ʃ in the listening task part A as satisfied by x = 16.70 out of 20.
Whereas the results in part B indicated that students’ perception of those sounds were
problematic; when they were required to write the word they heard, the results
showed that students substituted the target sound by the sounds that were close in
Thai.
For example, they perceived the sound /ð/as /d/ like “then” as “Den”, /Ɵ/, as
/s/ or /t/ like in the word “Tick” they wrote “Sick” and “Six” and “Tick” as “Thick”.
The result parallels the study concerning pronunciation problems for EFL learners.
Elkhair Muhammad Idriss Hassan (2014) found that students do not know the
distinction between / s/ sound and /Ɵ/ sound and they always substitute /s/ instead of
/Ɵ/.
Sometimes, students cannot discriminate English consonant-initial sounds like
/v/ and /w/, once they have to write the target word. For example, “Veil”, most
students were misspelling by the initial consonant /w/ or /f/ as /v/, and they wrote
“well” The finding supports the study of Raksayod (2013) who found that most Thai
EFL learner learners make errors with /v/ and put /w/ substitutions.
For the sounds /s/ and /z/, they also had some difficulties to differentiate for
those sound like in the words “sip” and “Zip” “Sue” and “zoo” and some of them
confused the difference of those sounds. With the sounds of /tʃ/ and /ʃ/ students had
difficulty to discriminate the sounds /tʃ/ as /ʃ/, and /ʃ/ as /tʃ/ such as in the words
“Sheep” and “Cheap”, this parallels with the study of Ongsuragz (2008), who found
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that the cause of problems of pronouncing /ʃ / and /tʃ/ was that these sound do not
exist in the Thai sound system. Therefore, the students substitute other sounds to
substitute for /ʃ/ , /tʃ/ in some spelling forms and students could not discriminate
differences between /ʃ/, /tʃ/ because they did not know the manner of articulation of
both sounds.
The sounds of /r/ and /l/ seem to be problematic for students as well. When
they were required to listen and write, some students were confused about these
sounds. For instance, once they had to write the target word “Late” and most students
wrote“red” This is similar to the study of Monoyen. (2011) who claimed that when
students had difficulty with strange sounds in their native language, they will
substitute the most equivalent in the native language.
From the overall findings, it can be said that the CEIC students know the
difference of English initial consonants sounds /r/,/l/,/Ɵ/,/ð/,/v/,/w/,/s/,/z/,/tʃ/ and,/ʃ/
and the results of the perception test also support that their perception of English
initial consonant sounds was satisfied. However, the contrast of consonant sounds
between Thai and English make students have some difficulties to perceive English
consonant sounds, especially the sounds /ʃt/ and /ʃ/.
5.3.2 The perception scores by students
According to the result of the perception test, we can divide students into two
groups. The first group is students who can perceive English initial consonant sounds
in listening rather than in writing. Another group is students who can perceive English
initial consonants equally, both listening and writing. The results of the total mean
perception scores by CEIC students present that the majority of students can perceive
English initial consonant sounds when they were required to listen and circle the word
they heard rather than once were asked to listen and write the word they heard. The
difference of phonology in Thai and English significantly influence students when
they have to analyze words they heard from listening tasks Sahatsathatsana (2017).
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5.3.3 The problematic sounds for students.
In the present study, the results presented that students had the most difficult
with the sounds of /tʃ/ and /ʃ/ whose total mean score showed tʃ/ ( x =1.90) and /ʃ/ ( x
=2.11) out of 4. Students also perceive those sounds lowest in every test section.
The results agree with the former study by Ongsuragz (2008) in “A Study of
The Pronunciation of /ʃ/ and /tʃ/ by third-year students of business administration
major computer at Rajamangala University of Technology Pranakhon” which found
that the students could not discriminate differences between /ʃ/ and /tʃ/ because they
did not know how to pronounce them, as well as the sounds ʃ/ and /tʃ/ do not exist in
Thai.
5.4 Conclusions.
The following conclusions can be drawn from the discussion above:
5.4.1 The differences in phoneme inventories between Thai and English affect
the assimilation of Thai students when learning English. For the sounds that are
similar in Thai, students may perceive them readily, but when they encounter
unfamiliar sounds such as /tʃ/ and /ʃ/ students acquire those sounds by substituting the
most similar sounds in native language.
5.4.2 Some students may be unfamiliar with the British English accent that
was used as an instrument in this study as well as some of the word lists were difficult
for the students, like “Zeed” because students rarely use it in daily life.
5.4.3 The quality of loudspeakers in some classrooms was not suitable for the
room’s size. The quality of sound may affect the hearing quality of the students that
depends on their seats position in the classroom.
5.5 Recommendations
Based on the discussions and conclusions the following are recommendations
for further research.
Firstly, the present study focuses on the sounds of /r/, /l/, /Ɵ/, /ð/, /v/, /w/, /s/,
/z/, /tʃ/, and/ʃ/ only in initial position, future research can broadly extend to different
positions, medial or final.
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Secondly for greater validity and reality of the research, the study should
consist of more test words in each sound.
Thirdly, for sound recording, the future study could use the high-quality
recording tools. In this study, the native speaker recorded his voice via the telephone.
This makes the sound quality possibly unclear.
Fourth, Thai learners should be more encouraged to learn English
pronunciation accurately, In this study, most the students have problems with
consonant cluster, particularly the sounds of /tʃ/ and /ʃ/.
Finally, the generality of the results is limited because the participants were
only from CEIC (The Master in Career English for International Communication).
Future studies can choose to study the other fields of the participants.
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APPENDICES
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APPENDIX A
THAI QUESTIONNAIRE
แบบสอบถาม ชุดท่ี…………….
เร่ือง การศึกษาเสียงพยญัชนะในภาษาองักฤษท่ีเป็นปัญหาในหมู่นกัศึกษาปริญญาโท สาขาภาษาองักฤษเชิงอาชีพเพื่อการส่ือสารนานาชาติ สถาบนัภาษา มหาวิทยาลยัธรรมศาสตร์
วัตถุประสงค์ ของแบบสอบถามน้ีจัดท าข้ึนเพ่ือรวบรวมข้อมูล ส าหรับการศึกษาคน้ควา้อิสระของนกัศึกษาปริญญาโท สาขาภาษาองักฤษเชิงอาชีพเพื่อการส่ือสารนานาชาติ สถาบนัภาษามหาวิทยาลยัธรรมศาสตร์
ค าช้ีแจง กรุณาท าเคร่ืองหมาย√หรือเติมค าตอบลงในช่องว่างท่ีก าหนดให ้1. ส่วนท่ี 1 เป็นแบบสอบถามมีทั้งหมด 3 ส่วน 2. ส่วนท่ี 2 เป็นแบบทดสอบมีทั้งหมด 1 ชุด แบ่งเป็น 2 ตอน 3. หากท่านไม่ประสงคท์ าแบบสอบถามกรุณาคืนแบบสอบถามใหก้บัผูเ้ก็บขอ้มุล 4. ขอ้มลูส่วนตวัของท่านจะถกูเก็บเป็นความลบั
___________________________________________________________
ส่วนที่ 1 ข้อมูลทั่วไปของผู้ตอบแบบสอบถาม 1). อาย ุ √ 20-24 √ 25-29 √ 30-34 √ มากกว่า 35 ปีข้ึนไป 2). เพศ √ หญิง √ ชาย
3). อาชีพ √ นกัเรียน √ พนกังานบริษทัเอกชน
√ ขา้ราชการ/พนกังานรัฐวิสาหกจิ √ ธุรกจิส่วนตวั
√ ว่างงาน √ อ่ืนๆ โปรดระบุ.........................................
4). ท่านเคยเรียนการออกเสียงภาษาองักฤษ (English pronunciation) ท่ีเป็นหลกัสูตร/คอร์สในโรงเรียน/มหาวิทยาลยัหรือสถาบนัสอนภาษามาก่อนหรือไม่? ถา้ไม่เคยกรุณาขา้มไปท าขอ้ท่ี 7
√ เคย √ ไม่เคย
5). ท่านเคยเรียนการออกเสียงภาษาองักฤษ (English pronunciation) มานานเท่าไหร่? …….…..……………………………………………………………………………………………
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6). ท่านคิดว่าท่านเรียน (English pronunciation) ไดดี้ระดบัใด?
√ ดีเยีย่ม √ ดีมาก √ พอใช ้ √ ค่อนขา้งไม่ดี √ ไม่ดีเลย
7). ท่านคิดว่าการเรียนออกเสียงภาษาองักฤษ( English Pronunciation ) ส าคญัใช่หรือไม?่ ถา้ส าคญั ส าคญัในแง่มุมใด ( โปรดระบุ)
√ ส าคญั เพราะ……........................................................................... √ ไม่ส าคญั เพราะ……...........................................................................
8). ท่านคิดว่าการเรียนออกเสียงภาษาองักฤษ (English Pronunciation) ท าใหใ้หท้กัษะโดยเฉพาะการพดูและการฟังมีประสิทธิภาพเพ่ิมมากข้ึนใช่หรือไม่?
√ ใช่ √ ไม่ใช่ 9). คะแนน TU-GET……………………………………………………………………………. ส่วนที่ 2 ท่านเข้าใจความแตกต่างของเสียงพยญัชนะต่อไปนีด้ีระดบัใด กรุณาให้คะแนนระดับความเข้าใจของท่าน
พยญัชนะภาษาองักฤษ
5 (เขา้ใจดีอยา่งยิง่)
4 (เขา้ใจอยา่งดี)
3 (เขา้ใจพอใช)้
2 (ค่อนขา้งไม่เขา้ใจ)
1 (ไม่เขา้ใจ)
1. /r/ and /l/ Red, Led
2. /s/ and /z/ Sue. Zoo
3. /t/and /Ɵ/ Tin, Thin
4. /v/ and /f/ Van, Fan
5. /v/ and /w/ Vet, Wet
6. /tʃ/ and /ʃ/ Chip , Ship
Ref. code: 25605921040225HZM
34
พยญัชนะภาษาองักฤษ
5 (เขา้ใจดีอยา่งยิง่)
4 (เขา้ใจอยา่งดี)
3 (เขา้ใจพอใช)้
2 (ค่อนขา้งไม่เขา้ใจ)
1 (ไม่เขา้ใจ)
7./d/ and /ð/ Dare, There,
ส่วนที่ 3 ท่านคดิว่าเสียงใดเป็นปัญหาส าหรับท่าน ( เลอืกตอบได้มากกว่า 1 ข้อ)
√ CH √ R
√ SH √ L
√ V √ S
√ W √ Z
√ TH √ F
Ref. code: 25605921040225HZM
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APPENDIX B
PERCEPTION TEST
Part A: Listen and circle the word you hear.
1) a. Lane b. Rain
2) a. Tank b. Thank
3) a. Ship b. Chip
4) a. Zing b. Sing
5) a. Tin b. Thin
6) a. Sheet b. Cheat
7) a. Lice b.. Rice
8) a. Vent b. Went
9) a. Chain b. Shane
10) a. Red b. Led
11) a. Vet b. Wet
12) a. Cheap b. Sheep
13) a. Dare b. There
14) a. Sue b. Zoo
15) a. Vow b. Wow
16) a. Lip b. Rip
17) a. Seal b. Zeal
18) a. View b. Few
19) a. Dan b. Than
20) a. Sip b. Zip
Ref. code: 25605921040225HZM
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Part B: Please kindly listen and write the word that you have just heard.
1…….....................……………………………11………………..……………………………… 2……................……………………………….12…………….….……………………………….. 3……………………………………………….13……………….………………………………. 4……………………………………………….14……………………………….……………….. 5………………...……………………………..15….................…………………………………… 6……………………………………………….16………………………………………………….. 7…………….……………………………….....17……………..…………………………………... 8………………..………………………………18………………………………………………… 9………………..………………………..……..19………………………………………………… 10……………..…………………………..……20…………..…………………………………….
Ref. code: 25605921040225HZM
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BIOGRAPHY
Name Ms.Panaporn Phosrithong
Date of Birth May 20, 1989
Educational Attainment
Bachelor’s Degree in Liberal Arts
Southeast Asian Studies Program
Thammasat University (2008-2012)
Work Position Sale Coordinator
Furukawa Sangyo Kaisha (THAILAND)LTD.
Work Experiences 2015-2018
Sale Coordinator
Furukawa Sangyo Kaisha (THAILAND)LTD.
Ref. code: 25605921040225HZM