The Development of Supportive Activity Simulation to Improve English Pronunciation Competence and Communication Strategies: A Case Study of Chinese Students at Chiang Rai Rajabhat University
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Abstract
This study aimed 1) to identify the problems of English consonant clusters in onset and coda positions encountered. 2) To develop a Supportive Activity Simulation (SAS) for Chinese Undergraduate Students in Chiangrai Rajabhat University under the “2 + 2 Student Exchange Programme”. 3) To evaluate the effectiveness of the Supportive Activity Simulation (SAS) by using criteria to see if, how and to what extent the approaches raise the Chinese undergraduate students’ pronunciation and communication abilities. The populations of this research were 28 third-year Chinese undergraduate students. The participants entered the experiment without English proficiency scores. The instruments used in this study consisted of reading passages containing English consonant clusters as a pronunciation pre-test and post-test, and five selected thematic activities designed to assist the participants to improve their English pronunciation and communication strategies. The study found that the use of the Supportive Activity Simulation for Pronunciation and Communication Strategies (PS+CSs) satisfactorily improved the participants’ English pronunciation and communication strategies. Also, the compensatory strategy adopted by the majority of the participants was the use of fillers, such as ‘um’, ‘uh’, and ‘okay’, as a means of gaining more time to think of what to say and how to pronounce it correctly in a given situation.
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