Rationale of the study
In today's society, proficiency in English is often seen as a crucial factor for career advancement, particularly in management roles Individuals with limited English skills may struggle to communicate their valuable ideas, hindering their professional growth despite having strong qualifications and intelligence Research indicates that many students feel discouraged about learning English, primarily due to challenges in pronunciation According to Gerald Kelly (2000), consistent mispronunciation can significantly impede a listener's understanding, further complicating the learning process.
In the way round, the situation will also become very frustrating for himself/ herself even though he/ she has very good knowledge of grammar and vocabulary
In high school English textbooks, pronunciation lessons aim to provide essential guidance for both teachers and learners However, the actual implementation of these lessons, particularly for 10th-grade students at Kim Thanh High School, falls short of expectations Drawing from personal teaching experiences, the researcher seeks to investigate and clarify the challenges associated with teaching pronunciation effectively.
This study explores the characteristics of English affricate and fricative consonants, highlighting common pronunciation errors made by Vietnamese students Based on the identified mistakes, the researcher proposes effective solutions to address these challenges and improve their pronunciation skills.
A study conducted on the pronunciation challenges faced by 10th-grade students at Kim Thanh High School in Hai Duong revealed common mistakes in articulating English fricative and affricative consonants The research also explored potential pedagogical solutions to address these issues, aiming to enhance students' pronunciation skills and overall English proficiency.
Aims of study and research questions
This study aimed to identify common pronunciation errors in English affricative and fricative sounds made by 10th-grade students at Kim Thanh High School Additionally, it offers strategies to assist students in overcoming these mispronunciations.
In order to fulfil these aims, the study focuses on answering the research questions:
1 What are the most common mistakes related to English affricative and fricative sounds the 10 th grade students at Kim Thanh high school often make?
2 What are the causes of the mispronunciation?
3 What are the possible pedagogical solutions to help students correct these mistakes?
Significance of the study
Theoretical significance: The research assists both teachers and learners to review phonological characteristics and articulation of the sounds It is a solid foundation in teaching and learning English pronunciation
This study highlights common errors students make when producing affricative and fricative sounds in English It equips English teachers with valuable insights and practical strategies to effectively address these persistent pronunciation challenges.
Scope of the study
The English sound system comprises forty-four phonemes, including twenty-four consonants, twelve pure vowels, and eight diphthongs Vietnamese speakers often encounter challenges in accurately producing certain English sounds for various reasons.
It is essential to differentiate between errors and mistakes in language learning Mistakes, identified as performance errors, occur when learners understand the language system but fail to apply it correctly In contrast, errors stem from a fundamental misunderstanding of the language system itself According to Jame (1998), while mistakes can be self-corrected when the learner is made aware of the deviation, errors cannot be self-corrected due to their systematic nature.
Due to time limitations, the extensive nature of thesis work, and the researcher’s expertise, it is unfeasible to examine all pronunciation errors made by students Consequently, this study aims to identify the most common pronunciation mistakes of 10th-grade students at Kim Thanh High School in Hai Duong, specifically focusing on English fricative and affricative consonant sounds.
Method of the study
The study employs a combination of qualitative and quantitative methods, utilizing a diverse range of resources, including books, magazines, articles, newspapers, and various online sources to gather comprehensive data.
In order to gain the most reliable results, the quantitative data will be collected through two survey questionnaires One survey questionnaire is for
A study involving 200 tenth-grade students from two distinct groups—English-gifted and English-non-gifted—was conducted at Kim Thanh High School, alongside a survey of six English teachers instructing these grades The collected data will be processed and analyzed to draw meaningful conclusions for the research.
Design of the study
The study consists of three parts as follows:
PART A is the introduction, which provides an overview of the study with specific reference to the rationale, the aims, the scope and the structural organization of the thesis
PART B development, consists of 3 chapters:
Chapter 1 presents review of previous studies related to the research of the thesis and theoretical backgrounds about general descriptions of English affricative and fricative sounds
Chapter 2, the methodology underlying the research is presented It presents the subject of the study, the instruments used to collect the data and the procedure of the data collection
Chapter 3 is devoted to a detailed description of data analysis and a thorough discussion of the findings of the study
In the conclusion of this thesis, we summarize the key findings and insights presented throughout the study Additionally, we address the limitations encountered during the research and offer recommendations for future studies to build upon these findings.
LITERATURE REVIEW
Theoretical background
English has 24 consonant phonemes classified according to their respective point of articulation, manner of articulation, voiced or voiceless
English consonants are uniquely categorized based on their distinctive features, particularly through a three-way distinction They are typically organized in pairs, showcasing a remarkable pattern of voiced and voiceless sounds, with the exception of nasal consonants.
Figure 1: Consonant chart according to Place and Manner of articulation of the sound (as achieved from http://nlpdotnet.com/Linguistics/Phonetics/ConsonantChart.aspx)
From the table above, according to Manner of Articulation, it‟s clearly that English fricatives consist of 4 minimal pairs: /f/ &/v/;/s/&/z/;/θ/&/ ð/; /∫/&/ʒ/ and /h/ sound while English affricate include one pair : / tʃ/& /dʒ/
1.1.1 The description of English fricatives
Fricatives, as defined by Tam Ha Cam (2005), are consonants characterized by the escape of air through a narrow passage, resulting in a hissing sound These consonants are classified as continuant, meaning they can be produced continuously without interruption, provided there is sufficient airflow from the lungs.
The sound /f/ is a voiceless, fortis consonant produced by pressing the lower lip against the upper teeth and forcing air through them It can be spelled in various ways, including "f" as in "fine," "ff" as in "effort," "ph" as in "physics," and "gh" as in "enough."
Figure 2: Place and manner articulation of the sound /f/
(as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The phoneme /v/ is the voiced, lenis counterpart of the voiceless fricative [f], sharing both labiodental placement and fricative manner of articulation Examples include pairs like leaf/leaves and wife/wives, as well as the influence of derivational affixes that can voice final consonants, such as in life/liven.
Figure 3: Place and manner articulation of the sound /v/
(as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
1.1.1.2 Dental Fricatives: / θ, ð/ θ/ is an interdental, voiceless, fortis fricative It occurs in word-initial, medial and final position It is produced with the tip of the tongue between the teeth, the air escaping through the passage in between The sound is rendered graphically by h- thin, method, path The sound often occurs in clusters difficult to pronounce: eighths [eıtθs], depths [depθs], lengths [leŋθs]
Figure 4: Place and manner articulation of the sound / θ / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
/ð/ is the voiced pair of [θ] being an interdental, voiced, lenis fricative
In English phonetics, the voiced dental fricative [ð] appears primarily in specific grammatical contexts It is found in initial positions within demonstratives (this, that, these, those), articles (the), and adverbs (thus) In medial positions, it occurs in words like brother, bother, and rather Finally, in word-final positions, it often represents the voicing of [θ] in plural forms such as mouths and wreaths, which can be challenging to pronounce, as well as in derived forms like bath (noun) versus bathe (verb) and breath (noun) versus breathe (verb).
Figure 5: Place and manner articulation of the sound / ð / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The sound /s/ is an alveolar, voiceless, fortis fricative created by the tip and blade of the tongue lightly contacting the alveolar ridge, with the sides of the tongue loosely touching the upper teeth The airflow passes through a narrow groove in the tongue, generating a hissing sound that can occur at the beginning, middle, or end of words It is represented by the letters s, ss, or c before e, i, or y, as seen in words like sour, say, and bicycle Other spellings include sce, sci, or scy, as in science and scene Additionally, the letter s is silent in certain words, such as corps and island.
Figure 6: Place and manner articulation of the sound / s / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The voiced alveolar fricative /z/ is a crucial element in English phonetics, functioning as the voiced counterpart to the voiceless /s/ It serves as one of the primary allomorphs of the plural morpheme, appearing after voiced consonants or vowels Similar to /s/, the /z/ sound is characterized by a high-pitched hissing quality created through friction.
Figure 7: Place and manner articulation of the sound / z / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The sound /∫/ is a voiceless, fortis fricative consonant produced by raising the blade of the tongue against the area behind the alveolar ridge, allowing air to flow through a wider groove compared to its counterpart /s/ This sound appears in all three main positions within words and is commonly spelled as "sh" in examples like "shoe," "cushion," and "push." Additionally, it can also be represented by the letter "s" in certain contexts.
The article discusses various phonetic sounds represented by specific letter combinations in English It highlights examples such as "sure" and "sugar" for the /ʃ/ sound, "pressure" and "mission" for ss, and "ancient" and "delicious" for ci Additionally, it notes the sci sound in "conscious," the ce sound in "ocean," and the si sound in "pension" and "mansion." It also mentions the ti sound in words like "tuition" and "retribution," as well as the variant /ʃ/ found in words like "issue" and "tissue," along with ch sounds in "champagne," "charade," and "moustache."
Figure 8: Place and manner articulation of the sound / ∫ / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The voiced fricative /ʒ/, represented as the counterpart of /∫/, is an alveopalatal sound that appears in medial positions, as seen in words like "pleasure," "treasure," and "measure," as well as in final positions, such as "garage" and "prestige." This sound is never found at the beginning of words and can be spelled with "s" when followed by "u" (as in "visual") or "i" (as in "decision"), and with "z" when followed by "u" (as in "seizure") or "ge" (as in "massage" and "espionage").
Figure 9: Place and manner articulation of the sound / ʒ / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
The sound /h/ in English is a voiceless glottal fricative produced by allowing air to flow freely through the mouth during expiration It commonly appears at the beginning of words, such as "home," "hiss," and "hut." However, in certain words like "hour," "heir," "honor," "honest," "vehicle," and "annihilate," the /h/ sound is often omitted in both initial and medial positions Additionally, the /h/ is silent in the final position of the interjection "ah" and in words like "shah."
Figure 10: Place and manner articulation of the sound / h / (as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
1.1.2 The description of English affricates / tʃ/& /dʒ/
The English alveo-palatal affricate phonemes /tʃ/ and /dʒ/ are produced with the soft palate raised, blocking the nasal resonator A closure is formed by the tongue's tip, blade, and rims against the upper alveolar ridge and side teeth, while the front of the tongue approaches the hard palate for the fricative release The closure is gradually released, allowing air to escape diffusely over the central tongue surface, creating friction between the tongue and the palatal roof of the mouth During the production of /tʃ/, the vocal cords remain apart, making it voiceless, whereas /dʒ/ is voiced, with vocal cord vibration occurring during its articulation.
Figure 11: Place and manner articulation of the sound / tʃ/& /dʒ/
(as achieved from http://www.uiowa.edu/~acadtech/phonetics/english
Errors are an inevitable aspect of language learning, as highlighted by Bui Thi Binh (2011) The term "error" is crucial for understanding the pronunciation challenges faced by Vietnamese learners of English Linguists have offered various definitions of errors in language acquisition; for instance, Ellis (1997) noted that "errors reflect gaps in the learners' knowledge" (p 2), while Dulay et al (1982) described them as "systematic deviations" stemming from a learner's developing understanding of the second language Eckman (1981) emphasized that errors, though necessary, can have both positive and negative effects on language mastery Thus, a thorough examination of errors is essential for enhancing the language learning process Corder (1981) further categorized errors into two distinct types.
Errors in language performance can occur among native speakers due to fatigue and negligence, while errors of competence reveal a learner's insufficient understanding of the language being studied This distinction highlights the need for a deeper examination of these concepts and their implications for language acquisition.
In everyday speech, little distinction is drawn between the two term
“error” and “mistake” However, from the linguistic perspectives, errors and
Some similarities and differences between English and Vietnamese
In Vietnamese, consonants are classified into 22 initial consonants and
6 final consonants according to the positions of the consonants in a word
Table 1: Vietnamese initial and final consonants
The initial consonant systems of English and Vietnamese show notable similarities in pronunciation, particularly with fricative sounds such as /f/, /v/, /s/, /ʃ/, and /ʒ/ However, Vietnamese lacks an affricative sound system and primarily features fricative sounds at the beginning of words, with final consonants being absent from discussion In contrast, English consonants can be pronounced in three positions: initial, middle, and final, with the exception of /ʒ/, which is rarely found at the beginning of words.
Review of previous studies related to the research area of the thesis
There have been many researches dealing with the mistakes and difficulties made by learners when pronouncing English sounds
In 2005, Tam conducted a study to identify the most common pronunciation issues faced by students in the English Department at the University of Languages and International Studies To gather data, an oral final examination was administered, where students spoke for approximately five minutes on a specific topic During these presentations, the researcher noted the pronunciation errors made by the students The results highlighted the sounds that Vietnamese students frequently mispronounced, as detailed in the accompanying table.
Table 2: Sounds mispronounced by Vietnamese students (Tam,2007)
Vietnamese learners often struggle with certain English sounds, particularly affricates and fricatives, which are not commonly found in their native language This phonetic difference leads to various challenges in pronunciation Several Vietnamese researchers have investigated these typical errors and the difficulties faced by learners The following paragraph summarizes the key mistakes identified in their studies.
The /f/ sound typically poses little difficulty for most students; however, the /v/ sound can sometimes create challenges, particularly due to a tendency to devoice it at the ends of words This results in /v/ being replaced by /f/, as both sounds are labio-dental fricatives and share the same place and manner of articulation The key difference lies in the vocal cord state: /v/ is voiced, while /f/ is voiceless.
Table 3: Mistakes in producing the sounds /f/ and /v/
The problems with /θ/ -/ ð / are many and varied
- A dentalized [t] occurs when there is insufficient breath support
Table 4.1: Mistakes in producing the sounds/θ/ -/ð /
- Since /ð/ and /d/ share the one identical characteristic, that is, voiced; /ð/ as a voiced dental fricative was being replaced with /d/ In term of /θ/, with insufficient airflow, a dentalized /d/ will occur
Table 4.2: Mistakes in producing the sounds/θ/ -/ð / (2)
- The third deviation happened when the students replaced /θ/ with /ð/
Students mispronounced the sound /θ/ as /ð/ by altering the vocal cord position The correct production of /θ/ requires the vocal cords to remain apart, allowing air to pass without vibration However, in their attempts to articulate /θ/, the students closed their vocal cords, resulting in vocal cord vibration Consequently, the sound they produced resembled /ð/ more than /θ/.
„writing‟ /rɪ ð ɪŋ//rɪθɪŋ/
- Another deviation done by the students was the substitution of /θ/ with /s/ which could be found in the medial position only
Ex: „birthday‟/bɜ:sdeɪ/ /bɜ:sdeɪ/
- Devoicing may also be a common problem since English orthography uses the letters "th" for both /θ/ and /ð/
Ex: „monthly‟ /mʌnθli//mʌnli/
The primary challenge with the sounds /s/ and /z/ often stems from omissions due to grammatical issues, such as pluralization and possessives, or from not fully articulating the ends of words To address the devoicing of final position /z/, extending the preceding vowel sound can be beneficial.
- On the whole, there were some basic deviations made by the students in articulating /ʒ/: the replacement of /ʒ/ with /d/, /s/, /j/, /t∫/, /∫/, /dʒ/, and /ỉ/
Mistakes Deviations garage prestige genre explosion rouge
Table 5: Mistakes in producing the sounds / ʃ/ -/ ʒ/
The /ʃ/ sound, while not very common in English or globally, can be easily mastered by learners However, many struggle to differentiate between the voiceless alveo-palatal fricative /ʃ/ and the voiced alveo-fricative /s/.
Ex: She /ʃi: / is often pronounced incorrectly as /si:/ in sea The same mistakes occur with nation, intonation, should, shut, push, share, finish, astonish, etc
The sound /h/ is classified as a voiceless glottal fricative, produced by directing a stream of air from the larynx through an open mouth In English, this sound does not occur at the end of words While /h/ is typically not a challenging sound for learners, some may mistakenly substitute it with the voiceless velar fricative /x/.
The affricate sounds /tʃ/ and /dʒ/ are created by momentarily blocking the airflow between the tongue and gum ridge, combining a stop and a fricative It is crucial to maintain the strength of production for the /tʃ/ sound, as any weakening can result in it being substituted with a /ʃ/ sound.
The sound /dʒ/ is produced with less tension compared to /tʃ/, yet it still requires significant strength This weakening can result in a substitution with /ʃ/, which contributes to common pronunciation errors among learners Additionally, the Vietnamese language lacks the sounds /tʃ/ and /dʒ/, leading speakers to often pronounce them as /z/ and /ć/.
Mistakes Deviations bridge page marriage gouge marching chicken
Table 6: Mistakes in producing the sounds / tʃ/ - /dʒ/
In her 2005 study, Tam Ha Cam identified three primary types of pronunciation errors: sound omission, sound confusion, and sound redundancy The most prevalent issue was sound omission, particularly the frequent omission of ending sounds This occurs because Vietnamese speakers often do not pronounce these sounds, leading to avoidable mistakes The author noted that the tendency to "swallow" ending sounds in their native language represents a negative transfer that hinders the accurate pronunciation of these sounds in the target language.
Vietnamese learners often struggle with distinguishing between fricative and affricative sounds, leading to interchangeable pronunciation that can hinder comprehension Additionally, sound redundancy poses a challenge, as many students tend to over-pronounce ending sounds such as /s/ or /z/, even inserting them in the middle of words, exemplified by the mispronunciation of "hobby" as /hozbi/.
Hanh (2007) highlighted that learners often produce the sounds /θ/ and /ð/, as well as /∫/, /ʒ/, and /dʒ/ differently than native speakers, resulting in variations in softness or hardness of these sounds Many learners struggle particularly with the sound /dʒ/ when it appears at the end of words, as well as with the sound /θ/ in all positions.
Hoa (2007) identified that Vietnamese learners struggle with pronouncing specific English sounds, particularly /θ/, /ð/, /ʃ/, and /ʒ/, based on data from recorded tapes The study revealed that these difficulties stemmed from students mimicking the sounds they heard from teachers and peers To enhance pronunciation skills, it is recommended that learners engage in practices such as recording themselves, listening, and repeating sounds Additionally, understanding the similarities and differences between English and Vietnamese can aid in their learning process, with self-practice being emphasized as a critical strategy for improvement.
A study by Huong (2010) highlighted the challenges faced by second language students at That Nguyen University of Agriculture and Forestry in producing specific consonant sounds The difficulties identified included the pronunciation of the sounds //θ/ and /ð/; /ʃ/ and /ʒ/; as well as /tʃ/ and /dʒ/.
Inadequate drills and practice: passive ways of learning and low motivation to English language learning
Poor learning background: articulation features of the consonants under the research, teaching and learning environment inefficiency, inappropriate technique used by teachers
Tuan (2010, 2011) carried out two researches on pronunciation:
“Teaching English discrete sounds through minimal pairs” (2010) and
A study on Vietnamese EFL learners' challenges with English consonants identified significant difficulties in producing the fricatives /∫/ and /ʒ/, as well as the affricates /tʃ/ and /dʒ/ The findings indicate that these students often substitute Vietnamese sounds for the corresponding English sounds, highlighting a common phonetic struggle in their language acquisition process.
METHODOLOGY
The study involved 150 Grade 10 students from Kim Thanh High School in Hai Duong, randomly selected from classes 10A, 10B, 10C, and 10N Each participant has been learning English since primary school, accumulating at least 7 years of experience with the language, including familiarity with its sounds and grammatical structures Out of these students, 30 were chosen to participate in recordings, all of whom volunteered for the study, while the entire group of 150 responded to a questionnaire.
Kim Thanh High School, located in Kim Thanh district, Hai Duong, approximately 90 kilometers from Hanoi, is renowned as one of the top 100 high schools in Vietnam With around 1,200 students selected through a competitive entrance exam held annually in June, the school attracts talented individuals from various secondary schools in the district While most students excel in reading, vocabulary, and grammar, they often struggle with listening, speaking, and pronunciation skills.
The school boasts excellent teaching and learning facilities, including three computer labs and projectors in a third of its classrooms, enhancing the integration of IT in education Most students hail from middle and upper-class families, providing them with ample opportunities to engage with information technology With weekly Information Technology lessons, all students are proficient in using computers and navigating the Internet.
To ensure the validity and reliability of the research, the three following instruments have been chosen
Using a recorder is the most prevalent method for capturing interview data, as it effectively preserves the entire verbal exchange for future analysis This tool allows researchers to pause and replay segments of the interview, facilitating clearer and more accurate data interpretation Additionally, it enabled the researcher to pinpoint common errors made by students in pronouncing fricative and affricative sounds across three distinct tasks.
The study utilized a list of 66 individual words featuring fricative and affricative sounds in various positions, including the beginning, middle, and end of words Additionally, Task 2 comprised 11 sentences incorporating these specific sounds Finally, Task 3 involved a text selected from the participants' textbook.
The questionnaire is a valuable tool for gathering survey data due to its ease of analysis (Wilson and McLean, 1994) Consequently, it was chosen by the researcher to effectively collect essential information for further analysis.
The researcher opted for survey questionnaires as an effective method for gathering information on the affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences, as noted by Richards and Lockhart (1994) This approach allowed for the rapid collection of data, completed within just one week, and facilitated easy summarization of results Participants could freely express their opinions and feelings without fear of embarrassment, enhancing the quality of the data collected Additionally, survey questionnaires are a cost-effective option for researchers, making them an attractive choice for data collection.
The questionnaire comprised eight survey questions aimed at identifying the causes of students' pronunciation mistakes To address the second research question, it is recommended that students adopt effective strategies to enhance their pronunciation skills Consequently, question 8 was included to assess the methods informants employed to overcome their challenges in achieving better English pronunciation.
The data collection procedure was divided into two stages
The researcher conducted a study involving 30 informants, utilizing tape recordings to capture their reading of prepared materials The reading tasks consisted of three distinct activities designed to gather valuable data for the research.
Following the identification of pronunciation mistakes, the researcher conducted a second phase involving 150 voluntary respondents to explore the causes and solutions for correcting these errors To ensure clarity and effectiveness of the tasks, a pilot recording and pilot questionnaire were implemented prior to this phase, confirming that no significant issues arose during the process.
After being collected, the data was then processed through three stages listed below
The data was meticulously reviewed to identify and minimize errors, incompleteness, misclassification, and gaps, ensuring high-quality information (Kumar, 1996, p.200) Specifically, questionnaire responses were assessed for completeness and internal consistency, leading to the exclusion of any incomplete or inconsistent submissions Additionally, data from interviews and observations were scrutinized to ensure all responses were accurately recorded and classified This rigorous data editing process is crucial for confirming the validity and reliability of the research findings.
The second step in the data analysis procedure is coding, which involves converting information into numerical values for computer analysis (Kumar, 1996, p.203) In this study, data collected from questionnaires was entered into a computer, where similar responses from different participants were counted and expressed as percentages for analysis Additionally, data obtained from interviews and observations was also coded for further examination.
After coding the data, it was analyzed using computer assistance due to the large number of participants, which enhanced efficiency According to Kumar (1996, p 221), coded data can be analyzed manually or with a computer, but graphical representation of the results was employed to facilitate reader comprehension of the research statistics.
RESULTS AND DISCUSSION
Data analysis
3.1.1 The result collected by means of recordings
The table presents an analysis of common mispronunciations among students, focusing on English fricative sounds such as /f/, /v/, /s/, /z/, /θ/, /ð/, /ʃ/, /ʒ/, and affricative sounds /tʃ/ and /dʒ/ The recording tasks were specifically designed to identify these frequent errors by having students read individual words, sentences, and a text that incorporates these sounds.
The following table shows details of the subjects‟ mispronunciation:
Table 7: Common pronunciation mistakes committed by the students
To have a general look, the researcher synthesizes students‟ pronunciation mistakes in 2 successive tables:
Table 8: Number of students producing sound omission
The data indicates that nearly all students made errors by omitting final position sounds, while no students disregarded these sounds in the initial position Specifically, 23 students, representing approximately 77%, failed to articulate the labiodental fricative sounds, highlighting a consistent pattern in their performance.
A significant 67% of students failed to pronounce the interdental sounds /θ/ and /ð/, with omissions occurring not only at the end of words but also in the middle, affecting 22 and 16 students, respectively Additionally, more than 23% of students struggled with the pronunciation of the sounds /ʃ/, /tʃ/, and /dʒ/ in the middle position of words.
By contract, the palatal sound /ʒ/ and the glottal sound /h/ did not cause problems for the students when they produced them
The percentage of informants making mistakes of sound deviation is clearly endorsed in table below:
No of students with the mistakes Percentage
Table 9: Number of students producing sound deviation
With the inspection of subjects‟ oral production in recordings, it can be found that many subjects are liable to replace /z/ with /s/, /ð/ with/ θ/, /tʃ/ with
A significant number of students, over 60%, struggle with accurately pronouncing the sounds /ʃ/, /ʒ/, and /dʒ/, often substituting them with /s/ due to a lack of understanding This phenomenon illustrates the negative transfer from their mother tongue Additionally, the data indicates poor performance in distinguishing between the pairs /f/ and /v/, as well as /s/ and /ʃ/, /tʃ/ and /ʒ/, and /dʒ/.
The sounds /tʃ/ and /ʒ/, as well as /ʒ/ and /dʒ/, often pose challenges for language learners due to the negative transfer from their native language This lack of equivalency in sounds means that learners may not be familiar with the correct articulation patterns Consequently, when faced with these unfamiliar sounds, they instinctively seek out more familiar alternatives, resulting in varied pronunciations This phenomenon illustrates the impact of native language interference on sound production.
Students often omit and deviate from certain affricative and fricative sounds in both syllable-middle and final positions Their established phonemic habits influence their English pronunciation, leading to difficulties in accurately imitating proper sounds.
The result collected by means of questionnaire
3.2.1 Students’ opinion on the importance of pronunciation
Question 4 of the survey questionnaire is polled to get the students‟ perception of the importance of pronunciation in teaching and learning English with the results shown in the chart below:
Figure 12 Students’ opinion on the importance of pronunciation
The pie chart reveals that over 70% of surveyed students regard English pronunciation as very important, while 16% deem it important Additionally, only 14% of respondents view pronunciation as neutral, with no participants considering it unnecessary These findings indicate that pronunciation is deemed crucial in English language learning.
3.2.2 Students’ purposes of learning English
Question 5 was composed to collect the information about students‟ purposes in learning English grammar and the results were received as following:
To pass the phonetic exam 100%
To improve your communication skills 60%
To be more confident in speaking
Table 10: Students’ purposes of learning English grammar
The primary goal for most students appears to be passing the phonetic exam, with only 16% focusing on learning English pronunciation for comprehension A significant 60% of students prioritize improving their communication skills, while over half seek to boost their confidence This indicates that many view English as a mandatory subject in high school, leading to a perception that mastering pronunciation is essential for exam success Additionally, it highlights a lack of emphasis on understanding the English language among students.
3.2.3 Student’s frequency in practicing English pronunciation
Student's frequency in practising English pronunciation
Figure 13: Students’ frequency in practicing English pronunciation
The bar chart highlights a significant lack of attention among students towards practicing English pronunciation, with only 12% expressing concern in this area This limited focus on pronunciation practice, likely due to insufficient time, contributes to the challenges students face in accurately producing English sounds.
3.2.4 Students’ knowledge of reading phonetic transcription
Based on the survey results from questions 3 and 7, the researcher has created a chart that illustrates students' responses regarding their attention to the pronunciation course and their understanding of reading phonetic transcription.
Students' response to the pronunciation course attendance
Figure 14: Students’ response to the pronunciation course attendance
Students' knowledge of reading phonetic transcription
Figure 15: Students’ knowledge of reading phonetic transcription
The charts highlight a significant issue in pronunciation education, showing that 87% of students have never taken a pronunciation course Consequently, only 24% of these students can read phonetic transcriptions in dictionaries This lack of knowledge poses a major challenge in learning English, as the inability to understand phonetic transcription can result in poor pronunciation and prevents students from self-correcting their errors.
3.2.5 Causes of the students’ mispronunciation
Question 8 was carefully designed to investigate the causes of the students‟ mistakes with the fricative and affricative sounds, which could be considered as a key to solve the problems In this question, possible causes were listed and the subjects were asked whether they strongly agreed, agreed, neither agreed nor disagreed, disagreed or strongly disagreed with the listed causes
% No of Ss % No of Ss % No of Ss % No of Ss %
I don‟t know how to pronounce these sounds 13 9 50 33 67 44 16 11 4 3
These sounds are strange to me so I do not pay attention to these sounds 16 11 49 33 60 40 7 4 18 12
Vietnamese fricative sounds are not mentioned in the final position of a word, so
I pronounce these sounds as I perceive 14 9 38 25 56 37 16 11 26 18
I pronounced these sounds in the same way in English and Vietnamese 27 18 44 29 56 37 16 11 7 5
% No of Ss % No of Ss % No of Ss % No of Ss %
I do not think that bad or wrong pronunciation of these sounds will break communication
I do not practice pronouncing these sounds frequently 8 5 63 42 42 28 12 8 25 17
I am afraid to ask for help from teachers or friends to pronounce these sounds correctly 9 6 40 27 51 34 40 27 10 7
Table 11: Causes of the students’ mispronunciation
Figure 16: Causes of the students’ mispronunciation
The chart reveals diverse perspectives among respondents regarding the causes of their mispronunciation Notably, 44% agreed with the statement, "I don’t know how to pronounce these sounds," while 40% resonated with the idea that "These sounds are strange to me, so I do not pay attention to these sounds." Both statements received significant strong agreement, with 9% for the first and 11% for the second This trend continues with statements three and four, which garnered strong agreement levels of 11% and 9%, respectively Fortunately, only a small percentage of students disagreed with the aforementioned statements.
Statistics reveal that 37% of students disagree with the notion that "Games are time-consuming and ineffective in learning English grammar," while only 12% agree A concerning finding is that a significant portion of participants (25% and 27%) support the statements "I pronounce these sounds as I perceive" and "I do not think that bad or wrong pronunciation of these sounds will break communication," with only 5% and 3% disagreeing, respectively This reflects a common misconception among English learners who equate the two languages Furthermore, 42% of respondents admitted they do not practice pronunciation regularly, which is a key factor contributing to their mispronunciation issues.
Responses to the statement "I am afraid to ask for help from teachers or friends to pronounce these sounds correctly" revealed a divided opinion, with a 50:50 split in agreement Notably, there was a slightly higher percentage of strong disagreement at 7% compared to strong agreement at 6%.
A survey conducted among students identified several factors contributing to their difficulties in producing fricative and affricative English sounds These findings highlight significant challenges in English pronunciation learning and underscore the necessity for targeted and practical solutions.
IMPLICATIONS AND RECOMENDATION
Using IPA Chart
To reduce language interference in pronunciation, teachers must provide learners with comprehensive descriptions of sounds, including their articulation manner and place, as well as phoneme variants It is crucial to consider the unique aspects of the Vietnamese language Introducing the International Phonetic Alphabet (IPA) chart to students is essential for effective pronunciation teaching With knowledge of the IPA, students can independently look up words and understand their correct pronunciations, rather than solely depending on the teacher The IPA serves as a standardized system for representing the sounds of spoken language, capturing distinctive speech qualities such as phonemes, intonation, and the separation of words and syllables.
(as achieved from http://en.wikipedia.org/wiki/International_Phonetic_Alphabet)
Figure 17: The International Phonetic Alphabet (IPA)
Making the lessons more interesting
Teachers should provide students with ample opportunities to practice pronunciation both in and out of the classroom This practice is essential for helping students use fricative and affricative pairs more naturally and automatically, free from the influence of their mother tongue.
To create a more relaxing classroom atmosphere and enhance interactive pronunciation learning, incorporating pronunciation games is recommended These games make the learning process enjoyable for students, fostering a more engaging and communicative environment.
The author, D.T.N (2005), listed some essential phonetics books like
Effective English pronunciation tasks, such as distinguishing between similar sounds like "three" or "tree" and "ship" or "sheep," are essential for language learners These tasks include a variety of exercises, from repetition and recognition to more creative and productive activities Language teachers play a crucial role in this process, as they provide opportunities for practice and focus on correcting students' pronunciation Here are some valuable suggestions for teachers to enhance the teaching of fricative and affricative sounds in their lessons.
Phonetic hangman is an effective way to enhance students' understanding of phonetic symbols In this engaging activity, the teacher selects a transcription and draws corresponding lines on the board, while students attempt to guess the sounds within the word To save time, the teacher can provide hints by writing the word next to the lines, such as “ - for fish” (f i ∫) This method not only makes learning fun but also reinforces phonetic skills.
The teacher creates IPA symbol cards by printing, cutting, folding, and gluing them, ensuring each card displays a symbol on one side and a corresponding word on the other After distributing one card to each student, they engage in an interactive activity where they walk around the room, exchanging cards As they meet their peers, each student shows the symbol side of their card while verbally stating the word, facilitating a dynamic learning experience through collaboration and practice.
This engaging activity focuses on distinguishing between specific sounds, particularly /θ/ and /ð/ The teacher begins by pronouncing words like "think," "thing," and "thin," encouraging students to repeat them to enhance their sound awareness Students are then given a blank grid and a list of words to fill in randomly As the teacher reads words containing the target sounds, students must cross off the words they hear The game continues until a student completes a line of connected boxes, either horizontally or vertically, with words such as "birthday," "theatre," "thigh," and "father."
Equipping facilities
When designing and selecting teaching materials, it is crucial to consider the learners' goals, such as achieving a native-like accent or ensuring intelligibility in international communication Additionally, regular workshops and programs for exchanging experiences and training teachers' methodologies among English staff are essential for effective teaching.
Understanding how to accurately record sounds in English is essential for learners to engage in various activities However, a recent questionnaire revealed that this skill is not commonly taught in high schools To address this gap, it is crucial to equip classrooms with modern technology, including computers, projectors, and recording devices.
Motivating the students
Teachers play a crucial role in helping students build self-confidence by encouraging them to practice freely and frequently, as making mistakes is part of the learning process and "practice makes perfect." Additionally, educators should motivate students to discover their own effective methods for improving pronunciation.
To enhance your English accent, pay close attention to the mouth movements of fluent speakers and mimic them Practice repeating their phrases while focusing on their intonation, which will help you grasp the rhythm and flow of the English language more effectively.
Slow down the speech and pronounce the endings of each word Pay attention to the "s" consonant at the endings The English language has many
"voiced and unvoiced" sounds and it will take dedication and practice to learn correct English pronunciation
Record voice and listen for pronunciation mistakes This is a very important exercise because doing it will help learners become conscious of the mistakes they are making
Comparing the phonetic features of confusing sounds in English and Vietnamese is essential for preventing mistakes Educators must focus on these differences to effectively address and correct the errors made by their students.
In conclusion, this chapter offers pedagogical strategies to improve students' pronunciation skills Key recommendations include utilizing the International Phonetic Alphabet (IPA), incorporating engaging teaching techniques, providing modern facilities, and encouraging students to develop self-confidence while practicing English sounds regularly.
Pronunciation is an essential focus in high school English teaching, particularly regarding the fricative and affricative sounds that Vietnamese students often struggle with Due to the distinct differences between English and Vietnamese phonetics, students frequently make pronunciation errors This thesis aims to not only help students correct these mistakes but also to foster their interest in the language, encouraging ongoing practice that will benefit them in their future endeavors.
Concluding remarks
This thesis employs two research methods: a questionnaire and an analysis of recorded student speeches The findings from these methods reveal significant insights into the subject matter.
Vietnamese learners of English often exhibit a tendency to replace or delete affricative and fricative sounds, particularly in the middle and final positions of syllables This habit stems from their native phonemic patterns, which can hinder their ability to achieve accurate pronunciation in English However, by recognizing and addressing these pronunciation challenges, learners can significantly reduce the risk of miscommunication and avoid embarrassing situations Improved pronunciation not only enhances clarity but also boosts the confidence of English as a Foreign Language (EFL) speakers.
Most Vietnamese learners make mistakes in producing consonants listed above; they often confuse these sounds with others by the following main reasons:
- Failure in distinguish the differences between 2 sounds due to lack of the knowledge of the manner and the place of articulation of English fricative consonants and English affricatives
- Negative influence of the mother tongue: the learners are too much affected by the way they pronounce Vietnamese
- Lack of consciousness of being standard: the learner only pronounce these sounds correctly in the classroom environment, but not in real communication
- Insufficient practice: despite some knowledge about these sounds, many learners have no opportunities to use them in real situation
Learning a foreign language is a long-term endeavor that demands significant effort from learners to achieve success and proper pronunciation Both teachers and students must recognize its importance and explore innovative methods to effectively address challenges, enabling the acquisition of knowledge in the most efficient and accurate manner.
Significance of the study
Theoretical significance: The research assists both teachers and learners to review phonological characteristics and articulation of the sounds It is a solid foundation in teaching and learning English pronunciation
This study highlights common errors made by students in producing affricative and fricative sounds in English, offering valuable insights for English teachers By understanding these mistakes, educators can implement effective pedagogical strategies to address and correct them, ultimately enhancing students' pronunciation skills.
Limitations of the study
Although this thesis has answered the research questions mentioned before, it still has some limitation
Due to time constraints, the survey was conducted in only four classes of 10th-grade students As a result, the suggestions provided for correcting students' errors in producing fricative and affricative sounds may be subjective and lack completeness.
The recorded sounds may be influenced by unavoidable factors like anxiety and environmental conditions Additionally, the researcher lacked the time to conduct interviews that could provide deeper insights into the participants' challenges leading to their mistakes.
Suggestions for further studies
Based on the results and limitations of the study, further researches can be conducted as the following recommendations:
Research indicates that students recognize the importance of pronunciation in language learning, yet teachers face challenges in effectively integrating pronunciation instruction with other English skills It is essential to explore Vietnamese high school students' perceptions of their pronunciation education and their confidence in speaking a foreign language Achieving good pronunciation requires learners to focus not only on English sounds but also on key phonetic elements, including stress, intonation, rhythm, and phonological processes like assimilation, linking, and elision.
In addition, it is hoped that further researches would be conducted in verify the practical effect of some proposed solutions given
1 Dao Thi My Hanh (2007) A study on pronunciation of some English consonants by Vietnamese learners MA minor thesis Vietnam
2 Duong Thi Nu, Mistake or Vietnamese English, Journal of Science,
Foreign Language, Mistakes of Vietnamese English
3 Retrieved on September 27 th , 2013 from www.js.vnu.edu.vn/nn_1_09/b6.pdf
4 Ha Cam Tam, Common pronunciation problems of Vietnamese learners of English Journal of Science - Foreign Languages, T.XX1,
5 Hismanoglu, M (2006) Current Perspectives on Pronunciation Learning and Teaching Journal of Language and Linguistic Studies, 2(1)
6 M Hancock, English Pronunciation in Use-Intermediate, Cambridge University Press, Cambridge, 2000
7 Nguyen Thi Thu Huong (2010) Difficulties encountered by second year students at Thai Nguyen University of Agriculture and Forestry in producing some English consonants MA minor thesis Vietnam
8 Roach ,P., English Phonetics and Phonology, (2nd edition),
9 Richards,J.,Platt,J., and Platt,H (1992) Longman Dictionary of Language Teaching & Applied Linguistics Longman Singapore Press
10 Tiono, A Study of English Phonological Errors Produced, No1, English Department, Faculty of Letters, Petra Christian University, 2008
11 Luu Trong Tuan (2011) Vietnamese EFL learners’ difficulties with English consonants Studies in Literature and Language 3(2), 56-67
CS Canadian Research and Development Center of Sciences and Cuture
12 Luu Trong Tuan (2010) Teaching English discrete sounds through minimal pairs Journal of Language teaching and Research,1(5),540-
13 Retrieved on September 27 th , 2013 from
14 http://www.academypublisher.com/jltr/vol01/no05/jltr0105.pdf
15 http://www.uiowa.edu/~acadtech/phonetics/english /frameset.html
16 13.http://nlpdotnet.com/Linguistics/Phonetics/ConsonantChart.aspx
APPENDIX 1 RECORDING Task 1: Read out the following words
/v/ fine physics effort traffic cough life victim volunteer grove serve remove give
/z/ slim straight assistant promise parents notice prison transmit wisdom decompose recognize reuse /θ/&/ ð/ thunder thieves worthy birthday eighth both themselves there mother together sunbathe although
/ʃ/ &/ʒ/ she shore fashion freshman wish crash massage explosion rouge measure vision conclusion
/h/ he had hut home hail house
/tʃ/,/dʒ/ check chart chore match crutch catch job jewelry emergency magically marriage bridge
Task 2: Read out the following sentences
1 Frank found four fogs laughing on the floor
2 Vera drove to Vence in a van
3 I got a good prize for that painting
4 I‟m going to advise you You never take my advice
5 The train went through the tunnel
6 A bath is more relaxing than a shower
7 There was an explosion in the garage on Leisure Road
8 She wished she had gone shopping
9 He didn‟t shave at all last year
10 Do you want to change jackets before we go out?
11 Foxes sometimes come to the farm and catch chicken?
Task 3: Read out the following text about the recycling instructions
To make handmade paper, start by soaking old newspapers in a bucket of water overnight After soaking, mash the paper with a wooden spoon and mix it with the water in another bucket Place a wire mesh in the mixture and then lift it out, allowing excess water to drain Next, lay the mesh with the paper mixture onto a cloth and press it down firmly Remove the mesh and cover the cloth with heavy books wrapped in plastic, letting it sit for about five minutes Finally, remove the books and take the paper out of the cloth to dry in sunlight.
This survey questionnaire is designed to collect the information or data for my MA study , titled “A Study on Pronunciation Mistakes Commonly
Committed by the 10 th Grade Students at Kim Thanh high School, Hai Duong Related to English Fricative and Affricative Sounds and Some Possible Pedagogical Solutions”
Your participation in selecting the most appropriate answers is greatly valued Please note that the results will be used exclusively for this study and will not be utilized for any other purposes.
1 How long have you been learning English?
2 How many English periods do you have a week?
3 Have you ever attended any pronunciation course? Yes/No
4 How do you rate the role of pronunciation in communication?
A Very important B Important C Neutral D Unimportant
5 What are your purposes of learning English pronunciation? (You can choose more than one option)
A to pass the phonetic exams
C to improve your communication skills
D to be more confident in speaking English
6 How often do you practice pronouncing English words?
A Always B Usually C Sometimes D Rarely E Never
7 Do you know how to read the phonetic transcription? Yes/ No
8 For each of the items in questions 8, please put a tick in the box provided which best describes your opinion of the causes of your making mistakes when producing English fricative /f/,/v/,/s/,/z/, /θ/,/ ð/, /ʃ/, /ʒ/, /h/and affricative sounds /tʃ/, /dʒ/
No Causes of mistakes Strongl y agree
I don‟t know how to pronounce these sounds
These sounds are strange to me so I do not pay attention to these sounds
Vietnamese fricative sounds are not mentioned in the final position of a word, so I ignore them
I pronounce these sounds as I perceive
I pronounced these sounds in the same way in English and
I do not think that bad or wrong pronunciation of these sounds will break communication.