A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’ A study on common pronunciation mistakes faced by first year students of English faculty at Thuongmai University’
OVERVIEW OF THE STUDY
Rationale
In today's interconnected world, the significance of English cannot be overlooked, as it serves as a universal language for communication, travel, culture, and trade In Vietnam, English is recognized as a vital second language, leading to its incorporation into school curricula While learners of all ages are encouraged to develop four essential English skills, there is often a disproportionate emphasis on reading and writing over speaking Many students dedicate considerable time to grammar for tests, resulting in a reluctance to engage in spoken English This lack of speaking practice in high school contributes to their difficulties in verbal communication, compounded by limited vocabulary and a lack of confidence in using the language.
Effective English speaking relies on various factors, including intonation, grammar, linking, rhythm, and context, with pronunciation being the most crucial Many students, particularly beginners, struggle with pronunciation during class speaking activities and tests, making it a widespread issue Observations indicate that first-year English majors at Thuongmai University frequently encounter challenges with ending sounds, highlighting a common area of difficulty in their pronunciation skills.
To achieve correct and fluent English speaking, students must focus on pronunciation, particularly on ending sounds, which are often overlooked by Vietnamese learners due to the nature of their native language This challenge is especially prevalent among first-year English majors at Thuongmai University To address this issue, I conducted research titled "A Study on Common Pronunciation Mistakes Faced by First-Year Students of the English Faculty at Thuongmai University." This study aims to enhance students' understanding of their pronunciation challenges and provide effective solutions to improve their skills.
Previous studies
In today's globalized world, English proficiency is crucial for employability, with employers favoring candidates who can communicate effectively Pronunciation significantly impacts a graduate's ability to showcase their skills, and poor pronunciation can lead to unfair judgments about their capabilities To enhance their job prospects and confidence, students, particularly those with low oral proficiency, are increasingly investing in English language learning However, many face challenges and make pronunciation errors along the way Numerous studies have been conducted to identify and address these difficulties, drawing on data from experienced learners and real surveys The researcher has consulted several relevant studies to support their thesis on this topic.
Ms Priscialla Shak conducted a study on English pronunciation errors among low-proficient students at Malaysia Sabah University Hago (2015) explored pronunciation challenges faced by Saudi secondary EFL learners, revealing difficulties with eleven consonant sounds and offering solutions for improvement In Indonesia, Fadilah (2012) identified problematic English vowel, consonant, and diphthong sounds during reading tasks Imam (2004) assessed eighth graders' abilities to pronounce English words with bilabial consonants, emphasizing the need for enhancement to support speaking and reading skills Recently, Nguyen Thi Hang at Haiphong University examined pronunciation errors among third-year English majors, raising awareness of issues with ending sounds and providing strategies for improvement.
This research highlights the importance of studying English pronunciation errors, particularly ending sounds, within the context of Thuongmai University It specifically examines the common pronunciation mistakes encountered by first-year students in the English faculty The goal of this study is to identify effective strategies for students to enhance their pronunciation skills.
Aims of the study
English phonetics plays a crucial role in effective oral communication, yet many students struggle with correct pronunciation To address this issue, a study was conducted on pronunciation errors made by first-year students at TMU, focusing specifically on mistakes related to ending sounds The research aims to raise awareness of these pronunciation challenges and provide actionable solutions to help students improve By identifying the most common ending sound errors and offering practical strategies to overcome them, the study seeks to meet students' needs for enhancing their pronunciation skills.
Research subjects
This study focuses on the common errors students make when pronouncing consonants at the end of words By identifying these pronunciation mistakes, the researcher aims to propose effective solutions to enhance students' speaking skills and overall pronunciation proficiency.
Scope of the study
First-year English students often face challenges with pronunciation, particularly with ending sounds This study aims to identify the most common pronunciation mistakes among first-year English majors at Thuong Mai University, focusing on five specific ending sound errors identified through a survey of 50 students By addressing these common issues, the research will provide valuable insights and resources to help students improve their pronunciation skills.
Research methodology
To investigate students' pronunciation errors, the researcher employed both quantitative and qualitative methods A questionnaire containing a series of questions was distributed to the students, and upon collecting their responses, the researcher analyzed the original data The survey was conducted with a total of 50 students from the K56N1 and K56N2 classes.
Research instruments such as recordings, observations, and in-depth interviews are essential for collecting data from teachers A pronunciation test involves recording students as they read sentences or passages, followed by transcribing their utterances into phonetic forms for comparison with native speakers During the action research, an observation sheet is utilized, and direct interviews with teachers are conducted to gather their insights and perspectives.
Organization of the study
This study is comprised of the four following chapters:
Chapter 1: Overview of the study: In this chapter, a brief description of the study provides general information about the research The chapter consists of seven parts such as rationale, previous studies, aims of the study, research subjects, scope of the study, research methodology and organization of study.
Chapter 2: Literature review: Some important theories related to the study are presented in this chapter Theoretical background provides the definition of English pronunciation, its importance and some opinions of pronunciation errors Consonant is also presented in this chapter The study focuses on the most common pronunciation mistake ‘ending sound errors’.
Chapter 3: Research findings and discussions – The chapter includes 2 main parts: research methodology and research findings and discussions.
Chapter 4: Recommendation and suggestions – This chapter states some suggestions to help students avoid pronunciation problems which are mentioned above and solutions for students and teachers in order to better students’ pronunciation It also summarizes the whole study and presents some limitations of study and some recommendations for further study.
LITERATURE REVIEW
Pronunciation
This chapter aims to explore the theoretical framework surrounding errors in English ending sounds It will provide essential knowledge to help students deepen their understanding of pronunciation, its significance, and the nature of pronunciation errors.
For English language learners, mastering pronunciation is essential as it lays the foundation for effective communication Understanding how to accurately pronounce words is crucial before delving into other aspects of language learning This section will define pronunciation, offering valuable insights for students aiming to enhance their speaking skills.
Pronunciation refers to the way a word or language is spoken, encompassing the manner in which someone articulates a word "Correct pronunciation" signifies adherence to the norms of a specific dialect It involves the act of pronouncing words and is influenced by various factors, including cultural exposure, speech patterns, social class, and education Different individuals and groups may pronounce the same word in diverse ways, reflecting these influences.
Pronunciation refers to "the way in which a language is spoken" (Oxford Advanced Learner’s Encyclopedic, 1992:718) According to the Oxford Advanced Learner’s Dictionary, 8th edition (2008), it specifically denotes how a language, word, or sound is articulated.
Dictionaries indicates another definition of pronunciation:
Pronunciation is the skill of articulating words with the appropriate stress, rhythm, and intonation in spoken language Variations in pronunciation can occur among individuals or groups due to several factors, including their geographical upbringing, current residence, presence of speech or voice disorders, ethnic background, social class, and level of education.
Pronunciation is defined as the production of sounds used to convey meaning, encompassing both the specific sounds of a language (segments) and broader speech elements such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), and voice quality Additionally, it includes gestures and expressions that are integral to language use Each of these pronunciation aspects is briefly summarized, with references provided for further exploration.
In general, there are many different definitions of pronunciation It is easy to understand pronunciation is the way in which a word is spoken.
Pronunciation is a crucial aspect of learning English, yet it is often overlooked by many learners Those with strong pronunciation skills are more likely to be understood, even if they make mistakes in other areas, while poor pronunciation can lead to misunderstandings, social isolation, and limited opportunities in employment and education Additionally, learners with inadequate pronunciation may face negative judgments regarding their competence and knowledge Despite its importance, many find pronunciation challenging and require explicit guidance from teachers to improve.
Pronunciation plays a crucial role in a speaker's competence, as many native English speakers and advanced learners may perceive individuals with pronunciation errors as lacking fluency, despite their strong grammar and vocabulary skills This perception can negatively impact your career, interpersonal relationships, and overall mental well-being.
Pronunciation and clear understanding of English are essential skills that enhance each other Mastering correct pronunciation and intonation significantly elevates your speech proficiency Proper pronunciation is crucial for mastering the English language, as incorrect pronunciation can diminish the effectiveness of your vocabulary in communication It is far more beneficial to have a smaller vocabulary that you pronounce correctly than to know many words but pronounce them poorly.
To achieve correct and fluent English speaking, it is essential to prioritize pronunciation Proper pronunciation not only aids in vocabulary acquisition but also enhances memorization of new words in second-language learning Establishing a strong foundation in accurate pronunciation from the beginning leads to more effective overall learning.
Research from the AMP Research Centre highlights that learners with strong English pronunciation are more likely to be understood, even with grammatical errors, while those with poor pronunciation struggle to be understood, regardless of their grammatical accuracy Many adult learners find pronunciation particularly challenging and require direct support from teachers Surveys indicate that students consistently express a desire for focused pronunciation practice in their classes.
Common English pronunciation errors
Every individual has a mother tongue that shapes their ability to recognize sounds When learning a foreign language, it is essential to recognize that it encompasses a distinct array of sounds and unique spelling conventions compared to your native language, meaning that the same letter may be pronounced differently in various languages.
Pronunciation errors hinder effective communication by obscuring the intended meaning of spoken messages These errors can be seen as deviations from established norms of proficient language use, representing the flawed aspects of a learner's speech or writing According to Richards (1971), errors can be categorized into performance errors, which arise from factors like fatigue and distraction, and competence errors, which stem from a lack of understanding of language rules Similarly, Ellis (1997) emphasizes that errors highlight gaps in a learner's knowledge, indicating that they occur when the learner is unaware of the correct form.
Pronunciation mistakes are a natural aspect of learning a new language English learners should concentrate on three key areas to improve their pronunciation: word stress, the omission of middle sounds in multi-syllable words, and the articulation of final consonant sounds.
Many learners struggle with pronouncing final consonant sounds like /z/, /s/, /t/, /v/, /k/, and /ʤ/, often omitting them in words such as "mice," "right," and "manage." These consonant sounds also present challenges when they appear in the middle of words.
Many speakers struggle with the pronunciation of certain English sounds, particularly the /ð/ sound found in words like "weather" and "rather," often substituting it with a /d/ or /z/ sound Additionally, the /θ/ sound, as in "both," is commonly replaced by a /t/ sound.
Students frequently encounter pronunciation challenges in English, particularly with ending sounds, word and sentence stress, and vowel confusion This article focuses specifically on the prevalent pronunciation errors related to ending sounds made by students in the English Faculty at TMU.
Consonants
Before studying about ending sounds, students have to learn about consonants first In this chapter, students will get some useful information about definition, classification and description of English consonants.
A consonant is a speech sound produced with complete or partial closure of the vocal tract, as defined by Wikipedia Examples include [p] (lips), [t] (front of the tongue), [k] (back of the tongue), [h] (throat), and fricatives like [f] and [s], which are created by forcing air through a narrow channel Additionally, nasals such as [m] and [n] involve airflow through the nose Vowels contrast with consonants in speech production.
A consonant is also defined as a speech sound that is not a vowel It also refers to letters of the alphabet that represent those sounds: Z, B,T,G and H are all consonants.
According to the Oxford Advanced Learner’s Encyclopedic, consonants are “speech sounds made by completely or partly stopping the flow of air breathed out through the mouth”.
Consonants are defined in phonetics and phonology as sounds produced with an obstruction to the airflow from the larynx to the lips Specifically, consonant sounds occur when one articulator moves toward another or when two articulators come together, blocking the airflow and preventing it from passing freely.
2.3.2 Classification and description of consonants
Consonants are categorized based on their production characteristics, which encompass three key aspects: voicing, place of articulation, and manner of articulation.
Consonants can be categorized based on their voicing, which determines whether they are voiced or voiceless Voiced consonants, such as [z] and [v], involve the vibration of the vocal folds, while voiceless consonants, like [s] and [f], occur when the vocal folds are held apart, allowing air to flow freely.
The second thing we need to know about consonant is place of articulation.
According to place of articulation, consonants are classified into 8 types:
Bilabials : are made with two lips pressed together or coming together./ b, p,w,m/
Labial-dentals : are produced with the lower lip touching the upper front teeth /f,v /
Dentals : are produced with the lip or blade of the tongue touching the upper front teeth./ θ, ð /
Alveolar : are produced with the lip or blade of the tougue touching or approach the alveolar ridge /t, d ,s, z, n, r,l/
Palate-alveolar sounds are articulated when the tongue tip or blade approaches the region between the back of the alveolar ridge and the front of the hard palate Examples of these sounds include /ʃ/, /ʒ/, /tʃ/, and /dʒ/.
Palatal : is produced with the front of the tongue coming close to the hard palate / j /
Velars : are produced with the back of the tongue touching the soft palate / k, g, ŋ/
Glottal : are produced without the active use of the tongue and other parts of the mouth /h /
According to manner of articulation, consonants includes 6 types:
Nasals: are produced with the air-stream being stopped in the oral cavity but the soft palate is down so that the air can go out through the nose / m, n, ŋ/
Plosives : are produced with the air-stream being stopped in the oral cavity and the soft palate is raised blocking off the nasal cavity /p, b, t,d, k, g/
Fricatives : are the sounds in the production of which two articulators come close together but there is still a small opening between them /f, v, ʃ ,ʒ, θ, ð, s, z, h/
Affricatives : are the sounds which are produced when a stop is immediately followed by a fricative /tʃ , dʒ/
Lateral sounds occur when airflow is blocked at a central point in the oral cavity, resulting in incomplete closure between the tongue's sides and the roof of the mouth.
Approximants are speech sounds created when two articulators come close together in the vocal tract, but not so close as to produce friction noise Examples of approximants include the sounds /r/, /w/, and /j/.
Picture 2.3 Diagram of the vocal tract showing the places
English Ending sounds
Ending sounds are a common feature in English, appearing at the conclusion of numerous words To gain a deeper understanding of these sounds, researchers have explored their definitions and identified frequent errors made by students Based on these findings, effective strategies have been proposed to help learners improve their pronunciation and mastery of ending sounds.
To ESL (English as second language) learners, the term
The term "ending sound" refers to the final consonant sounds in a word, which can consist of one or more consonants In English pronunciation, ending sounds are defined as the consonant sounds that occur at the end of words Understanding these sounds is essential for proper pronunciation and clarity in communication.
The ending sound of a word, known as the coda, consists of the final consonant or consonant clusters (Barbara and Brian, 1997) Rachael (2003) identifies that a coda can contain up to four consonants, and in the absence of a consonant, it is referred to as a zero coda The final consonant is simply a single consonant, with the exception that 'h', 'r', 'w', and 'j' cannot serve as final codas.
When there are two or more consonants standing at the end of the word, the terms pre-final” and “post-final” consonants are used.
Pre-final: /m/, /n/, /ŋ/, /l/, s followed by a final consonant Consonant plus post-final /s/, /z/, /t/, /d/, /θ/
Example: help, bank, books, blind etc.
Pre-final plus final plus post-final (e.g: stopped, speaks)
Final plus post-final plus post final /s/, /z/, /t/, /d/, /θ/ (e.g: next, thousands)
Most are pre-final plus final plus post-final (e.g twelfths, prompts) Occasionally there is one final and three post final consonants (e.g sixths, texts ).
First-year English students at TMU often encounter pronunciation challenges, particularly with ending sounds, as highlighted by linguist Mark The differences between the Vietnamese and English consonant systems contribute to these difficulties, especially with sounds such as /f/, /θ/, /z/, /ed/, /ð/, and /ʤ/, which lack equivalents in Vietnamese As a result, students may either omit these sounds or replace them with more familiar ones While they can articulate final voiceless stop consonants like /p/, /t/, and /k/, they tend to produce these sounds with very short duration and do not release them at the end of words.
Final consonant deletion is a common mistake among students, involving the omission of one or more consonants from a target cluster, resulting in a single consonant at the syllable margins This phonological process leads students to drop the final consonant from words, impacting their pronunciation and clarity in speech.
Deleting the final consonants on words looks like this—> Cat becomes Ca At the word level, it may not sound too difficult to understand.
/Mom I want ice cream/ suddenly becomes /Mo I wan I crea/
Mispronunciation of the consonant /θ/ can be challenging for some students, who often substitute it with the /t/ sound Common examples include words like "teeth," "path," "with," "breath," and "bath." Additionally, students frequently confuse the ending sounds /v/ and /f/, leading to further pronunciation errors.
According to Treiman, there are some ending sound mistakes.
In consonant clusters where nasals (/n/, /m/) or liquids (/r/, /l/) precede a final consonant, these sounds are frequently omitted This phenomenon occurs in clusters structured as nasals or liquids followed by a final consonant, as noted by Treiman, Zukowski, and Richmond Wetly (1995).
Phonetically possible spelling: In representing the first consonant of a cluster, spellers tend to spell words in an inaccurate but phonetically plausible ways.
In her research, ending sound errors were divided into 3 groups:
Reduction is omitting the final consonant or one element of a cluster.
Insertion is inserting a consonant or one element of a cluster. Substitution is replacing an English consonant by a phonetically similar of Vietnamese sound.
RESEARCH FINDINGS AND DISCUSSIONS
Research methodology
3.1.1 Research method and the design of the questionare
The researcher conducted the study by using 2 methods: quantitative and qualitative methods.
The quantitative research method involves distributing questionnaires to interviewees, who provide answers that the researcher then collects and analyzes to gain precise insights from the original databases In contrast, the qualitative research method focuses on observing TMU English major freshmen in their actual classroom settings to gather information about their knowledge, feelings, and motivations.
The researcher employs various data collection instruments, including recordings, observations, questionnaires, and in-depth interviews with teachers Initially, a carefully designed observation scheme was developed based on prior research This scheme was implemented in the classroom to document the types and frequencies of students' ending sound errors Subsequently, the researcher classified these errors into distinct categories for analysis.
A tape recorder was utilized to capture students' speech for in-depth analysis of their pronunciation The pronunciation test involved recording students as they read specific words and sentences, which were then transcribed into phonetic representations Subsequently, the recordings were reviewed by two native speakers to identify errors and assess the frequency of these mistakes.
Also, the researcher should interview directly teachers and hear their views The lecturerd are asked some questions like
First-year English major students often struggle with specific ending sound mistakes in their pronunciation To address these challenges, teachers can employ various effective methods, such as targeted phonetic drills, listening exercises, and interactive speaking activities Understanding the common errors students make is crucial, as only educators can identify these pronunciation issues and their underlying causes, enabling them to tailor their teaching strategies for improved student outcomes.
This study utilizes a survey questionnaire comprising 11 questions to gather insights into the common pronunciation mistakes encountered by first-year English majors at Thuongmai University The aim is to understand students' opinions and experiences regarding these challenges.
Question 1, question 2, question 3 and question 4 are about student’s attitudes toward English speaking skill in general and the importance of pronunciation in particular.
Question 5 and question 6 are designed to find out student’s degree in pronunciation as well as their frequency of making pronunciation mistakes when speaking English.
The following questions, 7, 8, and 9, address common pronunciation mistakes faced by first-year English major students when speaking These inquiries provide specific insights into their frequent errors with ending sounds, highlighting misunderstandings that are prevalent among learners.
Question 10 and question 11 are conducted to inquire students ‘opinions about some suggested solutions and the importance of methods which can help them avoid pronunciation problems and improve their speaking.
The survey questionnaire is designed for 3 main following purposes:
To find out the student’s attitude about English pronunciation and its importance.
To get information of student’s pronunciation problems in reality.
To inquire about student’s opinions on suggested techniques in order to solve the problems.
In addition to the questions posed to students, the researcher conducted direct interviews with teachers, who possess specialized knowledge that enables them to identify students' errors in ending sounds effectively The following questions were directed towards the teachers:
Question 1: What do you think about the importance of pronunciation to first-year English majors at TMU?
Question 2: How often do students make pronunciation mistakes when they speak English in the class?
Question 3: Which ending - sound mistakes do you think first year English majored students might make when speaking English?
Question 5: What are the causes of difficulties when pronouncing ending sounds?
Question 6: Which methods of teaching do you use to help students improve their pronunciation (especially ending sounds)?
Selecting participants is a crucial task for qualitative researchers In this study conducted at Thuongmai University, data was gathered from first-year English majors in classes K56N1 and K56N2 through survey questionnaires A total of 53 randomly selected students participated, with an impressive 80% response rate, consisting of 48 girls and 5 boys, all aged 19 To enhance the reliability of the findings on students' ending sound pronunciation mistakes, the researcher also conducted direct interviews with qualified English teachers, who can identify common errors and provide effective strategies for improvement.
Findings and discussion
3.1.1 Students’ attitude toward English speaking skill in general and pronunciation in particular
Extremely Very important Important Not very important Unimportant
Figure 3.1 The importance of pronunciation in speaking
This article explores the significance of pronunciation in English speaking, highlighting five degrees of importance: extremely important, very important, important, not very important, and unimportant The findings presented in Figure 3.1 indicate a strong appreciation for English pronunciation among first-year English major students at TMU, demonstrating their awareness of its crucial role in effective communication.
The good result is that most students understand the significance of pronunciation with 60,4 % of student choosing
“extremely importance” 32,1 % of them also find pronunciation very important It is so good because no students have a doubt of the role of pronunciation in speaking ( unimportant with 0%).
Want to speak more natural and fluent in english speaking and improve speak
Get a better grade in english speaking test
Help you listen to english better
Feel confident to communicate with foreign people
Good pronuncation can make it easier to be understood
I'll choose 2 options better listening a
Figure 3.2 The reasons of learning pronunciation
The majority of students, approximately 56.6%, focus on improving their pronunciation to enhance their naturalness and fluency in English speaking Additionally, 17% of learners aim to boost their confidence in communicating with native speakers Conversely, only 1.9% of students prioritize good pronunciation to ensure they are easily understood.
Figure 3.3 Students’ attitudes towards learning pronunciation
A recent survey revealed that 66% of students find learning pronunciation in English interesting and useful, indicating an understanding of its importance in language acquisition However, a significant 18.9% of students perceive learning pronunciation as difficult and boring, while 15.1% feel indifferent about the topic Notably, none of the students reported that they find studying pronunciation easy.
A recent survey highlights the relationship between students' pronunciation levels and the time they dedicate to studying it Notably, 35.8% of students achieve a good level of pronunciation, leading them to spend minimal time on practice, with 56.6% investing less than one hour daily Conversely, 49.1% of students maintain an average pronunciation level, dedicating 1-2 hours each day to improvement Fortunately, only 7.5% of students struggle with pronunciation, and they typically invest up to three hours seeking effective learning strategies.
3.1.2 Students’ ending sound mistakes and their frequency of making pronunciation mistakes
Always Often Sometimes Rarely Never
Figure 3.4 Frequency of making pronunciation mistakes
The pie chart reveals that 56.6% of first-year students occasionally face pronunciation mistakes while speaking English in class, indicating a solid foundation in their pronunciation skills A significant 30.2% of students often struggle with pronunciation, while 11.3% consistently make errors with ending sounds Notably, only 5% rarely encounter pronunciation issues, and none report never facing such problems Overall, pronunciation is an essential aspect of English learning, highlighting the need for students to minimize their pronunciation errors during speaking practice.
Word stress Sentence stress Vowel sound misunderstandin g
Figure 3.5 Students’common pronunciation mistakes
Pronunciation mistakes in English encompass various issues, including word and sentence stress, as well as the confusion between short and long vowels A prevalent challenge for first-year English majors is the correct articulation of ending sounds According to recent data, word stress errors are the most common, accounting for 28.3%, followed by vowel sound misunderstandings at 24.5%, and sentence stress mistakes at 18.9% Ending sounds represent 17% of pronunciation issues, while intonation errors are the least common at 13% In a survey focused on ending sounds, many students reported frequently omitting or mispronouncing these sounds, often due to their difficulty in pronunciation.
Figure 3.6 Students’ ending sound mistakes
The analysis of ending sounds reveals that students frequently struggle with /z/ and /dʒ/, which account for a high error rate of 53.8% Mispronunciation of these sounds may occur interchangeably The sound /θ/ is also challenging, with an error rate of 28.8%, as it resembles the Vietnamese /th/ Other difficult sounds include /s/, /ʃ/, and /tʃ/, with a combined error rate of 26.9% Additionally, /p/, /b/, /m/, and /l/ show a 21.2% error rate, while /t/ and /k/ have the lowest at 7.7% This indicates a common struggle among students with these ending sounds, particularly /dʒ/, as evidenced by difficulties in pronouncing words like passenger, large, edge, village, and damage Consequently, students often omit or incorrectly articulate these sounds.
The followings are some reasons why students have difficulties with the ending sounds:
No habit of pronouncing ending sounds
Difficult to pronounce ending sounds
Not important to pronounce ending sounds
Not attending any pronounciation course
Not having heard about ending sounds wh
Figure 3.7 Studens’ reasons for difficulties when pronouncing ending sounds
Understanding the reasons behind first-year students' difficulties in pronouncing ending sounds is crucial for developing effective solutions A survey revealed six key factors contributing to this issue Notably, 43.4% of respondents indicated that they struggled with ending sounds because they were not exposed to them during high school Additionally, 35.8% of students found it challenging to pronounce these sounds, citing that Vietnamese, their native language, lacks ending sounds altogether.
Many students struggle with pronouncing the ending sounds in English, often saying 'finis' instead of the correct 'finish.' This lack of practice leads to the development of poor pronunciation habits, with 30.2% of students not consistently articulating these sounds Additionally, a small percentage (9.4%) fail to recognize the significance of proper pronunciation in their language learning journey.
3.1.3 Students’ opinion on pronunciation solutions
English learners often face challenges in selecting effective tools for language acquisition, given the overwhelming variety of options available on the App Store A recent survey revealed that many students prefer smart apps like FluentU and Elsa Speak, with 52.8% utilizing them primarily for enhancing their pronunciation skills These popular applications allow users to record their pronunciation, providing graphical feedback that enables comparison with native speaker models, thereby facilitating improvement in their spoken English.
Use smart apps such as FluentU or Elsa Speak, English pronunciation Ask your teachers
Attend a pronunciation course both dictionary and app
Figure 3.8 Students’methods of learning pronunciation
A dictionary is an essential and practical resource for learning English, with 37.70% of students utilizing it daily to verify pronunciation In contrast, only 6% of students seek assistance from teachers or enroll in pronunciation courses.
Addressing pronunciation mistakes promptly is essential for effective communication The researcher identifies several common factors that can help students improve their ending sound errors Furthermore, the researcher evaluates the effectiveness of these methods, highlighting key strategies for enhancing pronunciation skills.
Practise pronunciation (ending sounds) everyday such as transcribing words, practising tongue-twisters
Listen or watch English films
Use smart apps to improve
Pay attention to the ends of the words
Attend an online English pronunciation course
Record yourself when speaking English
practise pr… listen or use smart… pay attenti…
3 1 1 extremely useful very useful somewhat useful slightly useful not useful at all
Figure 3.9 The importance of the ways of improving pronunciation
The majority of students find practicing pronunciation, such as transcribing words and using tongue-twisters, to be highly beneficial, with only 8 out of 53 students rating this method as average Additionally, watching and listening to English films is appreciated for its effectiveness in addressing pronunciation issues while enhancing interest in learning Many students also favor using smart apps for convenient access to pronunciation tools, although some remain unaware of their benefits Alternative methods like attending online English courses, engaging with native speakers, and self-recording are also popular, with nearly 40% of students viewing online courses as very useful A significant 85% agree on the value of communicating with foreigners, while self-recording is favored by 83% of students, indicating a strong preference for these diverse learning strategies.
All in all, students can use a lot of solutions for their pronunciation problems and each one has her/his own ways in order to get rid of the issues.
To collect the results for the study exactly and objectively, the reseacher also interviewed the teachers and received the following results :
Many educators believe that accurate pronunciation is essential for mastering the English language Correct pronunciation enhances the effectiveness of a student's vocabulary in communication It is preferable to have a smaller vocabulary that is pronounced correctly than to possess a larger vocabulary with poor pronunciation.
According to the teachers’ views, it is clear that first year
English major students frequently struggle with pronunciation errors during class discussions This is largely due to their limited knowledge and experience with pronunciation, particularly among first-year students Additionally, a lack of focus on pronunciation practice during high school contributes to their tendency to make more mistakes when speaking English.
RECOMMENDATIONS AND SUGGESTIONS
Suggestions to accurately pronounce 5 common ending sounds sounds /dʒ/, /θ/, /ʃ/, /ð/ and /ʒ/
The study identified five common ending sound errors made by students: /dʒ/, /θ/, /ʃ/, /ð/, and /ʒ/, which account for high percentages of mispronunciation (85%, 82%, 80%, 78%, and 75%, respectively) These sounds pose pronunciation challenges, leading students to often omit them in spoken English Incorrect pronunciation of these final sounds can hinder understanding, especially among native speakers Consequently, the researcher recommends techniques to help students accurately pronounce these sounds.
The sound is produced by pressing the front of the tongue against the roof of the mouth, followed by a slow release of air once the blockage is removed This voiced sound involves the vibration of the vocal cords Practice this sound with examples such as bridge, jelly, juice, jug, vegetables, jam, charge, and giant.
The 'voiced th' /ð/ and 'unvoiced th' /θ/ sounds are unique in English as they share the same spelling This ESL/ELL pronunciation lesson focuses on these 'th sounds,' which are nearly identical apart from their voicing To produce these sounds, the tip of the tongue is positioned behind the top front teeth, creating friction between the tongue and teeth, while the lips remain relaxed Subtle friction may also occur between the tongue's tip and the tooth ridge.
The unvoiced 'sh sound' /ʃ/ is produced without vibrating the vocal cords, as air is forced through a wide groove formed by the front of the tongue and the back of the tooth ridge During this process, the sides of the tongue may touch the side teeth, while the lips remain slightly tense and may protrude Examples of words featuring the /ʃ/ sound include shoes, shell, finish, show, shoot, wish, emotion, fashion, and mission.
The final sound /ʒ/ is the least frequently produced, with a percentage of 72% It appears to be easier to articulate compared to the four preceding sounds To effectively produce the /ʒ/ sound, begin by practicing the /ʃ/ sound, and then incorporate your voice to create the /ʒ/ sound.
Recommendation for students
Many students struggle with speaking English despite years of grammar study due to a fear of making mistakes, particularly in pronunciation While there are no shortcuts to achieving perfect pronunciation, students can practice more effectively to enhance their skills To address these challenges, several solutions will be offered to help improve their pronunciation and speaking abilities.
- First tip: Listen to yourself
Hearing pronunciation errors in your own speech can be challenging, making it difficult to correct them To improve your pronunciation, consider recording your speech using your smartphone This method allows you to listen critically and identify areas for improvement.
- Second tip : Slow down and exaggerate the sounds
Many students mistakenly believe that fluency in speaking equates to speaking quickly In reality, speaking at a slower pace allows for better breathing and provides time to organize thoughts To enhance speech practice, it is beneficial to exaggerate sounds during initial exercises.
To improve your pronunciation, stand in front of a mirror and observe the positioning of your tongue, lips, and mouth shape while articulating different sounds Then, compare your observations with a video of a native speaker to identify any differences.
- Fourth tip: Pay attention to intonation and stress
Good pronunciation involves not only mastering individual sounds but also grasping the nuances of intonation and stress Intonation refers to the rise and fall of the voice, while stress highlights certain sounds in words and emphasizes specific words in sentences To improve, practice reading poems, speeches, and songs aloud, focusing on word stress and intonation.
Effective pronunciation involves more than just articulating individual sounds; it requires a grasp of intonation—the variation in pitch—and stress, where certain sounds and words are emphasized To enhance your pronunciation and speaking skills, practice reading poems, speeches, and songs aloud, paying close attention to word stress and intonation.
- Last tip : practise saying tongue twisters
Tongue twisters are an effective tool for enhancing pronunciation skills These challenging phrases consist of similar sounds, making them difficult to articulate To master a tongue twister, begin by pronouncing each word slowly and accurately, then gradually increase your speed Practicing this way not only improves your diction but also serves as a great workout for your speech organs.
In order to have good pronunciation, students should not only remember the suggested techniques mentioned above, but also practise pronouncing ending sounds and vowels many times.
To keep students engaged and prevent boredom, it's essential to explore innovative learning methods One effective approach is incorporating pronunciation games, which not only enhance students' pronunciation skills but also inject fun and energy into the learning process By blending learning with play, these games foster an exciting atmosphere that motivates students to participate actively.
Obviously, students of all ages have strong interest in music and nobody can deny how powerful music is or that it affects our feelings and energy levels.
Music creates desired moods- to make us feel happy, enjoy movements and dance, to help us relax and focus Therefore, it is a resource that should be taken into account.
Songs play a crucial role in language learning, serving as an effective tool in foreign language classrooms They enhance language skills, particularly speaking abilities, by offering a fun and engaging way to practice pronunciation, expand vocabulary, and understand grammatical structures Moreover, incorporating English songs into lessons increases student interest and motivation, making learning more enjoyable.
There are some activities based on song’s lyrics that help students focus on sounds and improve pronunciation.
Singing along to popular English songs not only enhances your vocabulary but also allows you to relax and express yourself This enjoyable activity improves your rhythm and intonation while freeing you from the pressure of sentence construction, enabling you to focus on perfecting your pronunciation.
Book 1: Ship or sheep by Ann Baker.
"Ship or Sheep" by Ann Baker is an essential book for students, as it aids in recognizing and producing English sounds while also focusing on stress and intonation.
Students may be change their pronunciation in a good way This book is a perfect choice for every English learner.
Book 2: New Headway Pronunciation Course- Pre-intermediate by Bill Bowler, Sue Parminter (Cornelsen & Oxford University Press
The book offers a practical and imaginative approach to mastering phonemes that various nationalities struggle with, along with essential topics of stress, rhythm, and intonation It effectively incorporates lessons on times and dates, making it a valuable addition to the New Headway series.
Effective pronunciation training empowers students to communicate clearly and confidently The program focuses on practicing individual sounds, offering tailored exercises for speakers of various languages Additionally, it provides guidance on stress and intonation patterns, ensuring accurate and functional speech Support is also available for mastering the nuances of connected speech.
Book 3: English Pronunciation Made Simple by Paulette Dale and Lillian Poms.
This book provides a comprehensive guide to the sounds of standard American English, covering essential elements such as rhythm, stress, intonation, consonant clusters, plurals, contractions, and past tense verbs It serves as an excellent resource for teachers, featuring numerous exercises that can be effectively utilized in the classroom While the included CDs may not fully articulate all words and exercises, the book is particularly beneficial for educators Additionally, it aids in learning the International Phonetic Alphabet (IPA) by incorporating IPA symbols to clarify American English pronunciation.
dʒ/ sound illustration
The English language features a unique pair of sounds known as the 'voiced th' /ð/ and 'unvoiced th' /θ/, which share the same spelling This similarity prompts their joint presentation in ESL/ELL pronunciation lessons Despite the distinction between voiced and unvoiced, the articulation of /ð/ and /θ/ is almost identical; the tongue's tip is positioned behind the upper front teeth, creating friction during pronunciation Additionally, subtle friction may arise between the tongue's front and the tooth ridge, while the lips remain relaxed throughout the production of both 'th sounds.'
sound’s illustration
The unvoiced 'sh sound' /ʃ/ is produced without vibrating the vocal cords To articulate this sound, air is directed through a wide groove formed by the front of the tongue and the back of the tooth ridge, while the sides of the tongue may contact the side teeth The lips remain slightly tense and may protrude during pronunciation Common examples of words containing the /ʃ/ sound include shoes, shell, finish, show, shoot, wish, emotion, fashion, and mission.
The final sound /ʒ/ has the lowest occurrence rate at 72%, indicating that it may be easier to produce than the previous four sounds To master this sound, begin by practicing the /ʃ/ sound, and then incorporate your voice to create the /ʒ/ sound effectively.
Many students fear speaking English despite years of grammar study, primarily due to their anxiety about making mistakes, particularly with pronunciation While there are no quick fixes for achieving perfect pronunciation, there are effective strategies that can help students practice more efficiently and enhance their speaking skills To address this challenge, several solutions will be offered to improve both pronunciation and overall speaking abilities.
- First tip: Listen to yourself
Hearing pronunciation errors in your own speech can be challenging, making it difficult to correct them To improve your pronunciation, consider recording your speech using your smartphone This technique allows you to listen to your pronunciation and identify areas for improvement.
- Second tip : Slow down and exaggerate the sounds
Many students mistakenly believe that speaking fluently requires speaking quickly However, speaking at a slower pace allows for better breathing and more time to formulate thoughts To improve your speech, it's beneficial to exaggerate your sounds during practice sessions.
To improve your pronunciation, stand in front of a mirror and observe the positioning of your tongue, lips, and mouth shape while producing different sounds Then, compare your observations with a video of a native speaker to identify any discrepancies.
- Fourth tip: Pay attention to intonation and stress
Effective pronunciation involves not only mastering individual sounds but also grasping the nuances of intonation—the rise and fall of the voice—and stress, which highlights certain sounds and words in speech To enhance your pronunciation skills, practice reading poems, speeches, and songs aloud, focusing on the correct word stress and intonation patterns.
Effective pronunciation involves more than just articulating individual sounds; it encompasses mastering intonation and stress Intonation refers to the rise and fall of the voice, while stress emphasizes certain sounds in words and specific words in sentences To enhance your pronunciation and speaking skills, practice reading poems, speeches, and songs aloud, focusing on word stress and intonation.
- Last tip : practise saying tongue twisters
Tongue twisters are an effective way to enhance pronunciation skills These challenging phrases consist of similar sounds that make them difficult to articulate To practice, begin by pronouncing each word slowly and accurately, then gradually increase your speed This exercise not only improves your speech but also strengthens your speech organs.
In order to have good pronunciation, students should not only remember the suggested techniques mentioned above, but also practise pronouncing ending sounds and vowels many times.
To keep students engaged and prevent boredom, it's essential to discover enjoyable learning methods Playing pronunciation games serves as an excellent solution, enhancing students' pronunciation skills while making the learning process fun and lively Incorporating games into learning fosters an exciting atmosphere that motivates students and enriches their educational experience.
Obviously, students of all ages have strong interest in music and nobody can deny how powerful music is or that it affects our feelings and energy levels.
Music creates desired moods- to make us feel happy, enjoy movements and dance, to help us relax and focus Therefore, it is a resource that should be taken into account.
Songs play a crucial role in enhancing language learning, making them an effective resource in foreign language classrooms They significantly improve speaking skills while also aiding in pronunciation and vocabulary acquisition Furthermore, incorporating English songs into lessons keeps students engaged and motivated to learn.
There are some activities based on song’s lyrics that help students focus on sounds and improve pronunciation.
Discover the lyrics to popular English songs and sing along to enhance your language skills Singing not only promotes relaxation but also allows you to focus on pronunciation, rhythm, and intonation without the pressure of forming your own sentences This enjoyable practice helps improve your overall speaking abilities while boosting your confidence in using the language.
Book 1: Ship or sheep by Ann Baker.
The essential book for students is "Ship or Sheep" by Ann Baker, which aids in the recognition and production of English sounds while also focusing on stress and intonation.
Students may be change their pronunciation in a good way This book is a perfect choice for every English learner.
Book 2: New Headway Pronunciation Course- Pre-intermediate by Bill Bowler, Sue Parminter (Cornelsen & Oxford University Press
This book effectively addresses the challenges faced by speakers of different nationalities in mastering phonemes, while also covering essential topics such as stress, rhythm, and intonation Its practical approach includes the use of times and dates, making it a valuable and creative resource that complements the New Headway series.
The program enhances students' ability to express themselves clearly and confidently by focusing on essential pronunciation skills It includes practice on individual sounds, offering tailored exercises for speakers of specific languages Additionally, training in stress and intonation patterns ensures accurate and functional communication, while guidance on connected speech features further supports effective speaking.
Book 3: English Pronunciation Made Simple by Paulette Dale and Lillian Poms.