INTRODUCTION
Rationale of the study
In today's globalized world, English has become an essential tool for communication across various sectors, including business and trade As a result, an increasing number of individuals are learning English as a foreign language, striving to achieve native-like proficiency Mastering English pronunciation is crucial for successful communication, as it significantly impacts language comprehension and expression While numerous influential works on pronunciation and teaching methods exist, such as those by Gimson, Kenworthy, Avery & Ehrlich, and Jerkins, there remains a scarcity of research focused specifically on common pronunciation errors in English Notably, Avery's study stands out in this area, highlighting the importance of addressing pronunciation challenges for learners.
Ahrlich (1992) discusses the challenges faced by Vietnamese speakers when learning English, noting that they generally do not struggle significantly with English vowels However, it is observed that Vietnamese learners often mispronounce the sounds / ổ / and /e/ Additionally, Ahrlich's explanations regarding the difficulties Vietnamese learners encounter with English consonants may not fully capture the nuances of these challenges.
Vietnamese learners often find it easier to produce English sounds due to the shared Latin alphabet; however, significant differences in phonetic alphabets and pronunciation methods exist between the two languages This leads to common misunderstandings regarding sound production, often influenced by the phonetic characteristics of the Vietnamese language.
In Vietnam, English is a mandatory subject across all educational levels, reflecting the growing demand for proficiency in this widely spoken language amid recent socioeconomic changes Despite this emphasis on English education, many Vietnamese students struggle with correct pronunciation, largely due to the influence of their native language Certain phonetic elements in English do not exist in Vietnamese, which poses challenges for effective second language acquisition.
Vietnamese learners, particularly high school students at Me Linh High School, face significant challenges in English pronunciation despite early exposure to the language The lack of research on this issue at the school has prompted an investigation into the "Common mistakes made by tenth grade students at Me Linh High School in producing English vowel and consonant sounds." This study aims to identify the causes of mispronunciations, ultimately contributing to improved foreign language teaching and learning outcomes for students.
This study investigates the common pronunciation mistakes made by tenth-grade students at Me Linh High School and identifies the underlying causes of these issues The findings aim to provide insights into the students' pronunciation abilities and offer recommendations for teachers to enhance their instructional methods Ultimately, this research aspires to increase students' awareness of the importance of correct pronunciation, enabling them to accurately produce English vowel and consonant sounds.
1 What are the common mistakes in pronouncing English vowels and consonants made by 10 th grade students at Me Linh high school?
2 What are the causes of those mistakes?
3 What are solutions to the problem?
This study focuses on identifying common English pronunciation mistakes among 10th-grade students at Me Linh High School in Hanoi The researcher examines errors made during the Language Focus lessons, specifically in the Pronunciation section of the Tieng Anh 10 textbook Additionally, the study offers solutions aimed at enhancing both the teaching and learning of English pronunciation, with a particular emphasis on improving outcomes for 10th-grade students at Me Linh High School.
Research questions
1 What are the common mistakes in pronouncing English vowels and consonants made by 10 th grade students at Me Linh high school?
2 What are the causes of those mistakes?
3 What are solutions to the problem?
This study focuses on identifying common pronunciation mistakes among 10th grade students at Me Linh High School in Hanoi, specifically analyzing the Language Focus section of the Tieng Anh 10 textbook The research aims to highlight these frequent errors and offers practical solutions to enhance the teaching and learning of English pronunciation, particularly for the 10th grade students at this institution.
Research method
The study employed a variety of data collection methods, including classroom observations and student questionnaires A comprehensive discussion of the methodology utilized in this research can be found in Chapter 2 of Part Two.
DEVELOPMENT
LITERATURE REVIEW
This chapter explores key theoretical concepts relevant to the study, beginning with essential linguistic and phonetic principles that establish a foundational understanding of phonetics, phonology, and the characteristics of English consonants and vowels It then highlights the distinctions between English and Vietnamese, emphasizing the significance of teaching and learning pronunciation Finally, the chapter reviews previous research focused on English consonant and vowel sounds, providing valuable insights into the subject.
This section clarifies the difference between two closely related linguistic disciplines—phonetics and phonology—that study the linguistic sign, which Ferdinand de Saussure referred to as the acoustic image in his work "Course in General Linguistics."
Phonetics focuses on the production, transmission, and reception of speech sounds in spoken language, while phonology examines how these sounds are organized within specific languages, emphasizing abstract concepts.
Phonetics primarily focuses on segmenting concrete utterances into individual speech sounds, emphasizing the aspects of parole or performance It encompasses three distinct phases: articulatory phonetics, which studies how speech sounds are produced; acoustic phonetics, which analyzes the physical properties of sound waves; and auditory phonetics, which examines how sounds are perceived by the ear.
Articulatory phonetics focuses on the production of speech sounds, classifying them based on the position of the lips and tongue, the degree of mouth opening, and the vibration of the vocal cords.
Acoustic phonetics focuses on how speech sounds travel through the air, generating sound waves that result from minor air disturbances To analyze these sound waves, various instruments are employed to measure their distinct characteristics.
Auditory phonetics deals with how speech sounds are perceived by the listener,
From a practical phonetic perspective, it is useful to categorize speech sounds into two distinct types, as most sounds can be more accurately described and classified using one of these two methods.
1 The types of sounds which is most easily described in terms of articulation, since we can generally feel the contacts and movements involved Such sounds may be produced with or without vocal cords vibration (voice) and very often have a noise component in the acoustic sense; these sounds fall generally into the traditional category of consonants
2 The type of sound, depending largely on very light variations of tongue position, which is most easily described in terms of auditory relationships, since there not contacts or strictures which we can feel with any precision Such sounds are generally voiced, having no noise component; these sounds fall generally into the traditional category of vowels and will be known as vowels
Phonology focuses on the understanding of a language's sound system by its speakers, emphasizing the concept of langue or linguistic competence This field can be categorized into two main branches: segmental phonology, which addresses individual sounds, and suprasegmental phonology, which examines features such as intonation and stress.
Phonology focuses on the interpretation and organization of sounds within specific languages, examining the systems and patterns that govern these sounds In the study of English phonology, attention is given to vowels, consonants, and suprasegmental features It's important to note that when discussing vowels and consonants in phonology, we refer to the actual sounds produced during speech, rather than the letters associated with spelling.
Vowels are sounds produced with continuous vocal cord vibration, allowing an unobstructed airflow from the mouth without interruption.
Vowel sounds can be described in the following details according to the RP vowel phonemes
The front of the tongue is elevated just below and behind the close front position, while the lips remain spread The tongue is tense, with the sides firmly contacting the upper molars, creating a long vowel sound.
The short RP /I/ is articulated with the tongue positioned closer to the center rather than the front, raised just above a half-close position The lips remain loosely spread, and the tongue is relaxed, lightly touching the upper molars with its side rims.
The short RP vowel sound /e/ is produced with the front of the tongue raised to a position between half-open and half-closed The lips are loosely spread, slightly wider than for the /I/ sound, while the tongue may exhibit more tension Additionally, the sides of the tongue lightly contact the upper molars during articulation.
THE STUDY
This literature review outlines the fundamental theories related to phonetics that underpin the research It details the methodology, study context, data collection processes, and the subjects involved Additionally, the chapter presents the findings from the data analysis and offers a discussion of these results.
2.1.1 Teaching staff and teaching methods
The teaching staff at Me Linh high school consists of 10 teachers of English at the age from
Graduates from the College of Foreign Languages at Vietnam National University, Thai Nguyen University, and Vinh Phuc Teachers Training College, aged 26 to 33, have been teaching English for over five years They often handle large classes of approximately 45 students each, managing the learning outcomes for more than 120 students across multiple classes Due to a lack of available teaching materials, many educators resort to purchasing textbooks to use as primary resources Despite their awareness of modern teaching methods and the significance of a communicative approach, especially in pronunciation, classes predominantly follow a lecture format where teachers primarily deliver content.
Me Linh High School, situated in the rural district of Me Linh in Hanoi, is the second oldest school in the area, with 455 tenth-grade students who have been studying English for four to five years Despite coming from low-income families, these hardworking students possess a basic understanding of English; however, they struggle with effective communication and proper pronunciation Many students find it challenging to read phonetic transcriptions in dictionaries and rely on their teachers for pronunciation guidance While some attempt to imitate sounds from cassette tapes, they still face difficulties in articulating words accurately and conversing with native speakers Although they recognize their speaking inaccuracies, they often lack awareness of specific errors and how to rectify them Overall, the students’ English fluency remains low, primarily due to their focus on passing general education examinations rather than developing practical language skills.
2.1.3 The teaching materials and facilities
The study utilizes the Tieng Anh 10 textbook, designed for general students and structured across 16 thematic units spanning two semesters Each unit is divided into five sections—reading, speaking, listening, and language focus—each intended to be taught within a 45-minute timeframe Classes are held three times a week, with assessments occurring after every three units and two final tests at the end of each semester Additionally, teaching pronunciation is emphasized as a key component of the curriculum.
In this section, we will concentrate on language focus and grammar, allocating only 45 minutes to cover both pronunciation and grammar Due to time constraints, pronunciation practice typically lasts around 7 minutes, allowing us to efficiently address essential aspects of both components.
10 minutes that is not enough The details of Pronunciation sub-section in Tieng Anh 10 are shown in the table below
Table 1: Pronunciation matters mentioned in Tieng Anh 10
From the table, we can come to a conclusion that in Tieng Anh 10, pronunciation matters are complicated, including diphthongs, minimal pairs of both vowels and consonants
Teaching facilities significantly influence the effectiveness of English instruction, with inadequate resources leading to negative outcomes While teachers can utilize cassette recorders, these outdated devices are frequently malfunctioning Although modern tools like overhead projectors exist, their usage is rare due to the inconvenience of transporting them to classrooms The lack of sufficient teaching aids at Me Linh High School clearly hampers both teaching and learning processes in English.
The research focuses on analyzing the pronunciation problems of tenth grade students at
Me Linh high school to find out their common mistakes in producing English sounds The study raised the following questions
1 What are common mistakes in pronouncing English vowels and consonants made by 10 th grade students at Me Linh high school?
2 What are the causes of those mistakes?
3 What are solutions to the problem?
The study involves 100 tenth-grade students from ten classes at Me Linh High School, randomly selected based on their attendance register numbers These students, aged 15 to 16, have been learning English since the 6th grade, starting at around 12 years old Their primary learning aid is a cassette player While most students perform well in written English tasks, they struggle with speaking, often mispronouncing words.
To get the findings for research questions, these means of data collection were administered:
Classroom observations were conducted to identify common errors in English consonant and vowel pronunciation among tenth-grade students These observations took place prior to administering questionnaires during three Language Focus periods across three different classes taught by various teachers The findings from these observations are expected to significantly aid in addressing the pronunciation challenges faced by the students.
The questionnaire comprised 11 questions aimed at gathering insights into students' attitudes towards English pronunciation, the challenges they face in producing English sounds, the underlying causes of these difficulties, and the teaching methods employed by educators to assist students in achieving accurate English pronunciation.
To gather information and data for the study, two methods were employed: observation and questionnaires All participants were informed about the study's purpose and expressed their willingness to assist the researcher in completing the task.
The study was conducted in two steps as follows:
The researcher conducted class observations during English pronunciation lessons, ensuring that students were unaware of being observed By attending colleagues' teaching sessions and observing her own class, she took immediate notes in her notebook These notes were subsequently transcribed and analyzed to assess the effectiveness of pronunciation teaching and learning The findings from the observations will be compared with the results of a questionnaire to provide a comprehensive evaluation.
At the end of the second semester, a questionnaire was administered to 100 grade 10 students, consisting of 11 questions designed to assess their attitudes towards pronunciation lessons, identify difficulties in producing vowels and consonants, and explore solutions for improving English sound production The researcher provided a clear explanation of the study's purpose and encouraged participants to ask questions for clarification Students were given ample time to complete the questionnaire, ensuring a thorough and thoughtful response.
The study analyzed data from two sources, focusing on (a) tenth grade students' attitudes towards pronunciation at Me Linh High School, (b) the challenges they face in producing English vowel and consonant sounds, and the underlying causes of these errors, and (c) the researcher's recommendations for improving pronunciation instruction for both teachers and students This categorization facilitated the researcher’s ability to address the research questions effectively Quantitative data were displayed in tables, while qualitative insights from class observations were illustrated through direct quotes from respondents.
This chapter outlines the study's context at Me Linh High School, detailing the research questions and methodology, including the use of class observations and questionnaires to ensure reliable and valid data collection In Chapter 3, the author will provide a comprehensive analysis and discussion of the data The final chapter will focus on the implications for teaching and learning English pronunciation.
RESULTS AND DISCUSSION
This chapter presents a detailed discussion of the results, organized into two main sections: the first section focuses on findings from classroom observations, while the second section displays questionnaire data through tables.
In the academic year 2010-2011, the researcher conducted observations of three grade 10 teachers in classes 10A1, 10A4, and 10A8 at Me Linh High School, specifically focusing on the Language focus section related to Pronunciation The observations concentrated on key aspects including the teaching and learning materials utilized in the classroom, students' activities and their sound production errors, as well as the various approaches and techniques employed by teachers to enhance pronunciation skills.
The lesson that the researcher was allowed to observe was Language Focus period of unit
In a Tieng Anh 10 class focused on the minimal pair /e/ - /ổ/, the teacher engaged 40 students by having them listen to a cassette of words featuring these sounds Despite multiple listens, students struggled, particularly those seated at the back, leading to incorrect pronunciations Notably, many students failed to articulate the sound /ổ/ in words like "man," "sad," and "bad," often confusing it with /e/ or /a/ After a brief practice session, the teacher assessed four students individually, discovering that they all mispronounced /ổ/ To reinforce learning, the class repeated the sound together, dedicating 7 minutes to this exercise, followed by 3 minutes of practicing sentences However, when six students read aloud sentences from the textbook, they similarly mispronounced the sound /ổ/ in "fat."
1), handbag (sentence 2), apples (sentence 3), pans (sentence 4), cat (sentence 5), bad (sentence
Some students passively listened to their partners during activities, while others only engaged with the material when the teacher was nearby To address this, the teacher encouraged students to practice more at home and promised to review their progress in the next lesson.
In class 10A1, pronunciation teaching relied heavily on traditional methods of imitation and drilling, leading to student boredom Although a listening activity was included, its effectiveness was diminished by the large classroom size, making it difficult for those seated at the back to engage Consequently, all students struggled with producing the sound / ổ/ in various words and sentences, resulting in a lesson that left both the teacher and students feeling unsatisfied.
In a dynamic warm-up session, the teacher engaged students in learning vocabulary and pronunciation of unit 12 by focusing on the sounds /s/ and /z/ Utilizing pictures, she encouraged students to identify and pronounce related words, providing immediate feedback The introduction of these sounds proved effective, as students quickly grasped the correct pronunciation through imitation Within just seven minutes, they could easily distinguish between the two sounds, with 5 out of 6 students successfully reading sentences aloud Overall, the minimal pair exercise demonstrated that students found these sounds manageable and enjoyable to pronounce.
During a Language Focus period in class 10A8, which comprised 47 students, the teacher introduced the English sounds /θ/ and /ð/ from unit 15 Despite following a similar teaching approach as in class 10A1, the teacher faced significant challenges as most students struggled to produce these sounds correctly due to their absence in the Vietnamese sound system, often confusing them with the Vietnamese /th/ The teacher repeated her introduction of the sounds and guided students through choral and individual practice, but many still pronounced the minimal pair incorrectly After spending nearly 30 minutes on these sounds, during which the teacher checked and corrected individual students, she shifted to the Grammar section, emphasizing the need for students to practice at home Following the lesson, the teacher expressed her dissatisfaction with the students' progress, noting that further corrections would have compromised the time allocated for grammar instruction.
The research on class 10A8 highlights the challenges posed by class size, the limited time allocated for pronunciation lessons, and the confusing similarities between Vietnamese and English sounds, all of which significantly impede students' learning progress.
In summary, the current state of pronunciation instruction at Me Linh High School is less than satisfactory The researcher identified several challenges, including inadequate teaching materials and equipment, restricted instructional time, a lack of diverse teaching methods, and limited opportunities for students to practice pronunciation during class.
3.2 Findings and discussion from the questionnaire
This article is organized into three key sections based on the questionnaire structure The first section explores students' attitudes towards pronunciation in Tieng Anh 10 The second section highlights the common pronunciation challenges faced by students Finally, the last section provides insights into the corrections made by both teachers and students in producing English sounds.
3.2.1 Findings about the students’ attitudes towards pronunciation
Table 2: students’ attitude toward pronunciation
The data indicates that students recognize the importance of proper English pronunciation, with all participants beginning their studies in grade 6, where English becomes a compulsory subject A total of 73 students aim for intelligible pronunciation, while others aspire for near-native proficiency When asked about the significance of pronunciation, 85 students acknowledged its critical role in learning English This highlights that mastering pronunciation is essential for accurate and fluent communication Furthermore, 83 students found English pronunciation challenging, emphasizing the necessity of achieving intelligible pronunciation for effective communication.
3.2.2 Findings about the common problems with English sounds and the main causes 3.2.2.1 Findings about the common problems with English sounds
A survey revealed that 83 out of 100 grade 10 students found English pronunciation challenging, with many rating it as very difficult To address this issue, a textbook featuring 12 units focused on minimal vowel and consonant pairs was created To identify common pronunciation errors among these students, the researcher posed questions 6 and 7, asking them to rank the difficulty of various sound pairs.
Table3: students’ opinion on the level of difficulties of English vowels
In a survey of vowel pair difficulties, 68 students identified the pair /e/ - /ổ/ as the most challenging, while only a few selected the pairs /I/ - /i:/, /ʊ/ - /u:/, and /ə/ - /ɜ:/ as difficult, with only 5, 3, and 2 students choosing them, respectively Additionally, 12 students ranked the pair /ʌ/ - /a:/ as their top choice This data indicates that the majority of students find it particularly hard to distinguish and practice the vowel pair /e/ - /ổ/.
Consonant pairs Number of students chose the most difficult consonant pair
Vowel sounds Number of students chose most difficult vowel pair
Table4: students’ opinion on the level of difficulties of English consonants
Similarly, with the minimal pairs on Tieng Anh 10 , the pair / θ/ -/ ð/ ranked the first place as it was the most difficult chosen by 42 students 38 students chose the pair / ʒ / - / ʃ / The rest
5 minimal consonant pairs were chosen by l 20 students To conclude, the pairs / θ/ -/ ð/ and / ʒ /
- / ʃ/ were the most difficult pairs for Me Linh tenth grade students
3.2.2.2 The causes of consonant and vowel mistakes
It is important to find out the causes of consonant and vowel mistakes Therefore, question
8 was designed to mention all aspects of the problem, for example: the sound system, students’ practice or the feedback
Causes of mistakes Number of students agree
1 there are some sounds that do not exist in Vietnamese 86 14
2 I haven’t been familiarized with the sounds in English 7 93
3 I think that English sounds and Vietnamese are the same 3 97
4 I do not practice the sounds taught outside class 95 5
6 I do not dare to ask my teachers or friends for help 8 92
Table5: Causes of students’ mistakes in producing English sounds
A study reveals that 86 students attribute their pronunciation difficulties to the presence of English sounds that do not exist in Vietnamese, while only 7 feel unfamiliar with these sounds and 3 believe that English and Vietnamese sounds are the same Despite having sufficient exposure to English both in and out of the classroom, 95 students admit they do not practice the sounds taught in class, indicating that lack of practice is a primary reason for their pronunciation issues Only 4 students report that no one corrects their pronunciation, as most receive support from teachers and peers Furthermore, 92 students express their willingness to seek help from teachers and friends when facing pronunciation challenges, demonstrating their awareness of the issues and a desire to improve their skills.
3.2.3 The solutions to the problem
A survey of 100 students revealed that the majority believe practicing English sounds is essential for improvement, as "practice makes perfect." Many students support seeking assistance from teachers and friends, practicing whenever possible, and utilizing online resources for pronunciation However, there is a notable reluctance towards self-recording for correction and enrolling in additional pronunciation courses, as these methods are viewed as both time-consuming and costly The data is summarized in the accompanying table.
2 practice as much as possible
3 ask teachers and friends for help
4 attend English extra pronunciation courses
Table 6: Students’ opinions about their self- correction
3.2.3.2 Teachers’ methods in teaching pronunciation
Question 10 mentioned students’ opinions about the ways their teachers taught pronunciation The data was collected in the following table methods yes no
Table 7: Teaching English pronunciation methods
SOME SUGGESTED SOLUTIONS FOR 10 TH GRADE STUDENTS AT
Difficulties in teaching and learning pronunciation primarily arise from students' insufficient practice and the absence of visual aids To address these challenges, it is essential to implement strategies that enhance practice opportunities and incorporate visual support in the learning process.
Visual aids significantly enhance the learning of English pronunciation by providing clear representations of speech organs and sound production Resources such as pronunciation video clips from www.bbc.co.uk or the VCD "Master Spoken English" allow learners to observe the mouth shapes of native speakers as they accurately produce sounds These materials also help differentiate similar sounds that learners often confuse, making the lessons highly effective It’s evident that students are more engaged and interested in learning when visual aids are incorporated into their studies.
For example, in unit 3, teacher can use the picture of the organ speech to introduce students how the sound /ổ/ is pronounced with the shape of the mouth
To produce the sound /ổ/, position your tongue low and slightly forward, while keeping your lips slightly spread and your jaw open To transition to the sound /e/, simply close your jaw as you articulate /ổ/, resulting in a clear shift to /e/.
(http://lopngoaingu.com/english-GT/phatam/index.php?view#-951-955) (http://lopngoaingu.com/english-GT/phatam/index.php?view#-951-954
4.2 Solutions to English sounds practice
Various techniques for improving English pronunciation offer distinct advantages, depending on the specific sounds students are focusing on Among these, certain methods are particularly favored by learners for their effectiveness and ease of use.
Drilling is a widely used technique for practicing pronunciation in the classroom, where the teacher models words, phrases, or sentences for students to imitate This method, particularly choral drilling, enhances students' confidence and provides valuable opportunities for them to practice their pronunciation skills.
Look at the following example: practice the sound / θ/- and - / ð/ in Unit 15
listen to the following words and repeat (Students worksheet)
Thursday without teeth think bathroom path third nothing method throw breathless booth
(http://international.ouc.bc.ca/pronunciation/pron025Unit02.pdf)
listen to the following words and repeat (Students worksheet)
/ ð/ Initial / ð/ middle / ð/ final than although sheathe those mother loathe there although teethe them father soothe thy northern seethe
(http://international.ouc.bc.ca/pronunciation/pron025Unit01.pdf)
Another exciting way of practicing the pronunciation of difficult and confusing pair of sounds is through the use of tongue twister It is often used as home work
Let’s look at examples- Tongue twisters used in Unit 16
Say these tongue twisters out loud to practice the sounds
1 John saw an unusual collision while indulging in a rigid regime
2 George and Zsa Zsa urged on the Egyptian pigeons with derision
3 Casual clothes are provisional for leisurely trips across Asia
4 Pleasure is measured under Marjorie's rigid supervision
5 Angela's original diversion was encouraged by Jane and Jean
6 Frazier envisioned a provision for his Parisian subdivisions
7 Her version of the procedure verges on injury to the individual
8 Purging the Persian legions in the Eurasian regions was a diversion
9 Jack is cagey on occasion, but is also an original visionary
10 Imogene, George, and Roger are diverging fugitives
(http://international.ouc.bc.ca/pronunciation/eslp025unit07.pdf)
Tongue twisters used for unit 3, 15 see Appendix 9,15
This activity can be used in pair works, or individually
Exercise 1: Minimal Pair Distinction - Unit 3
You will hear the sentences below, but only one of the italicized words will be spoken Circle the word which you hear
1 The boys set/sat their bottoms down on the curb
2 They bought a lot of gems/jams from the specialty shop
3 All my friends saw me and left/laughed
4 He was sending/sanding some furniture when I called.
(http://international.ouc.bc.ca/pronunciation/eslp025unit08.pdf)
Minimal pair distinction used for Unit 15- see Appendix14
Exercise 2: Information Gap exercise is used for Unit 3, 15- see Appendix:11,16
Exercise 3: Pair distinction is used for Unit 3 – see Appendix 10
Students highly enjoy engaging in games, as they create a relaxed atmosphere conducive to practicing pronunciation These interactive activities not only reinforce knowledge but also enhance the overall learning experience, making lessons more enjoyable As a result, students are less likely to feel bored when learning pronunciation.
Two kinds of game in pronunciation lessons are often used: Pronunciation maze, and bingo
1 Teacher divides the class into different groups
2 Teacher sets the rule: pronunciation is a game to find a way from the start to Finish Which group find out the way first is the winner
For example: Unit 15 – pronunciation /θ/- and - / ð/
3 Teacher tells students to find a way from Start to finish by going through the boxes containing the sound / θ/ You are only allowed to move horizontally or vertically
On Thursday, the weather can be unpredictable, with thick clouds that may bring wrathful storms Despite this, many find joy in the thrill of the day, appreciating the healthy aspects of nature As they navigate their thoughts, they reflect on birthdays and the significance of family, especially mothers The day may seem thin in excitement, but it holds a deeper meaning that resonates with everyone.
↓ clothes those weather thousand Thick
Path → thought mother then Teeth
↓ seethe either rather that them birthday
(Adapted from http://esl.about.com/od/englishlistening/a/ttwister_master.htm)
4.2.4.2 Bingo : Unit 3- Pronunciation //ổ/ and /e/.- Vowel Bingo
1 Teacher divide the class into different groups (Each group have 6,7, or 8 students)
2 Teacher sets the rule: each group has 25 work cards, each card contains the word having the sounds//ổ/ and /e/ (See 25 cards below)
3 Teacher reads aloud 5 words which have the sounds //ổ/ and /e/ Students must find out those words Group who finish this task first will say bingo, and they get one mark The winner is the group who have the highest mark
(Adapted from http://www.soundsofenglish.org/activities/printable/FinalConsonantBingo.pdf)
To enhance the effectiveness and engagement of pronunciation lessons, educators are encouraged to implement various techniques tailored to their teaching styles and objectives The successful application of these methods relies heavily on the discretion of individual teachers, who must determine the most suitable techniques to use, as well as the timing and context for their implementation Flexibility in utilizing these strategies is essential, allowing teachers to assess student practice and create targeted pronunciation assessments.
CONCLUSION
Conclusions
Pronunciation is crucial in language teaching and learning, particularly in today's global communication landscape English speakers worldwide develop distinct accents, yet correct pronunciation is essential for clear understanding This necessity prompted the research focus on "Common mistakes made by 10th grade students in producing English vowel and consonant sounds."
The study effectively addressed all research questions, revealing common pronunciation errors among 10th-grade students at Me Linh High School Notably, the vowel sound / ổ /, absent in Vietnamese, poses significant challenges, often being mispronounced as /e/ Additionally, the consonants / θ / and /ð / are frequently articulated as /t/ and /d/, respectively, while the sounds /ʒ/ and /ʃ / are commonly pronounced as /z/ and /s/.
For the second question about the causes of those mistakes, there appear some problems about the differences between two language systems and the students’ lack of practice
The study offers effective solutions to enhance pronunciation learning for grade 10 students and teachers at Me Linh High School A key focus is on actively engaging students in consistent pronunciation practice both in and outside the classroom.
Limitations and suggestions for further study
Although this study has found out the answers to the questions relating to common mistakes in pronunciation of grade 10 Me Linh high school students, it still has some limitations
This study specifically examines the common pronunciation errors made by tenth-grade students at Me Linh High School, particularly in producing English vowel and consonant sounds It is important to note that the research does not address other pronunciation issues, such as stress, pitch, and intonation Additionally, the findings and proposed solutions are derived solely from the perspectives of teachers and students at the school.
For further study, a thorough experimental study should be done to confirm the findings
It is a good idea to do research on how Me Linh students use intonation or other aspects of connected speech when speaking English
Due to the limited time and knowledge, mistakes are inevitable so all the comments and suggestions are highly appreciated so that the quality of the study can be improved
1 Avery, P & Susan, E Teaching American English Pronunciation OPU-1992
2 Celce-Murcia, M, Brinton, D and Goodwin,J.(1996).Teaching pronunciation Cambridge, Cambridge University Press ( p.p 7-10, 20-22, 37-50)
3 Gimson, A.C An introduction to the pronunciation of English Edward Arnold London.1962 (p.p 32-56)
4 Hewings, M,(2004) Pronunciation Practice Activities A resource book for teaching English pronunciation Cambridge University Press.( p.p10-23, 73-77)
5 Jenkins, J The phonology of English as an International Language OPU-2000 (p.p 156-235)
6 Kelly G ( 2000) How to Teach Pronunciation, Longman, Malaysia (p.p 11-29, 47-66, 73-
7 Kenworthy, J (1987) Teaching English pronuciation Longman London and New
8 Nunan D.,(1992) Research Methods in Language Learning Cambridge U.P
9 Skandera, P.& Burleigh, P.(2005) A Mannual of English Phonetics and Phonology
1.Đoàn, Thiện Thuật(1999) Ngữ âm tiếng Việt Hà Nội: NXB Đại học Quốc gia, Hà Nội
2 Hà, Cẩm Tâm(2005) Common pronunciation problems of Vietnamese learners of
English -Journal of Science - Foreign Languages
Retrieved from: http://news.vnu.edu.vn/Bai2.pdf
3.―Teaching English to speakers of Vietnamese Refugee Education Guide: General Information‖ Retrieved from: www.Eric.ed.gov/ERICWebPortal/Search/detailmini.jsp_nfpb=true&-
&ERICEExtSearch_SearchValue_O008681&ERICExtSearch_SearchType_O=no&accno ED208681
4.Trần, Thị Lan,―9 Essential English Pronunciation in the Vietnamese Context”
Retrieved from: www.britishcouncil.org/9_essential_english_pronunciation_in_the_vietnamese_context
5.Võ, Đại Quang & Hà, Cẩm Tâm Lectures on English Phonetics and Phonology- 2004 CFL- VNUH (For internal distribution)
Class observation 1 Unit 3: People’s Background (20/9/2010 (10A1) From 7.00 to 7.45 a.m)
T: Now open your book to see what we are going to learn today Today we learn how to pronounce two sounds /e/ and / ổ / and how to use Wh- questions and gerunds and to infinitive.Ok, now keep silent and look at the two columns in the textbook and listen to the tape twice
7.02’ T: The sound /e/ , listen to me please (T pronounced /e/ twice)
- For example: (T pronounced: men, said, met, bed, pen, send)
To pronounce the vowel sound /ɔ/, position your tongue low in the mouth and open your lips slightly This sound can be heard in words such as "man," "sad," "mat," "bad," "pan," and "sand."
- Nào, cả lớp hãy đọc theo tôi:
Ss: (Ss read in chorus twice /e/ and / ổ/)
T: Now, practice reading aloud individually?
Ss: (Ss practiced reading aloud the words)
T:.(called on three students to pronounce two sounds in turn)
T: - listen and have to check all the three students with the sound/ / ổ/
T: Được rồi, hầu hết cỏc em đều phỏt õm chưa chớnh xỏc õm // ổ/ Nào cả lớp, giờ cỏc em hóy nghe lai đài và đọc lại theo đĩa nhé:
7.7’ Ss: listen again to the tape and read in chorus
T: Về nhà cỏc em nhớ thực hành lại 2 õm này và đọc cỏc cõu trong SGK nhộ Nhất là õm / ổ/ trong các từ man, sad, mat, bad, pan, and sand Giờ sau tôi sẽ kiểm tra bằng cách đọc lại các âm và các từ có chứa âm này
7 10’ T: Giờ chúng ta chuyển sang phần 2 nào: Phần Grammar
T: (T showed a picture of a girl named Sue and asked students) Ok, the whole class, look at this picture and answer my question: What is her name?
T: (T wrote the word on the board and showed another picture of a zoo and asked Ss) very good
What about this? What is this?
T: (T wrote the word on the board and continued with the third picture showing the price) Now, come on What do we call this?
T: I heard one of you said price Yes, we call this price (T wrote on the board) What next?
(T showed a picture of a girl holding her prize and pointed at the object in her hand)
T: No, this is the thing we get when we win in a competition (no answer) … đây là thứ mà chúng ta nhận được khi trung ta thắng trong một cuộc thi what’s this?
T: That’s it Very good (T wrote the word on the board and underlined the letter s, z in the word on the board) Today we learn how to pronounce two sounds /s/ and /z/ (T wrote on the board)
Now open your book and listen to me
Ss: (Ss opened their books)
T: Để phát âm âm /s/ các em nâng lưỡi hơi chạm nhẹ vào vòm miệng và đẩy hơi ra Khi phát âm
/s/ âm thanh phát ra giống như tiếng gió rít Âm /s/ là âm vô thanh, thanh quản không rung Hãy nhìn xem cô phát âm nhé
Ss: (Ss tried pronouncing the sound /s/)
T: Để phát âm âm /z/ các em phát âm âm /s/ sau đó giữ nguyên vị trí của lưỡi và lấy hơi từ trong thanh quản đẩy ra từ từ âm thanh phát ra giống như tiếng ong vò vẽ …zzzzzzzz
Ss: (Ss tried pronouncing the sound /z/)
T: Ok, now look at the word in your book and read after me (T read aloud the words and Ss repeated in chorus.)
(T called on two students to read aloud the sentences and corrected any mistakes)
Unit 15: Cities (23/04/2011 – 10A8 – From 9.5 to 9.50 a.m)- numbers of students: 47
I Pronunciation: / θ /, /ð / (T wrote on the board)
T: (open your books at page 164 Today, we are going to pronounce two sounds/ θ /, /ð / )
Để phát âm âm / θ /, chúng ta cần đặt lưỡi giữa hai hàm răng Đây là âm vô thanh, nghĩa là khi phát âm, tay đặt vào cổ sẽ không cảm nhận được dây thanh quản rung Hãy nhìn theo tôi và làm theo nhé.
T: Âm / θ / trong các từ sau: Lísten ( T pronounced: think, thought, mouth, thin, something, birthday.- T pronounced these words twice)
T: - Để phát âm âm /ð / chúng ta dặt lưỡi chạm 2 hàm răng và phát âm /ð / có âm thanh ( tức là chúng ta cảm nhận được dây thanh rung lên)
T: Listen to me,( T pronounced the sound: /ð / twice Then T pronounced thse words: they, those, clothes, then, another, brother)
T: - the whole class,look at the textbook and read after me!
Ss: Listen and repeat in chorus three times with words which have two sounds in the textbook
T: Now you have 1 minute to practice by reading aloud individually
Hoa: read aloud the words
T: thanks, Hoa phát âm vẫn chưa chính xác âm/ θ / trong các từ Thank, mouth, birthday và âm/ð / trong từ they, clothes Nào, em hãy phát âm lại các từ này theo cô
T: Huyen, read aloud the words
T: Ok, Huyen, you should pronounce the sound / θ / again: for example, listen to me and repeat: think, something, thin
Huyen: (Pronounced the words think, something, thin )
T: Hoang, can you read again
T: thank you Em nên phát âm lai âm , /ð / trong từ another, brother Nhớ không phải là âm /z/ đâu nhé
T: Nhìn chung chúng ta vẫn chưa phát âm tôt được 2 âm này Chúng ta nhìn lại cô phát âm lại 1 lân nữa, cô sẽ đọc thật châm để các em theo dõi nhé (T pronounced the sound/ θ /, /ð / again )
T: Bây giờ chúng ta chuyển sang phần Practice the sentences
T: (Read aloud 5 sentences in the textbook Ss listened)
T: - you have 2 minutes to practice with these sentences
Cuong: Read aloud: ―I thought Mr Smith was thirty- three”
T: Cuong, you make mistakes with the sounds / θ / in the words: thought, three, Smith So,
Listen to me and repeat: thought, three, Smith
T: (Called 4 students to read sentences 2,3,4,5 and had to correct their pronunciation with 2 sounds/ θ /, /ð / )
T: Chúng ta đã rõ cách phát âm của 2 âm này chưa nhỉ? Chúng ta phải về nhà luyện tập thêm nhé Giờ chúng ta chuyển sang phần 2 ngữ pháp
This questionnaire aims to identify the common pronunciation errors made by tenth-grade students at Me Linh High School in Hanoi, along with the underlying causes of these mistakes Participants are requested to select an option or provide their own insights Please include your name and class.
1 When did you start learning English?
2 Did you study in an English specialized secondary school?
3 What kind of pronunciation would you like to have when you speak English?
4 How important is English pronunciation?
A very important b important C not important at all
5 How difficult do you think of English pronunciation?
C not very difficult D not difficult at all
6 Which minimal vowel pair is the most difficult for you?( put number 1 for the most difficult, number 2 for difficult, number 3 for least difficult, number 4 for not difficult at all)
7 Which minimal consonant pair is the most difficult for you?( put number 1 for the most difficult, number 2 for difficult, number 3 for least difficult, number 4 for not difficult at all)
8 Which of the following is the cause of your mistakes in pronunciation (put a tick in the right column?)
Causes of mistakes agree disagree
1 there are sounds that do not exist in Vietnamese
2 I haven’t been familiarized with the sounds in English
3 I think that English sounds and Vietnamese are the same
4 I do not practice the sounds taught
6 I do not dare to ask my teachers or friends for help
9 What should you do to produce English sounds correctly? methods agree disagree
2 practice as much as possible
3 ask teachers and friends for help
4 attend English extra pronunciation courses
10 What has your teachers done in teaching pronunciation? methods yes no
11 What are your expectations from your teachers in teaching pronunciation? methods agree disagree
Appendix 5: VCD: MASTER SPOKEN ENGLISH
Appendix 6: Picture “The organs of speech”
(http://www.google.com.vn/imgres?q=Picture+%E2%80%9CThe+organs+of+speech%E2%80%9D&um=1&hl=vi
&sa=N&biw40&biht4&tbm=isch&tbnid=WjkjhVD5J_8PuM:&imgrefurl=http://sp.englishbaby.com/lesson s/3201/member_submitted/vocal_organ)s_of_speech&docid=nTU1JxrbbVjekM&w09&h23&ei=NHCDTpKP
NYjprQfckc2YDg&zoom=1&iact=rc&durI3&page=1&tbnh3&tbnw7&start=0&ndsp@&ved=1t:429,r:26,s:0&txg&tyq)
(http://lopngoaingu.com/english-GT/phatam/index.php?view#-951-955)
To produce the sound /ổ/, position your tongue low and slightly forward while keeping your lips slightly spread and your jaw open To transition to the sound /e/, simply close your jaw while articulating /ổ/, and you'll notice the shift to /e/.
(http://lopngoaingu.com/english-GT/phatam/index.php?view#-951-954)
Listen to the following words and repeat ad bet ham ten mass meddle ladder step
Sally Dennis than blend man led clam net sandwich dress
Than then bat bet mat met bland blend and end
2 Exercise Two: Minimal Pair Distinction
You will hear the sentences below, but only one of the italicized words will be spoken Circle the word which you hear
2 The boys set/sat their bottoms down on the curb
2 They bought a lot of gems/jams from the specialty shop
3 All my friends saw me and left/laughed
4 He was sending/sanding some furniture when I called.
(http://international.ouc.bc.ca/pronunciation/eslp025unit08.pdf)
Read each of the following sentences aloud, paying attention to the sounds from this lesson
1 Lassie headed back to Peg and Allen for ten apples
2 Hedley sadly said sending Sally a man was extra bad
3 Matt never had less capital than several checks ago
4 Rather than settling Al and Ellie's debts, Fran just laughed and left
5 Dennis and Kent can't dance because they're dense dancers
6 Dan's den is a sad shed back of Beck's badly built bed and breakfast
7 Clem's clams went up Betty's back and tampered with her temper
8 Ed's ad said track treks led lads into mass messes
9 Ted tampered a tad in Brad's bread and jam
10 Stan stemmed his temper tantrum and lent Landry a bank check
You and your partner have different sheets, either A or B
To conduct the activity, read the words from the provided list to your partner, who will identify and mark the word that differs (either the first, second, or third) Next, your partner will read the words aloud, and you will note which word is different on your worksheet (first, second, or third).
Example: You hear "then—than—then"; you write 2 in the space provided, as the second (than) was different from the first and third (then)
You and your partner have different sheets, either A or B
To engage in this activity, read the words from the provided list to your partner, who will identify the word that differs (either the first, second, or third) Next, your partner will read aloud, and you will note down which word is different on your worksheet, indicating whether it's the first, second, or third word.
Example: You hear "met—mat—mat"; you write 1 in the space provided, as the first
(me) was different from the second and third (mat)
1 met mat mat ……… 2 led led lad ………
3 sat set set ……… 4 brad bread brad ………
5 rap rep rep ……… 6 then than then ………
7 end end and ……… 8 guessed gassed gassed……
(http://international.ouc.bc.ca/pronunciation/eslp025unit08.pdf)
In this exercise, sit facing your partner Your partner will inquire about the words that fill the empty boxes You will pronounce the word in your box, and your partner will write down what you articulated Afterward, you will ask your partner to pronounce the words in your missing boxes.
― Can you tell me the word which is in D-2?
― Could you repeat that, please?‖