Pronunciation errors made by fourthyear students of English at TMU and suggested solutions THUONG MAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER TOPIC PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS Supervisor DO THI BICH DAO, M A Student BUI MINH ANH Class K53N4 Student Code 17D170184 HÀ NỘI 2015 GRADUATION PAPER PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS Supervisor DO THI BICH DAO, M A Student BUI MINH ANH Class K53N4 Student Code 17D170184 HANOI, 2021 HÀ.
OVERVIEW OF THE STUDY
Rationale
In recent years, English has gained immense popularity globally, including in Vietnam, where it serves as a second language The language is essential for communication, travel, culture, and trade, leading to its incorporation as a key subject in many Vietnamese schools While learners prioritize reading, writing, and listening skills, they often neglect speaking, largely due to a focus on grammar for tests and a fear of pronunciation Observations at TMU reveal that many fourth-year students struggle with pronunciation errors, highlighting a significant challenge in their English language learning journey.
To enhance English pronunciation for TMU students, it is crucial to investigate common pronunciation challenges, particularly focusing on errors related to consonant sounds and ending sounds Key elements influencing pronunciation include word stress, sentence stress, intonation, vowel sound length, and linking sounds.
Many learners make common errors in pronunciation, particularly with final consonants, which are often less distinct than other sounds in speech Despite this, not all teachers focus on these issues, as observed in personal experiences that support this research This lack of attention contributes to the persistence of these errors among students.
Furthermore, pronunciation is an integral part of foreign language learning since it directly affects learners’ communicative competence as well as performance
Limited pronunciation skills can undermine learners' self-confidence, hinder social interactions, and negatively impact perceptions of their credibility For fourth-year Business English students at TMU, recognizing and correcting pronunciation errors is crucial for their future careers, whether in English-speaking roles or teaching While some students are aware of their pronunciation mistakes, others may not recognize their issues This study aims to enhance students' awareness of their pronunciation challenges and offers solutions for individual and group practice Consequently, the author has initiated the study titled “Pronunciation errors made by fourth-year students of English at TMU and suggested solutions.”
Previous studies
Numerous authors worldwide have conducted research on general errors and specifically on pronunciation errors A notable study in this field is "Teaching English Intonation to ESL/EFL Students" by Mehmet Celik (2001) from Hacettepe University, which explores effective strategies for teaching intonation to English language learners.
Turkey has introduced a framework for teaching English intonation to non-native speakers, emphasizing its importance for effective communication This framework identifies four key intonational features that should be taught in meaningful contexts using realistic language It argues that understanding intonation is essential, rather than optional, for successful interactions in English While this framework is relevant to the ESL/EFL fields, it tends to be somewhat general and theoretical in nature.
Next, “English pronunciation errors made by Saudi Student” (Islam Ababneh,
A study conducted in 2018 examined English pronunciation errors among native Saudi Arabic speakers, specifically focusing on female students from the University of Tabuk The research involved two groups: one majoring in English and the other in a non-English discipline Participants were asked to pronounce various words and phrases, utilizing both quantitative and qualitative methods The findings revealed common pronunciation errors, including vowel insertion, confusion, orthography, stress, and intonation issues Notably, the English majors exhibited fewer errors compared to their non-English major counterparts, highlighting the impact of training on pronunciation proficiency.
In the study "Factors Affecting the Pronunciation Abilities of Adult Learners of English" by Karin Richter (2018), the author investigates why some adult learners excel in mastering English pronunciation compared to others The research monitored the changes in foreign accent perception among a group of university students throughout their Bachelor's program Participants were recorded at the beginning and end of their studies while reading a text and narrating a picture story Additionally, questionnaires were utilized to assess individual factors influencing pronunciation skills The statistical analysis indicated that most learners improved their accents; however, no single factor emerged as the predominant influence on pronunciation learning.
A study conducted by Pham Hoai Nhi in 2010 at the College of Foreign Languages, Danang University, examined the challenges faced by second-year students in perceiving and producing minimal pairs of phonemes, specifically /p/ - /b/, /t/ - /d/, /k/ - /g/, and /s/ - /z/ The research utilized questionnaires and diagnostic tests to gather data, revealing that 52% of students struggled to identify minimal sound pairs Furthermore, 83% reported difficulties in distinguishing between different sound pairs, while 63% indicated that they could not pronounce the sounds correctly due to their similarity.
Aims of the Study
Initially, the researcher wants to find out the attitudes of fourth-year English major students at TMU and then, the most common pronunciation errors made by them.
The researcher aims to assist fourth-year students at TMU in identifying their consonant and ending sound errors This study seeks to raise awareness of the factors influencing pronunciation and offers strategies to address these specific errors It focuses on answering four key research questions related to these challenges.
- What are the attitudes of fourth-year English major students at TMU toward English pronunciation?
- What are typical pronunciation errors that fourth-year English major students of TMU often make?
- What are the factors affecting fourth-year English major students at TMU in learning pronunciation?
- What are solutions for fourth-year English major students to overcome English pronunciation errors?
Research Subjects
This study aims to explore the attitudes of fourth-year English major students at TMU towards pronunciation, focusing on common pronunciation errors, particularly in ending and consonant sounds It will also examine the factors influencing English pronunciation among these students and propose solutions to help them overcome pronunciation challenges These key areas will serve as the primary subjects of the research.
Scope of the Study
This study specifically targets fourth-year English major students at TMU, focusing on the prevalent pronunciation errors they encounter, particularly with consonants and ending sounds Due to limitations in scale, time, and resources, it does not address all pronunciation issues but emphasizes the most common mistakes identified through a survey of 100 students Many participants hail from rural areas, which may affect their pronunciation due to local language influences, especially among students from regions like Ha Noi, Ninh Binh, Nghe An, and Ha Tinh Additionally, these students tend to prioritize grammar and vocabulary for exams over practicing pronunciation and speaking skills.
Research methodology
The quantitative data collection involved a survey questionnaire administered to 100 randomly selected students from six classes at the English Faculty of TMU Subsequently, the author conducted direct interviews with 7 of these students to explore their attitudes towards English pronunciation, identify common mistakes, and discuss the strategies they employed to enhance their pronunciation skills.
The research involved 100 fourth-year English major students at TMU, predominantly female, reflecting the gender ratio of over 80% female students in the English Faculty All participants shared similar backgrounds in English language education from their state schools They are currently enrolled in three English pronunciation-related subjects: “Speaking Skills” (3 credits), “Basic Communication English” (2 credits), and “English Phonetics and Phonology” (2 credits), totaling approximately 300 minutes of practice per week The researcher employed a convenient sampling method; while the findings may not be generalizable to all students, the larger participant pool helps mitigate this limitation.
The specific number of the participants from each class is as follows:
Table 1.1: Participants from six classes
In the study, the researcher employed two distinct data collection methods to address four research questions: a survey questionnaire and personal interviews.
A questionnaire, as defined by Paul J Lavrekas, is a structured set of standardized questions designed to collect individual data on specific topics (2008) This research tool is highly effective and time-efficient for gathering information, as it allows for the collection of straightforward factual data through closed questions (Gillham, 2005, p.166) Furthermore, the ability to obtain specific information from a large number of respondents in a short timeframe makes questionnaires particularly well-suited for quantitative and statistical analysis.
All information collected through the questionnaire will remain confidential Participants are asked to indicate their class to help manage the number of respondents from each class.
The researcher developed a comprehensive questionnaire consisting of five sections with a total of 11 questions, aimed at gathering detailed information from participants Part A specifically focuses on two questions that explore the background of major students in relation to their English learning experiences.
Part B is designed with 3 questions about student’s attitudes on English pronunciation These questions are relatively focused on the evaluation of the
Mastering factors like grammar, vocabulary, and pronunciation is crucial for effective English speaking Among these, pronunciation plays a significant role in communication clarity and listener comprehension To enhance your learning experience, consider exploring different methods for improving pronunciation, as outlined in the final question, which presents four options on how you prefer to learn this essential skill.
Part C includes four questions designed to gather insights on participants' experiences with English pronunciation courses The first question features two items that assess overall satisfaction with the lessons The second question contains five items focused on the frequency of pronunciation errors encountered during the learning process.
English pronunciation Then, these left questions are about pronunciation errors that participants tend to encounter.
Part D relates to factors affecting English pronunciation.
The final part E is conducted to inquire student’s opinion about some suggested solutions which can help them avoid pronunciation problems.
The survey questionnaire is designed to effectively gather data for research aimed at enhancing pronunciation skills To ensure its effectiveness, the researcher meticulously crafted a structured set of detailed alternative questions prior to conducting the survey (refer to Appendix 1).
1.6.3.3.1 Aims of the personal interview
Conducting a personal interview aims to delve into individuals' responses to obtain in-depth information while simultaneously observing their behavior.
The researcher prepares a structured list of key questions to conduct methodical interviews, ensuring respondents are asked similar queries while allowing for additional questions when necessary To enhance the effectiveness of the interview, the researcher records respondents' answers with their consent and later summarizes the information for thorough analysis.
1.6.4 Procedures for data collection and analysis
The researcher gathered data using questionnaires and individual interviews, ensuring that all questions aligned with the study's objectives After receiving completed surveys from 100 students and processing the interview recordings, the collected figures and observation diagrams were analyzed The insights and methods provided by the participants were systematically organized in tables within the results section Additionally, the quantitative data from the survey questionnaires were transformed into percentages and visually represented through charts and tables.
Finally, data is processed by both statistical and interpretive methods They have been clarified and summarized into tables and charts for later generalization
Chapter 1 presents the researcher's comments and evaluations based on relevant knowledge from previous studies The statistics and findings indicate potential solutions for addressing pronunciation errors among fourth-year K53 students.
Organization of the study
The research comprises four key chapters: an Overview of the Study, a Literature Review, Research Findings, and Recommendations and Suggestions Each chapter is designed to provide a comprehensive understanding of the topic, presenting essential insights and actionable conclusions.
Chapter one provides a comprehensive overview of the study, outlining its rationale, previous research, and objectives It details the research subjects, defines the scope, and describes the methodology employed, while also presenting the organizational structure of the study.
Chapter two of the literature review explores theories pertinent to the study, focusing on common English pronunciation errors The researcher discusses key terminology and reviews relevant studies, providing a comprehensive understanding of the topic.
Chapter three (Research findings), the researcher describes the research process, presents and analyzes the research results.
In Chapter Four, the researcher presents a summary of the key findings and offers pedagogical implications derived from these results Additionally, the chapter acknowledges the limitations of the research and proposes solutions to address the identified issues.
LITERATURE REVIEW
English Pronunciation
For English-speaking learners, mastering pronunciation is essential as it forms the foundation for effective communication Understanding the correct pronunciation of words is crucial before delving into other aspects of language learning This article will define pronunciation, offering valuable insights for students seeking to enhance their language skills.
According to Madden, et al (1997), “Pronunciation is often simplified to mean the production of phonetic/ phonemic sounds of a language” (p.2)
In the AMEP Fact sheets that have been funded by the Department of
The AMEP Special Project Research Program defines pronunciation as the production of sounds used to convey meaning, encompassing specific language sounds (segments) and broader speech elements such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), and voice quality Additionally, it includes gestures and expressions that enhance verbal communication Each of these pronunciation aspects is summarized, with references provided for further exploration.
According to Fraenkel (1984), learning to pronounce a language involves two key stages The first stage, known as the reception phase, focuses on helping learners identify essential sounds and patterns through listening The second stage is speaking, where learners practice articulating and producing the language they have previously absorbed.
Besides, pronunciation was also put as “the way in which a language is spoken” (Oxford Advanced Learner’s Encyclopedic, 1992:718) The Oxford Advanced
Learner’s Dictionary, 8 th end (2008) makes clear pronunciation is “the way in which a language or a particular word or sound pronounced”.
There are so many different definitions of pronunciation, this one from Oxford Dictionary seems to be easier to understand: “Pronunciation is the way in which a word is pronounced”.
2.1.2 The Importance of Correct Pronunciation
Pronunciation plays a crucial role in effective English communication, yet many students often overlook it, focusing instead on word meanings Incorrect pronunciation can lead to misunderstandings, making it essential to prioritize proper pronunciation for clear communication Additionally, mastering pronunciation aids in the acquisition of new vocabulary, enhancing overall language skills.
Pronouncing words is often a part of memorizing them in second-language learning, so getting a strong, basic foundation in correct pronunciation early on will equate to more effective learning overall.
Research from the AMP Fact sheets of the AMP Research Centre highlights that learners with good English pronunciation are more easily understood, even when they make grammatical errors In contrast, those with difficult-to-understand pronunciation struggle to communicate effectively, regardless of their grammatical accuracy Many adult learners find mastering pronunciation particularly challenging and require explicit guidance from teachers Surveys indicate that students consistently express a need for pronunciation practice in the classroom, underscoring the necessity of incorporating pronunciation work into English language instruction.
From Higgs Graph of Learner Needs, pronunciation is something that is very important to beginners It allows them to feel more comfortable when speaking
Obviously, no one can deny the importance of pronunciation It is considered as one of the most significant factors in English speaking.
Hence, students should take pronunciation into account to have good speaking.
Humans generate speech by forcing air from the lungs through the larynx, where the vocal folds may vibrate This airflow is subsequently shaped by the articulators, creating distinct sounds essential for communication.
In "English Phonetics and Phonology" by Peter Roach (2000), it is highlighted that speech sounds are created through the contraction of various muscles The chest muscles facilitate airflow essential for producing speech, while laryngeal muscles modify this airflow within the vocal tract, which includes the oral cavity (mouth) and nasal cavity (leading to the nostrils) Understanding how speech sounds are generated requires knowledge of the vocal tract's components, known as articulators, and the field dedicated to this study is called articulatory phonetics.
The articulators include the following parts as larynx, pharynx, soft palate
(velum), hard palate, tongue, alveolar, nose, upper teeth, lower teeth, upper lip, lower lip.
The place of articulation refers to where the airflow is obstructed during the production of consonants, highlighting the specific point where the articulators make contact or come closest together.
Look at the diagram below to see where each part of the articulators is:
Figure 2.1: Places of articulation (Roach, 1983:8)
2.1.3.1.2 The process of pronouncing sounds
Besides mentioning the articulators above the larynx, the book “English
According to Peter Roach in "Phonetics and Phonology" (2000), sound production begins with air from the lungs traveling through the windpipe to the larynx From there, it passes through the vocal cords into the pharynx, reaching the uvula At this juncture, the airflow can either enter the oral cavity, if the soft palate is raised, allowing sound to exit through the mouth, or it can proceed into the nasal tract, if the soft palate is lowered, resulting in sound escaping through the nostrils.
There are 44 sounds in English including 20 vowel sounds (with 12 vowels, 8 diphthongs) and 24 consonants sounds.
Vowels are defined as sounds produced without significant constriction of the articulators, allowing for a relatively unobstructed airflow, as noted by Peter Roach (2000).
Vowels are primarily categorized into two groups: monophthongs and diphthongs These sounds are characterized by the movement of the tongue and are typically voiced.
In English phonetics and phonology, consonants are defined as sounds that involve an obstruction to the airflow as it moves from the larynx to the lips (Peter Roach, 2000:10) This obstruction is a key characteristic in the production of consonant sounds.
Consonant sounds are produced when one articulator moves towards another or when two articulators come together, creating an obstruction in the airflow This obstruction prevents the air from flowing freely, resulting in distinct consonant sounds.
Marianne, Donna, and Janet (1996:42-43) presented that the consonants system was classified according to place and manner of articulation.
Figure 2.2: The vocal tract showing the places of articulation (Source: http://linguistics-mcarmen.blogspot.com/2011/02/phonetics.html)
According to place of articulation, consonants are classified into 9 types:
Bilabials: are the sounds made with the two lips pressed together or coming together, including: /p/, /b/, /m/, /w/
Labio- dentals: are the sounds which are produced with the lower lip touching the upper front teeth, including: /f/, /v/
Dentals: are the sounds which are produced with the tip or blade of the tongue touching the upper front teeth, including: /θ/, /ð/
Alveolars: are the sounds which are produced with the tip or blade of the tongue touching or approaching the alveolar ridge, including: /t/, /d/, /s/, /z/, /n/, /l/
Retroflex: is the sound that is produced with the tip of the tongue curling back towards the back of the alveolar ridge, including: /r/
Palato-alveolar sounds are produced when the tongue tip or blade approaches the region between the back of the alveolar ridge and the front of the hard palate These sounds include /ʃ/, /ʒ/, /tʃ/, and /dʒ/.
Palatal: is the sound which is produced with the front of the tongue coming close to the hard palate,including: /j/
Velars: are the sounds which are produced with the back of the tongue touching the soft palate, including: /k/, /g/, /ŋ/
Glottal: are the sounds which are produced without the active use of the tongue and other parts of the mouth, including: /h/
Manner of articulation refers to how the airflow is modified or blocked during speech sound production, highlighting the types of obstructions created by narrowing or closing the articulators This concept can be effectively illustrated through a diagram that showcases the various manners of articulation.
Diagram 2.1: The manner of articulation (Source: Peter Roach (2000), English Phonetics and Phonology)
English Pronunciation Errors
When learning a new language, pronunciation mistakes are a natural part of the process Jenkins (2006) defines pronunciation errors as variations that hinder mutual understanding of spoken content Lennon (1991) further explains that an error is a linguistic form unlikely to be used by native speakers in similar contexts.
Richards (1971) identified two types of errors in language use: performance errors, which arise from factors like fatigue and inattention, and competence errors, which occur due to insufficient knowledge of language rules.
2.2.2 Factors Affecting English Pronunciation of Students
Language learners often speak the target language with varying degrees of difference from native speakers, a phenomenon known as "foreign accent," largely influenced by their native language (Avery & Ehrlich, 1987:9) This occurrence, referred to as mother tongue interference, highlights the diverse varieties and accents present in every language Consequently, the way learners communicate reflects their identity, as phonemic differences between languages contribute to the distinct foreign accents they exhibit.
Some individuals possess a heightened ability to discern and imitate foreign language sounds, often referred to as phonetic ability This skill significantly influences their pronunciation development However, having a better phonetic aptitude does not guarantee success in language learning, as many people exhibit varying degrees of this ability While some may excel, others can still achieve proficiency despite having less pronounced phonetic skills.
2.2.2.3 Motivation and Concern for Good Pronunciation
Motivation plays a crucial role in enhancing learners' pronunciation skills in a target language When learners are highly motivated, they become more engaged in activities, attentive to sound discrimination, and committed to producing accurate utterances According to Brown (1997), motivation is defined as an inner drive or desire that propels individuals toward specific actions, and it encompasses three levels: global, situational, and task-oriented For instance, a learner may exhibit strong global motivation overall, yet struggle with task motivation in written exercises Understanding and fostering this motivation is essential for effective language acquisition.
Negative attitudes towards the target language community and introversion can significantly hinder English learners' pronunciation skills Introverted students often avoid participating in classroom activities, limiting their opportunities for phonological and phonetic practice In contrast, extroverted and courageous learners are more likely to engage in these activities, leading to greater improvements in their pronunciation.
Learners' attitudes toward a new language significantly impact their pronunciation skills When learners have positive feelings towards the target culture, they are more likely to achieve accurate, native-like accents As noted by Elliot (1995), a learner's attitude towards native or near-native pronunciation plays a crucial role in shaping their ability to pronounce the target language effectively.
Students often struggle with pronunciation errors because this crucial skill is not taught clearly and effectively in schools, particularly at the beginning of their English learning journey While teachers prioritize the four main language skills—listening, speaking, reading, and writing—they frequently underestimate the importance of pronunciation, leading to its neglect in the curriculum.
Exposure to English significantly impacts language acquisition, as it extends beyond the classroom setting Learners residing in English-speaking countries or communities benefit from ample opportunities to engage with the language daily In contrast, those living in non-English speaking countries, such as Turkey, may face challenges due to limited exposure, hindering their ability to practice and use English effectively.
Learners who engage solely in focused listening lack opportunities to practice the target language in real-life situations This absence of communication hinders their ability to learn the language effectively, as meaningful interaction is essential for language acquisition.
RESEARCH FINDINGS
Result from survey questionnaire
3.1.1 Background information about learning English of major students
Before examining the common English pronunciation errors made by fourth-year English major students at TMU, it is essential to consider their learning duration and geographical background, as these factors may influence their pronunciation abilities Understanding their English language background will provide valuable insights into the challenges they face and help identify effective strategies for enhancing their pronunciation skills.
Questions Options Number of students Percentage (%)
1, How many years have you been learning
2, Where do you come from?
In the Northern of Vietnam 97 97
In the central of Vietnam 3 3
Table 3.1: Learning English of students major at TMU background information
Table 3.1 reveals that nearly 100 students from six classes have been studying English for approximately a decade, indicating significant exposure and practice with the language Notably, 97% of these students are from northern Vietnam, while only 3% hail from the central region.
3.1.2 Student’s attitudes toward English pronunciation.
Question 3: How do you evaluate the importance level of the following factors in English speaking?
The author gives some factors that affect English speaking and students will evaluate the level of the factor (“Not important” to “A little important” and, then
“Important”, finally “Very important”) From the chart below, the fourth-year English major students assessed that Pronunciation is “Very important” It holds 91%
While pronunciation is the most crucial factor in English speaking, other elements like spelling and vocabulary also play significant roles, with 78% and 73% of respondents rating them as "Very important." Vocabulary, in particular, ranks just below pronunciation in importance The remaining factors account for smaller percentages in the "Important," "A little important," and "Not important" categories Overall, the results highlight the vital role of pronunciation in English speaking, a fact recognized by all students.
Grammar Vocabulary Pronunciation Spelling Intonation 0%
Not important A little important Important Very important
Chart 3.1: The percentages of the importance levels of factors in English speaking
Understanding a student's attitude toward the significance of pronunciation in English, particularly in speaking, is crucial The author emphasizes this by focusing on questions related to speaking, highlighting the strong connection between pronunciation and effective communication In initial interactions, a student's English proficiency is primarily assessed through their speaking abilities.
Question 4: How important pronunciation is in English speaking?
1: not important -> 5: very important the level of important
Chart 3.2: The importance level of pronunciation in speaking English
Chart 3.2 highlights the significance of English pronunciation among students at TMU, demonstrating that a majority recognize its importance Specifically, 62% of respondents, all English majors, regard pronunciation as very important, while 33% view it as crucial However, a small minority of 5% still undervalue its role in effective speaking.
Question 5: How do you like learning pronunciation?
The collected data is presented in the chart below:
Figure 3.1: Student’s interest in pronunciation
According to Figure 3.1, a significant majority of fourth-year English majors have a positive attitude towards pronunciation, with 43% expressing a strong liking for it Additionally, 38% of students like pronunciation, while 19% view it as average, and notably, none reported disliking it This indicates a strong interest in English pronunciation among fourth-year students, reflecting a favorable outcome.
Question 6: Have you ever learned any pronunciation lessons?
A recent survey highlights the pronunciation experience of fourth-year English majors, revealing that only 44% of students have taken pronunciation lessons, while over 56% have not participated in such training.
It means that fourth-year students have not much knowledge and experience of English pronunciation, that is a reason why they tend to encounter pronunciation errors, even the basic ones.
Chart 3.3: Student’s experience in English pronunciation
Question 7: How often do you make pronunciation errors when speaking English in class?
Always Often Sometimes Rarely Never
Figure 3.2: Student’s frequency of making pronunciation errors
Fourth-year English major students frequently struggle with pronunciation errors during class discussions, as illustrated in Figure 3.2 Despite their interest in English, their limited experience and lack of focus on pronunciation lessons contribute to these challenges Instead, students prioritize other skills such as listening and grammar in preparation for tests, leading to an increase in pronunciation mistakes Specifically, 45% of students often encounter pronunciation issues, 34% consistently face problems, and 21% experience them occasionally, while none report rarely making errors.
Question 8: Which pronunciation mistakes do you tend to encounter when speaking English?
Pronunciation errors are common among fourth-year English majors, particularly involving final stop consonants and specific sounds like /θ/ and /ð/ These mistakes often include issues with word and sentence stress, lax vowels, and other phonetic challenges.
English The chart below will show that result: word stress sentence stress consonants intonation ending sounds
Chart 3.4: Student’s common pronunciation mistakes
The chart illustrates that consonant and ending sounds are the most prevalent pronunciation errors among students, with percentages of 92% and 97%, respectively Additionally, word stress and intonation errors are noted at 46% and 42% Further inquiries reveal that students frequently omit or mispronounce these sounds when speaking English To identify specific consonant and ending sound errors, questions 9 and 10 were developed to explore the most common mistakes and the factors influencing them.
Question 9: How often do you make mistakes in these ending sounds and consonant sounds?
The collected data about student’s ending sounds and consonant sounds errors will be presented clearly in the table below:
Ending sounds and consonant sounds
Percentage of making mistake frequency
Percentage of making mistake frequency
Percentage of making mistake frequency
Percentag e of making mistake frequency
Percentag e of making mistake frequency
Table 3.2: Percentage of making mistakes frequency in these ending sounds and consonant sounds faced by fourth-year students.
The analysis reveals that students struggle with specific ending and consonant sounds, particularly /dʒ/, /ð/, /θ/, and /ʃ/ The sound /dʒ/ has the highest frequency of mispronunciation at 57%, followed closely by /ð/ at 53%, /θ/ at 43%, and /ʃ/ at 30% This indicates a common challenge among students, especially with words like "larger," "village," "passenger," "father," "this," and "that." Addressing these pronunciation issues is essential for improving overall language proficiency.
It can be seen clearly the percentage of other frequency of these sounds like
“often”, “sometimes”, “seldom”, “never” in this table Especially, the only one sound
The phoneme /ʒ/ has the lowest frequency of pronunciation errors, with only 7% of students consistently mispronouncing it This indicates that most students articulate this sound accurately and find it relatively easy to produce However, students often struggle with certain sounds, leading them to either omit these ending sounds or produce them incorrectly, often influenced by similar sounds in their native language.
3.1.4 Factors affecting English pronunciation learning
Question 10: In your opinion, what factors affect your English pronunciation?
This question is designed to explore students’ opinions about factors that hinder their ability to pronounce English.
Chart 3.5: Factors affecting student’s English pronunciation
Chart 3.5 shows that more than 90% of participants recognize that the native language factor is quite influential in English pronunciation The difference between the two sound systems of two languages creates a big barrier for students in pronunciation For example, Vietnamese people often pronounce the wrong consonant /ð/ and /θ/ This one is also analyzed above Next, 86% of participants said that weak pronunciation ability greatly affected English pronunciation Besides, most students (69%) think that lack of motivation and concern for good pronunciation is an important factor, which has a strong influence on English pronunciation It can be noticed that the percentage for negative attitude and the insufficient amount of exposure are the same (43%), which means both of them play an important role in the success or failure of anything It is the fact that whatever you do, you should do with positive attitudes it will be more likely to succeed than those with poor learning attitudes, not only learning English pronunciation In addition, practicing every day is a key to achieve success Only 19% of participants rated insufficient instruction This is the factor that was less affected by English pronunciation.
The results of the questionnaire reveal three key factors that significantly impact students' pronunciation: the influence of their native language, insufficient pronunciation skills, and a lack of motivation and concern for achieving proper pronunciation.
3.1.5 Student’s opinion on pronunciation solutions
Question 11: Which solutions do you agree to use in order to avoid pronunciation errors?
Doing pronunciation exercises in text books 26%
Recording yourself when speaking English 51%
Using English apps like ELSA Speaking, Cake, so on 52%
Attend extra English pronunciation classes 35%
Table 3.3: Student’s opinion about solutions to deal with pronunciation errors.
The table above presents that playing games, tongue twisters, and singing
English songs are a favorite among students, with over 80% enjoying activities like games, tongue twisters, and singing These engaging methods are effective solutions for improving pronunciation and help students overcome their pronunciation challenges while making learning enjoyable.
Result from personal interview
After receiving the questionnaire replies from 100 fourth-year English major students of TMU, the author selected 7 of these respondents to participate in a personal interview.
Out of the seven selected students, five hail from the Northern provinces while two are from the central region Each student was asked three essential questions about the significance of English pronunciation, the common factors leading to mistakes, and the strategies they have employed to enhance their pronunciation skills.
Question 1: Do you think English pronunciation is one of the important English skills? Have you ever taken part in any English pronunciation courses or lessons? Why (not)?
All 7 students say that pronunciation is extremely important in English But all of them have not ever joined any courses or lessons specializing in English pronunciation The reason is that they often focus on other skills like reading and writing, or grammar, vocabulary to serve for studying and exam preparation to achieve high scores.
Question 2: What aspects do you often make the mistakes (stress, intonation, ending sounds, consonants, vowels, etc)?
Research on English pronunciation reveals that students frequently struggle with consonant sounds and often omit ending sounds, particularly those not present in the Vietnamese phonetic system Three out of five students express difficulty in imitating foreign intonation due to linguistic differences between Vietnamese and English, where Vietnamese relies heavily on punctuation while English has numerous accent rules Interestingly, two students from the central region of Vietnam (Nghe An) report that they do not experience challenges in English pronunciation, even with accents that differ from their northern counterparts (Hanoi, Ninh Binh, etc.).
Question 3: Which activities do you often use to improve your English pronunciation?
Among seven students, three frequently engage in games, songs, and tongue twisters to enhance their pronunciation, finding these activities enjoyable and effective One student occasionally records his voice using apps like ELSA Speaking and Cake, believing this method helps him identify pronunciation errors more easily However, the accuracy of their self-assessment largely depends on their familiarity with different sounds The remaining students typically rely on platforms like YouTube and radio to imitate native speakers' pronunciation Notably, most students do not participate in formal pronunciation courses at English centers.
In short, there are two common pronunciation errors that fourth-year English major students of TMU often make are consonant sounds and ending sounds
Students frequently struggle with pronouncing specific sounds, such as /dʒ/, /θ/, /ð/, /ʒ/, and /ʃ/ While various methods like pronunciation games and singing can aid in improving English pronunciation, many students prefer not to attend English courses due to time constraints.
RECOMMENDATION AND SUGGESTIONS
Major findings of the study
The author conducted a study to explore the common pronunciation errors made by senior English majors at TMU, as well as the strategies they employ to enhance their English pronunciation skills.
The findings from the research, which utilized both questionnaires and personal interviews, revealed that a significant number of participants struggled with pronouncing ending sounds and consonant sounds within the English sound system.
Students frequently struggle with intonation, vowel pronunciation, word stress, and linking sounds, though these issues are less common than mistakes with ending and consonant sounds Specifically, they often mispronounce sounds such as /dʒ/, /θ/, /ð/, /ʒ/, and /ʃ/, which do not exist in the Vietnamese sound system This linguistic difference poses significant challenges to pronunciation learning Additionally, incorrect articulation techniques and the fossilized sound patterns of the learner's mother tongue further complicate the process Other contributing factors include a lack of familiarity with English ending and consonant sounds, as well as negative learning attitudes.
Although students used a variety of methods to improve and enhance their
Many students struggle with English pronunciation despite using various methods like voice recording, playing games, mimicking native speakers, and singing songs These techniques often yield low efficiency, leaving learners confused when addressing pronunciation errors.
Suggestions for the Improvement of the Pronunciation Errors
Current research reveals key strategies to enhance English pronunciation skills among students This information is particularly beneficial for English teachers at TMU, especially those focused on pronunciation, as it highlights common errors made by fourth-year English majors and offers effective learning methods to address and improve these challenges.
4.2.1 Suggestion to accurately pronounce 5 common ending sounds and consonant sounds /dʒ/, /θ/, /ð/, /ʃ, and /ʒ/.
The consonant /dʒ/ is articulated by positioning the front of the tongue against the front of the roof of the mouth Once the blockage is released, air flows out slowly, creating this voiced sound, which involves the vibration of the vocal cords.
Figure 4.1: Production of the sound /dʒ/
(Source: https://edutrip.edu.vn/)
Following some examples to illustrate the sound /dʒ/:
Image 4.1: Example of sound /dʒ/
The /θ/ sound can be challenging for many students to pronounce correctly To master this sound, start by placing your tongue gently between your teeth and then exhale air without using your voice This technique can significantly improve your pronunciation of the /θ/ sound.
Figure 4.2: Production of the sound /θ/
(Source: https://llv.edu.vn/vi/bi-quyet-phat-th-don-gian-va-de-hieu-nhat/)
Some examples to practice this sound: thick, thin, thanks, bath, health, teeth, so on.
Students often struggle with the pronunciation of the /ʃ/ sound To articulate this sound correctly, place the tip of your tongue against your upper teeth and blow air out between your tongue and teeth without using your voice Finally, to produce the /ʃ/ sound, position the tip of your tongue slightly further back in your mouth.
(Source: https://enmota.com/cach-phat-am-tieng-anh-am-s-nang-va-z-nang/)
For instance: finish, wish, fish, etc.
The challenging sound /ð/ can be mastered by first practicing the sound /θ/ Once you are comfortable with /θ/, add voice to produce the /ð/ sound For visual guidance on pronunciation, refer to the accompanying image.
(Source: http://www.voalearningenglish.net/)
The final sound /ʒ/ has the lowest percentage of making mistake frequency
The sound "always" (7%) is often perceived as simpler than the preceding four sounds To pronounce /ʒ/, position your teeth close together without touching and move your lips forward As you create the sound, allow steam to flow slowly through the narrow gap between your teeth while your vocal cords vibrate, resulting in the /ʒ/ sound.
(Source: https://elight.edu.vn/)
For example: usually, measure, pleasure, fusion, etc.
4.2.2 Suggested solutions to avoid consonant sounds errors and ending sounds errors and have good pronunciation.
4.2.2.1 Playing pronunciation games and exercises
To achieve good pronunciation, students must not only remember the suggested techniques but also consistently practice ending sounds and consonant sounds However, practicing without enthusiasm can lead to boredom and frustration Incorporating pronunciation games offers an engaging solution, enhancing students' pronunciation skills while keeping the learning experience fun and lively Games create an exciting atmosphere that inspires students and encourages them to embrace learning The following games are designed to improve pronunciation effectively.
Image 4.2: Definition of homophone (Source:https://www.pinterest.com/pin/85498092899617019/)
This engaging game focuses on enhancing students' pronunciation skills through the use of homophone cards To play, prepare and shuffle the cards, allowing students to match homophones by dragging them side-by-side This interactive activity not only makes learning enjoyable but also effectively improves English pronunciation and spelling.
Example 1: Match each sound on the right column to a sound on the left one.
I Two here Hear our Hour to Eye tail their there Tale
Table 4.1 presents a matching game focused on homophones, which are words that sound the same but have different meanings The game includes pairs such as "I" and "eye," "here" and "hear," "our" and "hour," "to" and "two," "tail" and "tale," as well as "there" and "their." This engaging activity helps learners improve their pronunciation and understanding of these commonly confused words For more resources, visit [English Club](https://www.englishclub.com/esl-games/pronunciation/matching-homophones.htm).
Example 2: Match the picture to the correct homophone.
Figure 4.6: Example of homophones exercise (Source: https://tpet.co.uk/downloads/homophones-picture-matching/)
(Source: https://www.englishclub.com/)
Bingo is an effective game for teaching English, focusing on listening accuracy, which is crucial for good pronunciation Provide each student with a blank bingo board to fill with target sounds from a given list Instead of calling out numbers, say a word aloud; students mark their boards if the word contains one of the sounds When a student marks five squares in a row, they call out “Bingo!” and present their board for verification If correct, write the words on the board, highlighting the differences between spelling and pronunciation.
This engaging pronunciation game challenges students to identify and pair rhyming words from a mixed list By dragging the words side-by-side, learners can enhance their English pronunciation and spelling skills in an enjoyable way The accompanying image illustrates a typical example of this interactive activity.
Figure 4.8: Game about rhyming words match
(Source: https://www.englishclub.com/) Answer keys: map- cap; car- jar; rag- bag; log- frog; bed- fed.
Tongue twisters are a phrase or series of phrases that are purposefully hard to pronounce and often cause humorous mistakes.
Tongue twisters are found in various languages and often resemble short poems or songs They may feature rhymes or alliteration, repeating similar letters or sounds Typically, the phrases are whimsical and may lack coherent meaning.
Here are some tongue twisters to practice:
“There was a fisherman named Fisher who fished for some fish in a fissure.
Till a fish with a grin, pulled the fisherman in.
Now they're fishing the fissure for Fisher.”
“She sells sea shells on the sea shore;
The shells that she sells are sea shells I'm sure.
So if she sells sea shells on the sea shore,
I'm sure that the shells are sea shore shells.”
Indeed, students of all ages are into music and nobody can deny how powerful music is or that it affects our feelings and energy levels.
Songs play a vital role in enhancing language learning, serving as an effective tool in foreign language classrooms They significantly boost language skills, particularly in speaking and pronunciation Moreover, incorporating music into lessons keeps students engaged and motivated to learn.
Therefore, using English songs to practice pronunciation receives much supports from students The piece of the song below will be a perfect example to practice pronunciation including sounds /dʒ/, /θ/, /ʃ/, /ð/ and /ʒ/.
Image 4.3: Music (Source:https://www.freepik.com/free-photos-vectors/music) Breathless by Shayne Ward
You’re everything good in my life
I still can’t believe that you’re mine
You just walked out of one of my dreams
So beautiful you’re leaving me
And if our love was a story book
We would meet on the very first page
The last chapter would be about
How I’m thankful for the life we’ve made
And if we had babies they would have your eyes
I would fall deeper watching you give life
You don’t even know how very special you are”
Limitation of the study and suggestion for further research
Despite attempting to validate research methods and collect and analyze data with careful consideration, the researcher still recognizes a few limitations.
The study's findings are based on a limited sample of 100 students from six classes, which restricts the generalizability of the results to all fourth-year English major students at TMU Additionally, the use of a convenient sampling method poses challenges for data collection, as the varying schedules of both participants and the researcher complicate the process.
This study primarily focused on analyzing common errors related to ending sounds and consonant sounds due to the researcher's time and expertise limitations Other important aspects of pronunciation, such as word stress, sentence stress, intonation, linking words, and vowel sounds, were not thoroughly examined Therefore, there is a critical need for more in-depth research into students' pronunciation challenges A comprehensive analysis is essential to identify effective strategies for assisting students with low oral proficiency in improving their pronunciation accuracy While understanding the reasons behind these pronunciation issues is vital, it is equally important to explore corrective measures Additionally, the introduction and implementation of specialized programs aimed at enhancing students' pronunciation skills are necessary for their improvement.
In today's globalized world, English serves as the lingua franca, highlighting the importance of effective communication in the language Successful interaction relies on mutual intelligibility, making pronunciation a critical factor in ensuring clear understanding.
This paper highlights that many students frequently struggle with pronunciation errors, particularly concerning consonant sounds and word endings.
Students frequently struggle with pronouncing specific sounds, including /dʒ/, /ʒ/, /ð/, /θ/, and /ʃ/ To address these pronunciation challenges, the researcher suggests several effective solutions, such as engaging in pronunciation games, singing songs, enrolling in English courses, utilizing English learning apps, and recording and reviewing their own voices The author welcomes feedback and comments from readers.
The researcher aims for this study to be beneficial for fourth-year students at the English Faculty of TMU, as well as for any students interested in this research area.
1 AMEP research centre (2002), Fact sheet - What is pronunciation?, Retrieved April 19, 2019 from http://www.ameprc.mq.edu.au
2 Barbara A H., Brian B (1997), The Status of Final Consonant Clusters in English Syllables: Evidence from Children Journal of Experimental Child
Psychology Volume 64, Issue 1, (p 119-136) University of New England, New South Wales, Australia, Retrieved January 16, 2009.
3 Celce-Murcia, M (1996), Teaching Pronunciation, Cambridge:
4 Celik, M (2001), Teaching English Intonation to EFL/ESL Students, Retrieved April 9, 2019 from http://iteslj.org/Techniques/Celik-Intonation.html
5 Crozier, J (2003), Collins English Dictionary (2nd ed), Glasgow:
6 Dulay, Burt and Krashen (1982), Language Two, Oxford: Oxford
7 Ellis R (1990), Instructed Second Language Acquisition, UK: Basil Black Well.
8 Ellis R (2008), The Study of Second Language Acquisition, New York: Oxford University Press.
9 Marianne, Donna and Janet (1996), Teaching Pronunciation, Cambridge: Cambridge University Press.
10 Morley, J (1991), Intelligible pronunciation is an essential component of communicative competence, Retrieved March 25, 2019 from https://www.academia.edu
11 Nguyen Thi Thuy (2018) Some typical pronunciation errors made by first- year English major student at Thuong Mai University (Published
Graduation Paper) Thuongmai University, Hanoi.
12 Oxford Advanced Learner’s Dictionary, Oxford University Press,
13 Oxford Advanced Learner’s Encyclopedic, Oxford University Press,
14 Paul, J.L (2008), Questionnaire, Retrieved April 9, 2019 from https://methods.sagepub.com
15 Pham Thi Cam Chi (2009) Errors 1 st year student at E.D, HULIS, VNU make with ending sounds and strategies to overcome using communicative teaching (Unpublished Graduation Paper) Vietnam National University, Hanoi.
16 Rachael- Anne Knight (2012), Phonetics, Cambridge: Cambridge University Press.
17 Roach, P J (1995), English Phonetics and Phonology, Cambridge: Cambridge University Press.
18 Roach, P.J (2000), English Phonetics and Phonology, Cambridge: Cambridge University Press.
19 Sarah M.S (2012), Personal Interview Survey, Retrieved April 16, 2019 from https://explorable.com
20 Spolsky, B (1989), Conditions for second language learning, Oxford: Oxford University Press.
APPENDIX 1 Pronunciation errors made by fourth-year English major student at Thuong
My name is Bui Minh Anh, a student from class K53N4, and I am conducting research for my graduation paper I kindly request your assistance with this questionnaire, which is a key source of data for my study Please note that there are no right or wrong answers, and all responses will be kept strictly confidential I appreciate your sincere participation in completing my survey Thank you for your cooperation.
Part A Background Information about Learning English of Major Students
1) How many years have you been learning English?
□ 5 years □ 5-7 years □7-10 years □ More than 10 years
2) Where do you come from?
□ In the Northern of Vietnam □ In the Central of Vietnam □ Others Part B Student’s Attitude towards English Pronunciation.
3) How do you evaluate the Importance level of the following factors in English speaking?
4) How important is pronunciation in English speaking?
5) How do you like learning pronunciation?
□ Like very much □ Like □ Normal □ Do not like Part C: Student’s Pronunciation Errors
6) Have you ever learned any pronunciation lessons?
7) How often do you make pronunciation errors when speaking English in class?
□ Always □Often □ Sometimes □ Rarely □ Never
8) Which pronunciation mistakes do you tend to encounter when speaking English?
9) How often do you make mistakes in these ending sounds and consonant sounds when speaking English? always often sometimes seldom never
Part D: Factors Affecting English Pronunciation
10) In your opinion, what factors affecting your English pronunciation?
□ The influence of native language factor
□ Lack of motivation and concern for good pronunciation
□ The insufficient amount of exposure
Part E: Solutions that can help Students avoid Pronunciation Problems.
11) Which solution do you agree to use in order to avoid pronunciation errors?
□ Doing pronunciation exercises in textbooks
□ Recording yourself when speaking English
□ Using English apps like ELSA Speaking, Cake, etc
□ Attend extra English pronunciation classes