A Study On How To Improve English Intonation Of Van Tin Translation Company's Employees.

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MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF ECONOMICS AND FINANCE
A STUDY ON HOW TO IMPROVE
ENGLISH INTONATION OF VAN TIN
TRANSLATION COMPANY'S
EMPLOYEES
Major: ENGLISH LANGUAGE
Minor:TRANSLATION AND INTERPRETATION
UEF supervisor:
Site supervisor:
Student’s name:
Student ID: Class:
Ho Chi Minh City, 2023

MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF ECONOMICS AND FINANCE
A STUDY ON HOW TO IMPROVE
ENGLISH INTONATION OF VAN TIN
TRANSLATION COMPANY'S
EMPLOYEES
Major: ENGLISH LANGUAGE
Minor:TRANSLATION AND INTERPRETATION
UEF supervisor:
Site supervisor:
Student’s name:
Student ID: Class:
Ho Chi Minh City, 2023

ACKNOWLEDGEMENTS
In the process of doing the internship report, not only have I faced up to
many problems in collecting reference materials but also got difficulties in
choosing the right way to express my ideas.
I would like to thank all teachers of University for their precious and
useful lessons during the time study which is then the foundation of this
graduation paper. Especially, I would like to express my deepest gratitude and
indebtedness to my lecturers who have always been most willing and ready to
give me valuable advice, suggestions, and materials to finish this report.
Last but not least, I also wish to extend my many thanks to my family for
financial support, time and encouragement to prepare, look for and collect the
necessary information to perform this project work.
In addition, I would like to thank my best friends for giving suggestions
and encouraged me during the time of doing this report.
Once again, I would like to say “Thank you so much” to everyone who
helped me complete this training report.
June, 2023

THE SOCIALIST REPUBLIC OF VIETNAM
Independence - Freedom – Happiness
****
SUPERVISOR’S COMMENTS
Student’s full name:
Student ID:
Intake:
1. Internship duration
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2. Major and minor
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3. Comments
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Supervisor’s signature

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION..................................................................................... 1
1.1. The problem statement........................................................................................... 1
1.2.Rationale for the present study ............................................................................... 1
1.3.Aims of the study.................................................................................................... 2
1.4.Significance of the study......................................................................................... 2
CHAPTER 2: LITERATURE REVIEW.......................................................................... 3
2.1Intonation..................................................................................................................... 3
2.2 Stress........................................................................................................................... 4
2.3 English Tones: ............................................................................................................ 5
2.3.1 The Falling:.......................................................................................................... 5
2.3.2 The Rising Tone: ................................................................................................. 6
2.3.3 The Rising – Falling Tone: .................................................................................. 7
2.3.4 The Falling - Rising Tone:................................................................................... 7
2.4 Vietnamese Intonation ................................................................................................ 7
2.5 Vietnamese Tones....................................................................................................... 8
CHAPTER 3: METHODOLOGY.................................................................................. 11
3.1 Objectives ................................................................................................................. 11
3.2 Research Questions.............................................................................................. 11
3.3 Limitation............................................................................................................. 11
3.4 Literature Review ................................................................................................ 11
3.5 Research Method ................................................................................................. 13
2.5.1 Sample Size and Sampling ................................................................................ 13
2.5.2 Research Procedure............................................................................................ 13
2.5.3 escription of Questionnaire........................................................................... 15
CHAPTER 4: FINDINGS .............................................................................................. 17
4.1 Analysis Results of Range Pitch............................................................................... 17
4.2 Analysis Results of Tonic-syllable ........................................................................... 18
4.3 Analysis Results of Vietnamese intonation .............................................................. 19
CHAPTER 5: DISCUSSION.......................................................................................... 21
CHAPTER 6: CONCLUSION ....................................................................................... 23
REFERENCE.................................................................................................................. 25

APPENDIX..................................................................................................................... 26
FIGURES
Figure 2: Northern Vietnamese tones uttered by a male speaker in isolation ................9
Figure 3: Vietnamese tone system ................................................................................10
Figure 4: Research Timeline .........................................................................................13
Figure 5: Findings of Range Pitch ................................................................................17
Figure 6: Findings of Tonic-syllable.............................................................................19
Figure 7: Findings of Vietnamese intonation................................................................20

TABLES
Table 1: Research Procedure......................................................................................... 13
Table 2: Measurements ................................................................................................. 15
Table 3: Analysis Results of Range Pitch..................................................................... 17
Table 4: Analysis Results of Tonic-syllable ................................................................. 18
Table 5: Analysis Results of MTI Learners.................................................................. 19

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CHAPTER 1: INTRODUCTION
1.1. The problem statement
Nowadays, English has more and more become the widely used language
in the world of trade and commerce over the past decade or two. As a result,
having an excellent knowledge of English for business has become crucial for
success in any employee’s career. To speak English well, first of all the learners
must improve their intonation first. The right pronunciation of sounds in the
English language is very important. If someone mispronounces many English
sounds his speech will be very difficult to understand. But only a few
pronunciation mistakes in sounds are certainly not enough to cause serious
misunderstanding of the essential message being said. Vietnamese people have
many difficulties when pronouncing English, English pronunciation challenges
for native Vietnamese speakers. Vietnamese has three major dialects: Northern,
Central and Southern. Vietnamese is a tonal language: each of its 6 tones
changes the meaning of a word.
Van Tin is very proud of being regarded as a leading provider of
translating services in Hanoi, resulting from our achievement and efforts.
Translation for numerous national and global projects of all sizes is being
conducted by Van Tin, however, Van Tin’s Employees also face intonation
problems. To help their staff improve intonation skill, the study: “A Study on
How to Improve English Intonation of Van Tin Translation Company's
Employees” need carrying now. The report would find out factors relating
intonation that Van Tin employees face. Then, there are suggestions to improve
their intonation.
1.2.Rationale for the present study
The study presents the students’ English stress and intonation
pronunciation competence after using e-learning program. The results generally
revealed that most of students posed satisfactory competence in e-learning
program. Therefore, it can be said that the e-learning program can encourage
them to improve their stress and intonation pronunciation. Moreover, there are
many sounds that cause difficulties for the students in learning English
pronunciation. So, it is necessary for the English teachers to create other
instruments to improve English pronunciation of students.

2
1.3.Aims of the study
The study aims to survey intonation factors that affect second language
learners in Van Tin. Based on the findings, the report would present the good
ways to improve intonation for Van Tin employees. Moreover, the report also
gives the suggestion for Van Tin employees. Therefore, I have some question to
study:
(1) How does pitch range affect to English intonation?
(2) How does a tonic-syllable affect to English intonation?
(3) How does Vietnamese intonation of learners effecting to English intonation?
1.4.Significance of the study
Intonation or the pitch pattern of your voice is important in spoken
English because it conveys meaning in many ways. Intonation is very important
in communication as it gives information beyond just the basic meaning of the
words. It can express the speaker’s attitude or feeling about something, as well as
giving grammatical information. Intonation can turn a happy comment into a
sarcastic one, or turn a statement into a question. Thus, it is more crucial to Van
Tin employees because of their professional jobs.

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CHAPTER 2: LITERATURE REVIEW
2.1 .Intonation
Intonation is about how we say things, rather than what we say. Without
intonation, it's impossible to understand the expressions and thoughts that go
with words. Listen to somebody speaking without paying attention to the words:
the 'melody' you hear is the intonation. It has the following features:
It's divided into phrases, also known as 'tone-units'.
The pitch moves up and down, within a 'pitch range'. Everybody has their
own pitch range. Languages, too, differ in pitch range. English has particularly
wide pitch range.
In each tone unit, the pitch movement (a rise or fall in tone, or a combination
of the two) takes place on the most important syllable known as the 'tonic-
syllable'. The tonic-syllable is usually a high-content word, near the end of the
unit.
These patterns of pitch variation are essential to a phrase's meaning.
Changing the intonation can completely change the meaning.
The music of speech is the intonation that is a crucial factor in speaking. The
main movement of intonation begins at the tonic syllable. The movement can be
upwards (a rise), downward, a rise with a fall (a rise-fall), a fall with a rise (a
fall-rise) or flat. Moreover, intonation plays a crucial role in spoken discourse
since it signals when speakers have finished the points they wish to tell to people,
carry on with a turn and indicate an agreement or a disagreement. (Harmer,
2007). If a speaker speaks English with a flat intonation, this may sounds boring
and uninteresting. Using wrong intonation can therefore give offence. For these
reasons, it is essential to practice intonation. The two most common intonation
patterns are:
(1) The rising-falling intonation pattern is used with statement, a command, an
exclamation and a question beginning with wh-words. The rising-falling
intonation is also called 2-3-1 pattern. The number refers to pitch levels two,
three and one respectively. Pitch level 1 refers to a low pitch, level 2 refers to a
normal pitch, and pitch level 3 refers to a high pitch. The 2-3-1 intonation looks
like this:

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(2) The rising intonation pattern is normally used with yes-no question, and for
addressing and asking for information to be repeated.
2.2 Stress
In linguistics, and particularly phonology, stress or accent is relative
emphasis or prominence given to a certain syllable in a word, or to a certain word
in a phrase or sentence. This emphasis is typically caused by such properties as
increased loudness and vowel length, full articulation of the vowel, and changes
in pitch. Since stress can be realised through a wide range of phonetic properties,
such as loudness, vowel length, and pitch, which are also used for other linguistic
functions, it is difficult to define stress solely phonetically.
The stress placed on syllables within words is called word stress or lexical
stress. Some languages have fixed stress, meaning that the stress on virtually any
multisyllable word falls on a particular syllable, such as the first or the
penultimate. Other languages, like English, have variable stress, where the
position of stress in a word is not predictable in that way. Sometimes more than
one level of stress, such as primary stress and secondary stress, may be
identified. However, some languages, such as French and Mandarin, are
sometimes analyzed as lacking lexical stress entirely.
The stress placed on words within sentences is called sentence stress or
prosodic stress. This is one of the three components of prosody, along with
rhythm and intonation. It includes phrasal stress (the default emphasis of certain

5
words within phrases or clauses), and contrastive stress (used to highlight an item
− a word, or occasionally just part of a word − that is given particular focus).
As language is developed, learners must master not only the phonemes
that make up individual words, but also their associated stress patterns. One
major reason why foreign speakers of English have difficulties with
pronunciation is due to the lack of the stress knowledge of the new language.
From the past, much of pronunciation teaching has involved the practice of
isolated sound or stress and intonation. Stress is used to describe the point in a
word or phrase where pitch changes, vowels is lengthened and volume is
increased. It is vitally important in conveying meaning in phrases and sentences.
Getting the stress wrong can damage the chances of being understood. Moreover,
Scrivenr (2005) pointed that students needed to learn pronunciation that would
allow them to be understood in the contexts where they were most likely to need
to use the language. So, stress is very important aspects of English pronunciation.
In English, words that have more than one syllable will always have one
particular syllable that will receive primary stress.
2.3 English Tones:
2.3.1 The Falling:
It seems that people most usually don’t emphasize this king of tone in
English. It is used on the last stressed syllable of the sentence in statements
(declarative sentences), special questions, commands (imperative sentences),
exclamatory sentences, and in the last part of alternative questions (after "or").
(Different types of sentences are described in the file Basic Word Order in the
section Grammar.) Standard falling intonation in English falls stronger and
deeper than standard falling intonation in Russian.
Falling intonation is used for asking and giving information in normal,
quiet, un-emphatic style. At the same time, falling intonation conveys certain
emotions, such as completion, finality, confidence. Falling intonation sounds
more categorical, confident, and convincing than rising intonation. Compare the
use of the falling tone and the rising tone in the second part of tag questions. A
falling tone is by far the most common used tone of all. According to Celik
(2002), it signals a sense of finality, completion, and belief in the content of the
utterance. By choosing a falling tone, a speaker offers the hearer a chance to

6
comment on, agree or disagree with, or add to his/her utterance. Although this
tone does not solicit a response, it is up to the hearer to produce such a response
if he/she so desire. Nonetheless, it would be polite for the hearer to at least
acknowledge in some manner that he/she is part of the ongoing discourse.
2.3.2 The Rising Tone:
It is really complicated to discuss the rising intonation in English, because
it’s qiute difficult to describe in words. The rule of rising intonation in English is
that when we speak a sentence, our voice will rise or fall. The beginning of the
sentence we uttered may be high or low. The stressed syllables in our sentence
may be strong or weak, loud or quiet, quick or slow. The unstressed syllables in
the sentence may have the same level as the stressed syllables or higher or lower
according to our emotions such as surprise, interest, suggestion, hesitation, ...
The voices are also different. All of these factors make the intonation.
From another aspect, we can see that the rising intonation should be understood
to be different in different situations. For example, when we feel surprised, our
rising tone will sound different from when we want to express our polite interest.
According to Kumaki (2003), the rising tone is used when we want to seek
or take control in a conversation in which the roles of speakers and hearers are
equal. The speakers who are dominant such as the chairpersons or the
storytellers,… have the right to decide the rising tone . In Yes/ No questions, we
also use rising tones to imply that the speakers do not know the answer, but the
hearer know the answer. Celik exemplifies by pointing out that the following
question “Isn't he NICE ?” uttered with a rising tone, can have as its answer
either “Yes”, “No” or “I don’t know.” The same question, which is uttered with a
falling tone, can only have one appropriate answer, which is “Yes.” A rising tone
is used if the tonic stress is uttered with extra pitch height. In the following
intonation examples, one wonders if the speaker is asking for a repetition, a
clarification, or indicating disbelief:
(a) I'm flying to Chicago tomorrow.
(b) Flying to Chicago? (repetition)
(c) I'm taking up Taxidermy this autumn.
(d) Taking up WHAT? (clarification)
(e) She passed her DRIving test.

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(f) She PASSED? (disbelief) (Celik, 2001, p. 4)
2.3.3 The Rising – Falling Tone:
These two tones (i.e. “fall” & “rise-fall) are not the referring but the
proclaiming type.
Proclaiming tones indicate that the tone unit as a part of the message is not yet
shared. When the speaker is telling something, a proclaiming tone means that
he/she doesn’t think the hearer has certain information that the speaker has.
When asking, it means that the hearer has some information that the speaker
doesn’t possess. By asking the questions with the proclaiming tone, all the
questions are considered to be asked without any expectations about the replies.
The use of the ‘rise-fall’ tone indicates not only the speaker’s exclamation but
also intention of controlling the discourse, and his/her expectation of a certain
reaction from the hearer. [8]
2.3.4 The Falling - Rising Tone:
According to Brazil, in Kumaki (2003), when an English complex clause
has two intonation units, the first one or non-final one normally has a ‘fall-rise’,
however, the second, or final, has a falling tone. Therefore, there is a
“dependency” tone, or “fall-rise” in the tone of non-final intonation units.
The role of the falling – rising tone is also important. It helps the hearers
know that which part of the message that both the speaker and the hearer already
know. This is also the reason why people call the falling-rising tone the
“referring tones”.
2.4 Vietnamese Intonation
Due to the fact that Vietnamese is a tonal language, we should take it into
careful consideration when studying the Vietnamese intonation. The six lexical
tones impact greatly on Vietnamese intonation, or i.e. they strictly restrict
intonation in Vietnamese. Consequently, the intonation cannot be used as a
means to distinguish different types of sentences like in English. For instance, an
English assertive statement often ends with a falling tone. In Vietnamese,
however, it depends on the tone of the last word. If the high-rising tone ends the
utterance, the pitch of the voice should go up, for example:
Cái váy này đẹp lắm (This dress is very beautiful)

8
On the contrary, the falling tone can end an utterance if the last word has a
low-falling tone at the end, for example:
Cái váy này đẹp lắm à? (Is this dress really beautiful?)
Obviously, Vietnamese does not follow the rule: questions have rising tone at
the end while assertive statements have leveling or falling tones. An excellent
example for illustration is: (Đỗ, as cited in Luu, 2010)
The intonation contour of declarative sentence
Anh ăn cơm không (He eats only rice, without any other foods)
and that in the question
Anh ăn cơm không? (Would you like a meal?)
would have practically no difference. In conclusion, it is not clear that
Vietnamese intonation has the ability to differentiate various types of sentences.
In terms of the function of Vietnamese intonation, it comes as no surprise to
state that intonation plays a less important role in Vietnamese than in languages
such as French and English. Those who are familiar with French or English often
do not recognize the intonation in Vietnamese because it is hidden behind the ups
and downs of the lexical tones. In fact, to some extent, there is significantly
unequal distribution of energy on each syllable, caused by the tones and/or by the
sentence stress. Take the previous example again:
(1) Anh ăn cơm không
(2) Anh ăn cơm không?
Although the word “không” in (1) and “không” in (2) would not have
considerable differences in the pitch at which they are pronounced, the energy
put on (1) would be greater than in (2). In communication, the Vietnamese
intonation has such functions as grammatical, attitudinal, implicational/logic,
pragmatic (see Đỗ 2009).
2.5 Vietnamese Tones
Vietnamese is classified as a tonal language. The Northern dialect has six
tones: midlevel, low-falling, high-rising, low-falling-rising, high-rising broken
and low-falling broken. The changes of the pitch level and/or contour can signal
a change in meaning. In the follow instance, the words which differ lexically
solely in the tone exerted to them are likely to have unrelated meanings.
“mơ” means dream

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“mờ” means vague
“mỡ” means fat
“mở” means open
“mớ” means bundle
“mợ” means mother’s younger bother’s wife
Figure 1: Northern Vietnamese tones uttered by a male speaker in
isolation
(Source: Nguyễn & Edmondson (1998))
Midlevel tone (thanh Ngang) is lax; in contour it has an almost flat
contour with a slight fall at the end.
Low-falling tone (thanh Huyền) is also lax. It starts quite low and trails
downward toward the bottom of the voice range. A kind of breathy voicing,
reminiscent of a sigh often accompanies this tone.
High-rising tone (thanh Sắc) starts at the mid and then rises sharply to
nearly the high point in rapid speech. It is accompanied by a tense voice.
Low-falling-rising tone (thanh Hỏi) is tense. It starts at a mid level, dips
gradually and then rises in the last third back to the original level. In natural
speech, this tone often ends with breathiness or slight creakiness.

10
High-rising broken tone (thanh Ngã) is roughly the same as that of high-
rising tone (thanh Sắc), but is accompanied by a glottal stop at the lowest fall of
the tonal contour.
Low-rising broken tone (thanh Nặng) is also tense. It starts at the mid
and then drops sharply in pitch. It is usually shorter than other tones and ends
with a glottal stop.
Figure 2: Vietnamese tone system
(Source: Thompson, 1987)

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CHAPTER 3: METHODOLOGY
3.1 Objectives
The objectives of report are:
(1) Identify how pitch range affecting to English intonation
(2) Identify how a tonic-syllable affecting to English intonation.
(3) Identify Vietnamese intonation of learners effecting to English intonation
3.2Research Questions
(4) How does pitch range affect to English intonation?
(5) How does a tonic-syllable affect to English intonation?
(6) How does Vietnamese intonation of learners effecting to English intonation?
3.3Limitation
The study is carried out in Ha Noi, thus, the respondents are Hanoiese that do
not represent for all learners in Vietnam. Moreover, the limitation of reporter’s
knowledge that also makes some mistakes in the report. In addition, there are
some studies and information are not good on the internet that also affect to
report’s findings.
3.4Literature Review
There are many studies and articles relating to this topic
The author Warisara Yangklang studied the topic “Improving English Stress
And Intonation Pronunciation of The First Year Students of Nakhon Ratchasima
Rajabhat University Through An E-Learning” in 2013. The study presents the
students’ English stress and intonation pronunciation competence after using e-
learning program. The results generally revealed that most of students posed
satisfactory competence in e-learning program. Based on the scores of 40
students, it was found that their word stress and intonation placement was higher.
Therefore, it can be said that the e-learning program can encourage them to
improve their stress and intonation pronunciation. Moreover, there are many
sounds that cause difficulties for the students in learning English pronunciation.
So, it is necessary for the English teachers to create other instruments to improve
English pronunciation of students.
The author Patchara Varasarin studied “An Action Research Study of
Pronunciation Training, Language Learning Strategies and Speaking
Confidence” at Victoria University in 2007. The study shows that that the

12
pronunciation training with direct and indirect LLS students to achieve
intelligible English competence and should be included in English lessons. The
scope of the study was how learners improve their pronunciation and how
learners used their learning strategies during training. The study’s contributions
to knowledge are that teachers will learn from the study about the importance of
pronunciation and language learning strategies that support students’ learning,
and change their view of teaching.
The author Zhuang Yuan studied the topic “Evaluating the effectiveness
of teaching intonation to learners in an intensive English program” at Northern
Arizona University in 2015. This dissertation study investigated the effectiveness
of using a computer program to help English as a second language (ESL) learners
improve their ability to use English intonation in communication. Recent
research suggested that intonation and other suprasegmental features of
pronunciation may have significant effects on oral proficiency and
comprehensibility (e.g., Derwing & Munro, 1997, 1998; Kang, 2010a, 2013).
However, studies on the effectiveness of teaching suprasegmentals have not
reached consensus on how intonation teaching can be effectively taught (e.g.,
Anderson-Hsieh, 1992; Levis & Pickering, 2004). The study provided support
that ESL learners could develop intonation production through explicit
perception training; it also provided implications for English teachers to better
understand and teach features of English.
The author Su Tseng Lee studied the topic “Teaching Pronunciation of
English Using Computer Assisted Learning Software: An Action Research Study
in an Institute of Technology in Taiwan” at University of Reading, England in
2008. The research gives very detailed perspectives on the characteristics of the
software and the feedback they present, and teacher also provides observations
and reflections, the issue of generalizability needs to be considered. The main
subjects in this study were at the beginning level of English proficiency, and
more advanced students may have different requirements in computer software.
However, from this limited action research project, the results might add to
scholarly and professional knowledge and provide guidelines for educators in
their use of CALL, especially for beginning learners of English pronunciation.

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3.5Research Method
2.5.1 Sample Size and Sampling
This survey was going to carry out on 300 samples. Snowball and
convenient methods was used with 300 printed questionnaires sent directly to
target respondents. These handouts were delivered to the Van Tin employees and
the learners in Apollo English center and British Council School. The
respondents would fulfill the handouts, after that, the reporter interviewed them
directly. Then, each respondents would receive a pen as a small gift thank to their
support.
The mistake is that this type of error occurs when the researcher selects an
inappropriate population. Moreover, sampling error occurs when a probability
sampling method is used to select a sample, but the resulting sample is not
representative of the population concern.
2.5.2 Research Procedure
To make the report more clearly and logical, research procedure is
introduced with these following steps.
Table 1: Research Procedure
No. Works
Previous
Works
Time
(day(s))
Start Finish Worker(s)
1
Make Research
question
- 1
22/5/2023 22/5/2023 1
2
Make
Questionnaire
design
Research
question
1
25/2023 23/5/2023 1
3 Do survey
Questionnaire
design
2
24/5/2023 25/5/2023 2
4 Analyze Data Do survey 1 26/5/2023 26/5/2023 1
5
Present
Conclusion and
suggestion
Data Analysis 1
27/5/2023 27/5/2023 1
Figure 3: Research Timeline

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2.5.3 Description of Questionnaire
There are three main parts in questionnaire such as pitch range, tonic-
syllable, and Vietnamese intonation of learners. Questionnaire is described as a
structured technique for data collection that consists of a series of question,
written or verbal, that a respondent answers. (Malhotra 2009, 330). Questionnaire
is addressing the respondents by the written form in order to contain information
needed.
Table 2: Measurements
Pitch Range
1
Changing the pitch of the voice usually will
change the meaning of a spoken word or sentence
Agree
No
Idea
Disagree
2
The tone of your voice conveys a different feeling,
the listener often becomes confused as a result of
neural dissonance
Agree
No
Idea
Disagree
3
When pronouncing a word and sentence with the
same pitch that makes it difficult for listeners to
understand.
Agree
No
Idea
Disagree
4
The speakers who are dominant such as the
chairpersons or the storytellers,… have the rising
tone
Agree
No
Idea
Disagree
Tonic-syllable
1
Mistakes in word stress are a common cause of
misunderstanding in English.
Agree
No
Idea
Disagree
2
Stressing the wrong syllable in a word can make
the word very difficult to hear and understand.
Agree
No
Idea
Disagree
3
Stressing a word differently can change the
meaning or type of the word.
Agree
No
Idea
Disagree
4
Mistakes with word stress can make the listener
feel irritated, or perhaps even amused, and could
prevent good communication from taking place
Agree
No
Idea
Disagree
Vietnamese intonation

16
1
Vietnamese intonation indicates some problems
that Vietnamese speakers may have in English
intonation.
Agree
No
Idea
Disagree
2
Without ending sound like Vietnamese intonation
makes native speakers confused.
Agree
No
Idea
Disagree
3
Vietnamese intonation has such functions as
grammatical, attitudinal, implicational/logic,
pragmatic
Agree
No
Idea
Disagree
4
The different tones in Vietnamese are affected by
the intonation movement.
Agree
No
Idea
Disagree

17
CHAPTER 4: FINDINGS
4.1 Analysis Results of Range Pitch
There are results from respondents to Range Pitch that presents below
Table 3: Analysis Results of Range Pitch
Range Pitch %
Code Agree
No
Idea
Disagree
RP1
Changing the pitch of the voice usually will change
the meaning of a spoken word or sentence
91% 3% 6%
RP2
The tone of your voice conveys a different feeling, the
listener often becomes confused as a result of neural
dissonance
63% 25% 12%
RP3
understand.
92% 6% 2%
RP4
chairpersons or the storytellers,… have the rising tone
88% 4% 8%
There is 91% respondents agree that Changing the pitch of the voice
usually will change the meaning of a spoken word or sentence, while 3% ones
have no idea and 6% ones disagree.
There is 63% respondents agree that the tone of your voice conveys a
different feeling, the listener often becomes confused as a result of neural
dissonance, while 25% ones have no idea and 12% ones disagree.
There is 92% respondents agree that when pronouncing a word and
sentence with the same pitch that makes it difficult for listeners to understand,
while 6% ones have no idea and 2% ones disagree.
There is 88% respondents agree that The speakers who are dominant such
as the chairpersons or the storytellers,… have the rising tone, while 4% ones
have no idea and 8% ones disagree.
To sum up, Range Pitch has strongly effect to English intonation.
Figure 4: Findings of Range Pitch

18
4.2 Analysis Results of Tonic-syllable
There are results from respondents to Tonic-syllable issue that presents below
Table 4: Analysis Results of Tonic-syllable
Tonic-syllable %
Code Agree
No
Idea
Disagre
TS1
72% 9% 21%
TS2
Stressing the wrong syllable in a word can make the
word very difficult to hear and understand.
89% 2% 9%
TS3 Stressing a word differently can change the meaning
or type of the word.
93% 5% 2%
TS4
Mistakes with word stress can make the listener feel
irritated, or perhaps even amused, and could prevent
good communication from taking place
83% 9% 8%
There is 72% respondents agree that mistakes in word stress are a
common cause of misunderstanding in English, while 9% ones have no idea and
21% ones disagree.
There is 89% respondents agree that stressing the wrong syllable in a word
can make the word very difficult to hear and understand, while 5% ones have no
idea and 2% ones disagree.
RP1 RP2 RP3 RP4
91%
63%
92%
88%
3%
25%
6% 4%
6%
12%
2%
8%
Agree No Idea Disagree

19
There is 93% respondents agree that stressing a word differently can
change the meaning or type of the word, while 5% ones have no idea and 2%
ones disagree.
There is 83% respondents agree that mistakes with word stress can make
the listener feel irritated, or perhaps even amused, and could prevent good
communication from taking place, while 9% ones have no idea and 8% ones
disagree.
To sum up, wrong stress make native speakers confused and
misunderstand Vietnamese English learners.
Figure 5: Findings of Tonic-syllable
4.3 Analysis Results of Vietnamese intonation
There are results from respondents to Vietnamese intonation that presents below
Table 5: Analysis Results of MTI Learners
Vietnamese intonation %
Code Agree
No
Idea
Disagree
VI1
Vietnamese intonation indicates some problems that
Vietnamese speakers may have in English intonation.
82% 8% 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
TS1 TS2 TS3 TS4
72%
89%
93%
83%
9%
2%
5%
9%
21%
9%
2%
8%
Agree No Idea Disagree

20
VI2
65% 11% 24%
VI3 Vietnamese intonation has such functions as
pragmatic
71% 6% 23%
VI4
The different tones in Vietnamese are affected by the
intonation movement.
82% 8% 10%
There is 82% respondents agree that Vietnamese intonation indicates
some problems that Vietnamese speakers may have in English intonation, while
8% ones have no idea and 10% ones disagree.
There is 65% respondents agree that without ending sound like
Vietnamese intonation makes native speakers confused, while 11% ones have no
idea and 24% ones disagree.
There is 71% respondents agree that Vietnamese intonation has such
functions as grammatical, attitudinal, implicational/logic, pragmatic, while 6%
ones have no idea and 23% ones disagree.
There is 82% respondents agree that the different tones in Vietnamese are
affected by the intonation movement, while 8% ones have no idea and 10% ones
disagree.
To sum up, Vietnamese intonation also affects English Intonation.
Figure 6: Findings of Vietnamese intonation
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
VI1 VI2 VI3 VI4
Agree 82% 65% 71% 82%
No Idea 8% 11% 6% 8%
Disagree 10% 24% 23% 10%

21
CHAPTER 5: DISCUSSION
Correct and appropriate intonation is an important key to sounding natural
in English, however, intonation is much more than that. Intonation encompasses
the tone, or the way Van Tin employees express a certain mood, feeling, or
attitude through the sound of your voice. When they are happy, they can register
their feelings without even understanding their words. Similarly, they can usually
detect anger, annoyance, sadness, frustration, surprise, and confusion just by
listening to the rise and fall of someone’s voice. Of course, intonation is different
in every language, and that is why some English speakers hear a language like
Russian, Vietnamese or Chinese and think that the speakers are angry, or think
that Italians sound excited, or that Vietnamese sound serious.
Another intonation pattern that Van Tin employees start to practice is
holding intonation, which is when their voice does not rise or fall at the end of a
statement like Vietnamese intonation. Instead, it stays even, following the normal
stress pattern of the sentence, until they finish by letting their voice fall at the end
of their final thought. Moreover, One way to do this is by using a slight rise at the
end of each statement, a way of signaling to everyone that Van Tin employees
are not yet done talking. Falling intonation comes at the end of a statement and
shows the other person that they are done speaking.
These perceptions come from speakers’ personal experiences shaped by
their native language and even the regional accent Van Tin employees have.
Because we often don’t think about intonation in our first language, it’s easy to
forget how important intonation can be in communicating our feelings, inviting a
conversation, and demonstrating authority in the workplace.
As the results, improving intonation can actually help Van Tin employees
have better conversations in English. With the great intonation, Van Tin
employees can start expressing their emotions and attitudes using much more
than their vocabulary and grammar. The rising intonation pattern is a clear signal
to their listeners that they expect to hear a response to clarify what speakers
think, so it’s essential to learn how to use this intonation in conversation. Rising
intonation can be used to express several different emotions and attitudes,
including surprise, shock, disbelief, interest, curiosity, and fascination. Thus,

22
when speakers are happy, enthusiastic, or friendly, their intonation is going to
reflect these.
There are Differences in English and Vietnamese intonation. Firstly,
intonation of English and Vietnamese are different in one point that is the sound
structure – the word level. In Vietnamese, the critical element is lexical tone.
Secondly, difference between English and Vietnamese is the types of the
sentence. In many European in general and in English in particular, the function
of the intonation is distinguishing the variety of the types of sentences
Once again, the speakers’ overall tone, raising and falling intonation will
also clarify whether the emotion is positive or negative.

23
CHAPTER 6: CONCLUSION
There are ending sounds in English language. Generally Van Tin
employees try to look for those sounds on internet and learn how to correct their
intonation with these ending sounds. For instance, If speakers are like most non-
native English speakers, that’s when they start stressing about your
pronunciation, wondering how they can finally get that tricky “th” sound correct,
feeling frustrated by all the different vowel sounds, and looking for ways to
reduce your accent.
Falling intonation describes how the voice falls on the final stressed
syllable of a phrase or a group of words. A falling intonation is very common in
wh-questions. Moreover, falling intonation is used when saying something
definite, or when speakers want to be very clear about something. Thus, Van Tin
employees should falling pitch when making wh-questions or say something
clearly in their communication. On the other hand, if they want to show certainty
or demonstrate authority, they want to very clearly express themselves using
falling intonation.
In addition, rising intonation describes how the voice rises at the end of a
sentence. Rising intonation is common in yes-no questions. Fall-rise intonation
also describes how the voice falls and then rises. Fall-rise intonation is used at
the end of statements when the speakers want to say that they are not sure, or
when they may have more to add. In these cases, Van Tin employees should use
rising intonation. As the result, Van Tin employees can create good habit to
improve their intonation step by step. Similarly, Van Tin employees can express
indecision through their intonation. When showing indecision, they should use a
standard rise to ask a question, or a clear, final fall to complete a thought.
Van Tin employees should focus on one aspect of intonation at a time.
Master expressing just one attitude through rising, falling, or holding intonation,
and then work on another. In addition, Van Tin employees can choose how they
want to sound with their intonation, and it’s easier to improve than other aspects
of their pronunciation. Once they’ve mastered these important basics of
intonation, it’s time to move on to using intonation to express their emotions,
feelings, and attitude in conversation.

24
Vietnamese intonation also affects to English intonation of learners. Thus,
Van Tin employees should imitate native speakers’ voice to copy their intonation
and pronunciation. The practice will take time, thus, Van Tin employees must be
patient and use much time to listen to English music, watch American movies
and take part in English club to speak with foreigners. As the result, they can
improve their intonation well.
To sum up, “Practice makes perfect”, thus Van Tin employees spend
much time on practicing their intonation.

25
REFERENCE
 Aliaga M., and Gunderson B. (2000). Interactive statistics. Upper Saddle
River, N.J.: Pearson Prentice Hall.
 Kumaki, K. (2003). A Study of English Intonation in High School
Textbooks in Japan. Unpublished masters thesis, University of Birmingham,
Edgbaston, Birmingham, United Kingdom. Retrieved May 14, 2004, from
http://www.cels.bham.ac.uk/resources/essays/ KumakiDiss.pdf
 Lee T., (2008). Teaching Pronunciation of English Using Computer
Assisted Learning Software: An Action Research Study in an Institute of
Technology in Taiwan. University of Reading, England.
 Malhotra, (2009), Review of Marketing Research, in Naresh.
 Nguyen L., & Edmondson, Jerold A.. (1998). Tones and voice quality in
modern northern Vietnamese: Instrumental case studies. Hanoi
 Yangklang W., (2013). Improving English Stress And Intonation
Pronunciation of The First Year Students of Nakhon Ratchasima Rajabhat
University Through An E-Learning. Nakhon Ratchasima Rajabhat University.
 Yuan Z., (2015). Evaluating the effectiveness of teaching intonation to
learners in an intensive English program. Northern Arizona University
 Varasarin P., (2007). An Action Research Study of Pronunciation
Training, Language Learning Strategies and Speaking Confidence. Victoria
University.

26
APPENDIX
QUESTIONNAIRE
Dear friends.
I am going to to study the topic “A Study on How to Improve English
Intonation of Van Tin Translation Company's Employees”. Thus, I would like to
send you the samples and the handout of questionnaire.
These questionnaires aim to learn about factors relating to intonation.
Your English level: ……………
Do you love to learn English?
Yes No
Please evaluate your following ideas by circle the ONLY one answer
below:
Pitch Range
1
Changing the pitch of the voice usually will
change the meaning of a spoken word or sentence
Agree
No
Idea
Disagree
2
The tone of your voice conveys a different feeling,
the listener often becomes confused as a result of
neural dissonance
Agree
No
Idea
Disagree
3
understand.
Agree
No
Idea
Disagree
4
chairpersons or the storytellers,… have the rising
tone
Agree
No
Idea
Disagree
Tonic-syllable
1
Agree
No
Idea
Disagree
2
Stressing the wrong syllable in a word can make
the word very difficult to hear and understand.
Agree
No
Idea
Disagree
3
Stressing a word differently can change the
meaning or type of the word.
Agree
No
Idea
Disagree

27
4
Mistakes with word stress can make the listener
feel irritated, or perhaps even amused, and could
prevent good communication from taking place
Agree
No
Idea
Disagree
Vietnamese intonation
1
Vietnamese intonation indicates some problems
that Vietnamese speakers may have in English
intonation.
Agree
No
Idea
Disagree
2
Agree
No
Idea
Disagree
3
Vietnamese intonation has such functions as
pragmatic
Agree
No
Idea
Disagree
4
The different tones in Vietnamese are affected by
the intonation movement.
Agree
No
Idea
Disagree
Thanks very much for your support
Wish you best!

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A Study On How To Improve English Intonation Of Van Tin Translation Company's Employees.