LEVEL OF FLUENCY IN SEGMENTAL AND SUPRASEGMENTAL PHONEMES OF

BACHELOR OF SCIENCE IN HOSPITALTY MANAGEMENT THIRD YEAR STUDENTS

 

[ᴂ]

[a]

[ᴂ]

[a]

[ᴈ]

[e]

[3]

[s]

[f]

[θ]

[ð] [ʒ]

[ tʃ ]

[dʒ]

[ ʃ ]

Figure 1.Theoretical Framework

STATEMENT OF THE PROBLEM

This study answered the following questions: 1. What is the level of fluency of the students in segmental

phonemes in the areas of 1.1. Vowels1.2. Consonants?

2. What is the level of fluency of the students in supra-segmental phonemes in the areas of2.1. Stress2.2. Intonation2.3. Junction and pauses?

 

SIGNIFICANCE OF THE STUDY

ADMINISTRATION

STUDENTSTEACHERS

CURRICULUM PLANNER

Research Methodology

• Quantitative- Qualitative Method of Research

•55 respondents of the third year students

•Standard pronunciation tests of TOEFL

Level of Fluency in Segmental and Supra-segmental Phonemes

•Gathering and Collecting of Data•Analysis and Interpretation of Data•Drawing Conclusion

Relevant Conclusions and Practical Recommendations

INPUT

PROCESS

OUTPUT

B. The three-point scale response category- will be established with ranges of scores to allow quantitative description.

2.34-3.00 — Highly Intelligible (Pronunciation is highly intelligible, though the response includes without lapses and/ or other language influence.)

TREATMENT OF DATA

1.67-2.33 – Generally Intelligible (Pronunciation is generally intelligible, though it includes few lapses and /or other language influence.)

1.00- Intelligible (Pronunciation may be intelligible at times, but significant other language influence interferes with few lapses appropriate delivery of the text.)

Chapter 2PRESENTATION, ANALYSIS AND

INTERPRETTION OF DATA

This chapter presents, analyzes, and interprets the data gathered and used in the study. The relevant data which were included and expounded were the following:1. The level of fluency of the students in segmental phonemes in vowels and consonants.2. The level of fluency of the students in supra-segmental phonemes in stress, intonation, junction and pauses.

Words TWP WM VD

[ i ] sweet, keep, need 120 2.18 GI

[ I ] miss, this, still 140 2.55 HI

[ e ] way, day, saying 144 2.62 HI

[ε] care, where, says 140 2.55 HI

[ᴂ] glad, chance, happy 61 1.11 I

[a] heart, apart, want 144 2.62 HI

[ͻ] sorry, all, more 137 2.49 HI

[o] alone, know, so 148 2.69 HI

[U] sure, look, your 128 2.33 GI

[u] do, you, through 128 2.33 GI

TOTAL 1, 290 2. 35 HI

Words TWP WM VD

[f] fantasy, Pharisee, physique 97 1.76 GI

[v] violin, vulnerable, violet 141 2.56 HI

[θ] breath, theatre, thirteen 93 1.69 GI

[ð] seethe, breathe, clothe 60 1.09 I

[s] said, someday, sing 153 2.78 HI

[z] wise, wisdom, pause 63 1.15 I

[ ʃ ] fuchsia, conscious, tissue 144 2.62 HI

[ʒ] pleasure, illusion , exposure 72 1.30 I

[ tʃ ] natural, posture, amateur 120 2.18 GI

[dʒ] cordial, gigantic, genial 110 2 GI

TOTAL 1,053 1.91 GI

WORDS TWP WM VD

elementary 147 2.67 HI

statuesque 75 1.36 I

difficult 150 2.72 HI

guitarist 60 1.09 I

canteen 147 2.67 HI

seventy 132 2.4 GI

hotel 138 2.50 HI

cemetery 66 1.2 I

committee 102 1.85 GI

reasonable 60 1.09 I

TOTAL 1,077 1.96 GI

Sentences (Intonation) TWP WM VD

1. C: Do you have any available rooms? 162 2.95 HI2. FDO: Yes Ma’am, we have four available rooms in the fifth floor. 150 2.73 HI3. C: I want to have a room that is overlooking the cityscape. 144 2.62 HI4. FDO: Room number twenty Ma’am, enjoy your stay. 108 1.96 GI5. C: By the way is it okay if I’ll bring my pet inside my room? 153 2.78 HI

6. FDO: That would be fine Ma’am. 147 2.62 HI

7. FDO: Thank you. 156 2.84 HI

TOTAL 1,020 2.65 HI

JunctureTWP WM VD

1. Some customers are very demanding, // irate, // and choosy, // in selecting a room to stay. 135 2.45 HI2. The hotel and restaurant business/ is a cocktail of showmanship, // diplomacy, // and sociability. 138 2.51 HI3. If the waiter knows the guest’s name, // it is advisable to address him by his name/ as this shows/ that the guest is getting recognition.

69 1.25 I

4. When two tables are occupied approximately at the same time, // the server must offer the menu to both / and attend to the one ready to order first.

84 1.53 I

5. Food outlets must try to bring innovation / through food and beverage offering, // entertaining, // promotions, // and décor. 126 2.29 GI

TOTAL 552 2.01 GI

CHAPTER 3SUMMARY, FINDINGS,

CONCLUSIONS AND RECOMMENDATIONS

VowelsMajority of the student respondents of Bachelor of Science in Hospitality Management had a Highly Intelligible level of fluency in the articulation of vowel sound which means they were able to produce it clearly.

ConsonantsMajority of the third year student respondents of Bachelor of Science in Hospitality Management had Generally Intelligible level of fluency in the production of consonants. They needed an improvement in the articulation of some consonant sounds.

StressThe level of fluency of the student in stress was Generally

Intelligible. It showed that their stressing of the words were includes few lapses and other language influence.Intonation

The students’ level of fluency in intonation was Highly Intelligible. They were able to produce clearly the intonation selected in this study.Juncture

The fluency level of the respondents in juncture was Generally Intelligible. They need to improve their level of fluency in reading sentences with correct juncture/ pauses.

CONCLUSIONS

The student respondents’ needs enhancement in these following areas; vowel sound [ᴂ]; consonant sounds specifically in [ð], [z] and [ʒ]; the correct articulation of stress in the words particularly in the words statuesque, guitarist, reasonable, and cemetery; and juncture/ pauses in the sentences. They should need more exposure and give correct articulation of the segmental and supra-segmental phonemes.

RECOMMENDATIONS

Future researchers can venture more consonants, use more words, or even use another framework. They can also focused on the interactive oral activities or oral competencies of other future participants. The participants in the study were BSHM third year students. Thus, the future participants could be high school students or even young professionals. In this way, there could be data collected that shows that college students are not the only one who neglect correct pronunciation of English words.         

BIBLIOGRAPHY

A.Books

Jones, Frank. “How to Speak Fluently” .New Delhi: Indiana Publishing House, 2008.

Celce Lamb, Marion. “ Word Studies”. South-Western Publishing Co.,1971.

-Murcia, Marianne . “Teaching English as a Second or Foreign Language “.

3rd ed. Heinle and Heinle, Copyright 2006.

 

Wood, Julia. “ Communication in our Lives”. China: Wadsworth, Cengage Learning , Copyright 2012,2009,2006.

 

Hasling, John. “ The Audience, The Message, The Speaker”. 8th ed. New York: McGraw Hill Companies,Inc., 2010.

 

Fernando, Jovita N. et. al. “ College English for Today”. Revised Ed. Philippines: National Bookstore , Inc., 1976.

 

Olivo, Basilisa S. “ Performance of the Bachelor of Science in Hospitality

Management On-the-Job Trainees at Cebu Technological University: Proposed Circular Enhancement”. Unpublished Doctaral Dissertation, Cebu Technological University, Tuburan Campus, Tuburan, Cebu, 2012.

C. Internet Sources

www.languagelinks.org/lesl.html

http://0-files.eric.ed.gov.opac.msmc.edu/fulltext/ED491566.pdf

http://langs.eserver.org/linell/chapter05.htm

 

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The diligent

researchers