Rationale
As our world rapidly evolves, international cooperation has become a crucial strategy for countries to enhance their socio-economic development To effectively integrate into the global economy, proficiency in foreign languages, particularly English, is essential Recognizing this, the Vietnamese government has implemented an English curriculum for children starting at age six, leading to a significant rise in English language centers over the past twenty years While many young Vietnamese can communicate in English, there are concerns about the intelligibility of their pronunciation, which hinders effective communication with foreigners Mastering English pronunciation is vital for learners, as it is a key component of language proficiency, and it is important for students to focus on accurate pronunciation from the very beginning of their studies.
While I teach English to students age from 6 to 10 years old at
At Linkin'world English Skills Center in Dong Anh, Hanoi, students often struggle with pronouncing English consonants correctly Identifying and addressing these pronunciation errors is crucial for their language development To assist students aged 6 to 10 in mastering English consonants from the outset, I initiated a study titled "An Investigation on Common Errors in Pronouncing English Consonants Made by 6 to 10 Year Old Students at Linkin'world English Skills Center, Dong Anh."
Anh, Hanoi” It is hoped that this study will contribute to the goal of enhancing students‟ performance in teaching and learning foreign language.
Aims and objectives
- Improving students‟ pronunciation of English consonants
- Identify what English consonants that are often mispronounced by 6 to 10 year old students at Linkinworld English skills centre, Dong Anh, Hanoi
- Identify what common mistakes students make in pronouncing those English consonants
- Find out causes of mistakes made by students in pronouncing those English consonants
- Suggest some possible solutions to help students improve their pronunciation of English consonants.
Research questions
- Question 1: What are English consonants that are often mispronounced by 6 to 10 year old students at Linkin‟world English skill centre, Dong Anh, Hanoi
- Question 2: What common mistakes do students make in pronouncing those English consonants?
- Question 3: What are the causes of those mistakes?
- Question 4: What are teachers‟ possible solutions to those mistakes?
Scope of the study
Vietnamese students often struggle with English pronunciation, particularly with certain consonants This article examines common pronunciation errors, their underlying causes, and potential solutions to address these issues The focus is specifically on students aged 6 to 10 years at the Linkin'world English Skill Center in Dong Anh, Hanoi, due to time constraints and the scope of the minor thesis.
Significance of the study
Theoretical significance: The research provides both teachers and learners with revision of phonological characteristics and articulation of the sounds It is a basic foundation in teaching and learning English pronunciation
This study highlights the pronunciation errors made by young students when articulating English consonants, providing teachers with valuable insights By understanding these common mistakes, educators can implement effective pedagogical strategies to enhance students' pronunciation skills promptly.
Organization of the study
This study is structured into five chapters, beginning with Part A: "Introduction," which outlines the rationale for selecting the thesis, the aims and objectives of the research, the key research questions, the scope of the study, its significance, and the overall organization of the paper.
Chapter 1, titled "Literature Review," provides a comprehensive overview of the theoretical framework pertinent to the research It begins with an examination of pronunciation and the various factors that influence pronunciation learning Following this, the chapter presents relevant literature on common mistakes encountered in the process.
Chapter 2: “Methodology” describes in detail the research methodology which comprises the principles based on which the study is carried out
Chapter 3: “Findings and discussions” presents the findings and discussions from the data analysis
Part C: “Conclusion” summarizes the findings and gives limitations and suggestions for further research.
LITERATURE REVIEW
Theory background
1.1.1 The role of pronunciation in language teaching
Mispronunciation of phonemes by language learners can significantly hinder mutual understanding, especially for speakers from different linguistic backgrounds Analyzing these pronunciation errors highlights their impact on effective communication, underscoring the necessity of addressing pronunciation in language education.
Teaching pronunciation is crucial, as difficulties in this area can prevent students from effectively communicating their messages, even when they use the correct vocabulary Furthermore, poor pronunciation may hinder their ability to comprehend spoken language.
Sound is fundamental to language, making it essential for teachers to provide learners with opportunities to explore the sounds of the target language In the 21st century, the communicative approach has emerged as the primary method of language teaching, focusing on equipping learners with the ability to communicate effectively in both their professional and personal lives Consequently, there is an increasing emphasis on pronunciation instruction among educators.
Pronunciation plays a crucial role in language learning, on par with syntax and vocabulary Mastering correct pronunciation is essential for developing effective speaking skills, making it vital to prioritize pronunciation instruction in any language curriculum.
General description of English consonants
“Consonants are formed by interrupting, restricting or diverting the airflow in a variety of ways” (Kelly.G, 2003:24)
There are three ways of describing the consonant sounds: the manner of articulation, the place of articulation, the force of the articulation
The soft palate elevates while the nasal resonator is closed, creating a primary obstruction to the airflow at the lips As lung air is compressed behind this lip closure, the vocal cords remain apart for the /p/ sound, but may vibrate during part of the compression phase.
/b/ according to its situation in the utterance Then the closure is released suddenly for the air to escape with a kind of explosion
The primary obstacle to airflow during the production of the sounds /t/ and /d/ is created by the closure formed between the tip of the tongue and the upper alveolar ridge, along with the side teeth, while the soft palate is raised and the nasal resonator is closed During this phase, lung air is compressed behind the closure, with the vocal cords remaining apart for /t/ and vibrating for /d/, depending on its position in the utterance The release of air occurs with a burst of noise when the alveolar closure is suddenly separated.
The soft palate is raised and the nasal resonator is closed, creating a blockage in the airflow between the back of the tongue and the soft palate During this process, air from the lungs is compressed behind the closure; for the sound /k/, the vocal cords remain apart, while for /g/, they may vibrate depending on its position in the utterance The airflow is released with a burst of sound when the velar closure is suddenly opened.
All six plosives can occur at the beginning of a word (initial position), between other sounds (medial position) and at the end of a word (final position)
To produce the sounds /f/ and /v/, the soft palate is raised and the nasal passage is closed, allowing air to escape and create friction as the lower lip lightly contacts the upper teeth The sound /f/ is characterized by voiceless friction, while /v/ may involve some vocal cord vibration depending on its context.
(Examples words: thumb, thus, either, father, breath, breathe)
To produce the sounds /θ/ and /ð/, the soft palate is raised, and the nasal resonator is closed The tongue's tip and rims lightly contact the upper incisors and firmly connect with the upper side teeth, allowing air to escape and create friction While the sound /θ/ is voiceless, the sound /ð/ may involve some vocal cord vibration.
(Examples words: sip, zip, facing, rise, rice)
The soft palate is raised and the nasal resonator is closed, allowing the tip and blade of the tongue to lightly contact the upper alveolar ridge, while the sides of the tongue press against the upper teeth Air flows through a narrow groove in the center of the tongue, creating friction with the alveolar ridge This articulation results in a sound that is produced with a comparatively intense airflow through a narrow passage along the tongue's center.
(example words: ship, Russia, measure, Irish, garage)
Palato-alveolar fricatives, such as /ʃ/ and /ʒ/, are articulated with the tongue positioned slightly further back than for /s/ and /z/ When producing /s/ followed by /ʃ/, you can feel your tongue moving backward The airflow for these sounds is similar to /s/ and /z/, but the passage is wider, and speakers of Received Pronunciation typically round their lips for /ʃ/ and /ʒ/, distinguishing them from /s/ and /z/ Additionally, the air escapes more diffusely, creating friction over a larger area of the tongue against the roof of the mouth While /ʃ/ is voiceless, /ʒ/ may involve vocal cord vibration depending on its context.
All the fricatives described so far can be found in initial, medial and final positions In the case of / ʒ /, however, the distribution is much more limited
The /ʒ/ sound is rare in English, with most words featuring it borrowed from French This consonant is primarily found in the middle of words, such as "measure" and "usually," rather than at the beginning or end.
The consonant /h/ is articulated at the glottal level, where the friction noise occurs between the vocal folds In English, the production of /h/ varies depending on the context; for instance, in the word "hat," it is always followed by a vowel sound, specifically / ɒ / The simultaneous positioning of the tongue, jaw, and lips for the vowel occurs alongside the /h/ consonant, giving the glottal fricative a distinctive / ɒ / quality This pattern applies to all vowels that follow /h/.
Affricates are phonetic sounds characterized by a plosive release that creates friction at the point of articulation Unlike fricatives, the friction in affricates is shorter in duration For the sounds /tʃ/ and /dʒ/, the soft palate is raised, and the nasal passage is closed, forming an obstruction with the tongue against the upper alveolar ridge and side teeth As the closure is released, air flows over the tongue's surface, producing friction between the tongue and the roof of the mouth During the production of /tʃ/, the vocal cords remain open, while for /dʒ/, they may vibrate depending on the context of the speech.
The lips create a closure for the sounds /p/ and /b/, while the soft palate is lowered, allowing the nasal cavity to resonate alongside the pharynx and mouth, which is closed by the lips Typically, the tongue will either anticipate or maintain the position of the neighboring vowel.
METHODOLOGY
The informants of the study
There were 35 informants in the study including thirty students aged from
At Linkin'world English Skill Centre, classes Fa1.5, Fa1.6, Fa1.7, and Fa1.8 cater to students aged 6 to 10, taught by a team of five experienced English teachers Most students have been learning English for one year, while some have extended their studies beyond that timeframe Recently, they completed the course book "Family and Friends 1" published by Oxford University Press, ensuring a solid foundation in their English language skills Each teacher brings a minimum of one year of experience in instructing young learners, enhancing the educational environment at the centre.
Research method
In order to answer the research questions, the survey method was adopted in which a survey questionnaire and recording informants‟ pronunciation were the data collection instruments
Using a recorder is the most popular method for capturing interview data, as it effectively preserves the complete verbal exchange for future analysis This allows the interviewer to pause and replay segments of the conversation for clearer understanding and accuracy Consequently, tape recording is essential for identifying students' challenges in pronouncing English sounds.
The task aimed to assess students' pronunciation through three distinct parts In the first part, students vocalized sounds and words featuring consonants in various positions within words, including initial, middle, and final placements The second part involved students reading aloud additional content to further evaluate their pronunciation skills.
The article highlights eight sentences featuring commonly mispronounced words by students In part three of the activity, pairs of students engage in reading two dialogues All vocabulary, sentences, and dialogues utilized in this task are sourced from the course book "Family and Friends 1" published by Oxford University Press This exercise aims to enhance pronunciation skills while fostering collaborative learning among students By focusing on these specific sounds, learners can improve their speaking abilities effectively The dialogues provide context for the vocabulary, making it easier for students to grasp proper pronunciation Overall, this approach not only aids in language acquisition but also encourages peer interaction.
The researcher selects survey questionnaires as an effective method for collecting information on the emotional aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences, as noted by Richards and Lockhart (1994) This approach allows for the rapid gathering of substantial data.
In this study, a great number of question types categorized by Youngman
(1986, as cited in Nunan, 1992:144) including frequency, list, category and ranking questions had been applied
As the basic for the completion of the study, the questionnaire is carefully designed with 11 questions to get the most effective investigation
The questionnaire is designed to clarify:
- Teachers‟ perception about their student‟s pronunciation mistakes
- Teachers‟ perception about causes of students‟ mistakes in pronouncing consonants
- Teachers‟ methods to help students eliminate their mistakes in pronouncing English consonants
The researcher utilized tape recording to gather data from thirty students, who were informed about the reading materials prepared for their session The recorded materials consisted of three distinct parts, as previously described.
After identifying pronunciation mistakes in the subject, the researcher proceeded with a second phase, distributing a questionnaire to five teachers to uncover the causes and potential solutions for correcting these errors To ensure the effectiveness of the tasks and questions, a pilot recording and pilot questionnaire were conducted prior to each phase.
Data analysis
After gathering sufficient data, the researcher analyzed it alongside two colleagues: the center's most experienced teacher and a native English speaker Together, they repeatedly listened to the recordings to identify students' mistakes The findings are presented through descriptive statistics, showcasing results in terms of frequency and percentages to effectively summarize the data.
FINDINGS AND DISCUSSIONS
Findings and discussions
In this chapter, all collected data will be analyzed and discussed to reveal the answers to the four research questions
3.1.1 Research question 1: What are English consonants that are often mispronounced by 6 to 10 year old students at Linkin’world English skill centre, Dong Anh, Hanoi
The analysis of the tape recording data reveals that the sounds categorized as "often mispronounced" must exhibit two key characteristics: they are frequently repeated by participants experiencing difficulties, and they are pronounced by students in a manner that significantly differs from native speakers, potentially hindering listeners' comprehension.
The table below presents the number of students having troubles with English consonants
Numbers of students with troubles
Numbers of students with troubles
Table 2: Number of students with troubles of English consonants
The problematic sounds that student participants had troubles with would be discussed and ranked with descending order
A study involving 27 student participants revealed difficulties with the sounds /θ/, /ð/, and /dʒ/, while no issues were noted with /m/, /n/, /η/, /h/, or /w/ Additionally, sounds such as /f/, /ʃ/, /tʃ/, /k/, /v/, /ʒ/, /t/, /s/, and /z/ were also challenging for many students The least problematic sounds included /p/, /l/, and /j/, which were mispronounced by 10 participants Furthermore, fewer than 10 students struggled with correctly producing the sounds /b/, /d/, /r/, and /g/.
All in all, the answer to the first research question are following sounds / θ /, / ð/, /dʒ / / f /, / ∫ /, / t∫/, / k /, / v /, / ʒ /, / t /, / s /, / z /, /p/, /l/, /j/
3.1.2 Research question 2: What common mistakes do students make in pronouncing those English consonants?
The recording tasks aimed to identify the most common pronunciation mistakes students make with English consonants This was achieved by having students read aloud specific sounds, related words, short sentences, and two dialogues that incorporate these sounds.
To have a general look, the researcher synthesizes students‟ pronunciation mistakes in 2 successive tables
Table 3: Number of students pronouncing sound omission
The analysis reveals that a significant majority of students, approximately 80%, struggled with the omission of final fricative sounds such as /f/, /v/, /θ/, and /ð/, while none neglected these sounds in the initial position Additionally, 67% of the participants omitted sounds like /t/, /s/, /ʃ/, /tʃ/, /k/, and /dʒ/ This frequent omission can be attributed to the absence of final sound pronunciation in Vietnamese Certain sounds, particularly /dʒ/ and /tʃ/, pose challenges for Vietnamese learners, especially in final positions Furthermore, some sounds were also omitted in the middle position, with 22 students omitting /θ/, 15 omitting /s/, and 6 omitting /f/ In contrast, sonorant sounds such as /m/, /n/, /ŋ/, /h/, /j/, /r/, and /w/ did not present difficulties for the students during pronunciation.
Sounds Deviations Numbers of students making mistakes
Table 4: Number students making mistakes of sound deviation
The analysis of sound deviation errors among informants reveals that 67% of students mispronounced key sounds, with the most common errors being /θ/, /tʃ/, /dʒ/, and /ð/ Specifically, the sound /θ/ was often replaced by /tʔ/, a mistake influenced by the similarity in pronunciation to the Vietnamese sound, despite differences in articulation Similarly, /tʃ/ was frequently substituted with /c/, and /ð/ with /d/ Additionally, while only 30% of students mispronounced /θ/ as /t/, the sound /dʒ/ was predominantly replaced with /z/ These errors highlight the negative transfer effects of the students' native language on their pronunciation.
Half of the participants mispronounced the sounds /f/, /t/, /∫/, /v/, /z/, and /ʒ/, often substituting them with /s/, /t‟/, or /z/, indicating a lack of attention to the specific tongue movements required for each sound Additionally, 17% of the students mispronounced the sound /l/ as /n/, a mistake attributed to their hometown dialects and the influence of mispronunciations from their parents and peers.
Students often omit or deviate from certain consonants in both the middle and final positions of words Their native phonemic habits influence their English pronunciation, leading to difficulties in accurately imitating proper sounds.
3.1.3 Research question 3: What are the causes of those mistakes?
Finding out the causes of the students‟ mistakes in pronouncing English consonants can be considered as a key to solve the problems so that question
6 was designed In this question, possible causes were listed for teachers who directly teach pronunciation to students to give their opinions
Strongly agree agree neutral disagree
Figure 1: Teachers’ perceptions of causes of students’ mistakes
Disagree a Students do not know how to use their mouth, tongue, lip to pronounce b English consonants are strange to students c students pronounce English consonants in the same way in
Vietnamese d Students do not practice
English consonants frequently e Students feel shy to pronounce
English consonants f Dialect affects on students‟ pronunciation
According to the survey, 80% of teachers strongly agreed and 20% agreed that their students struggle with using their tongue, lips, and mouth correctly when pronouncing English consonants Additionally, 57% of teachers believe that English consonants are unfamiliar to their students A significant majority, comprising 28.5% who strongly agreed and 57% who agreed, acknowledged that students often pronounce English consonants similarly to Vietnamese consonants When asked about the lack of practice with English consonants, 43% of teachers were unsure if this was the main issue, while 28.5% disagreed Furthermore, 57% of teachers noted that students lack confidence in pronouncing English consonants, and they also indicated that dialect influences students' pronunciation, with only 14.5% disagreeing with these observations.
A survey conducted among teachers identified several key factors contributing to students' difficulties in pronouncing English consonants Firstly, students often lack the knowledge and skills needed to properly use their mouth, tongue, and lips for articulation Secondly, the influence of their mother tongue, particularly Vietnamese pronunciation, negatively impacts their English pronunciation Lastly, a lack of confidence in speaking English leads students to fear making mistakes, further hindering their ability to pronounce sounds correctly.
3.1.4 Research question 4: What are teachers' possible solutions to those mistakes?
Question 7 was designed to discover the frequency of use some methods which help students improve their pronunciation
Always Often Some times Seldom
Figure 2: Teachers’ methods used to help students correct mistakes
Methods Always Often Sometimes Seldom Never a listening and imitating b phonetic training c minimal pair drill d visual aids e tongue twister f reading aloud g Playing game
The data reveals that teachers predominantly utilize listening, imitating, and reading aloud as their primary instructional methods, with 57% always and 43% often employing these techniques due to their ease of application in the classroom Phonetic training is also widely adopted, with 14% always using it, 72% often incorporating it, and 14% sometimes applying it Additionally, minimal pair drills and visual aids are frequently utilized, with 57% often using them and 43% sometimes While tongue twisters and games are employed by teachers, they are used less frequently, with 43% often and 28.5% sometimes or seldom incorporating these activities.
At Likin'world English Skills Center, teachers employ various methods to enhance students' pronunciation, primarily relying on familiar techniques like listening and imitating, as well as reading aloud.
To enhance students' pronunciation skills, teachers should prioritize diverse methods such as visual aids, phonetic training, and minimal pair drills, while also incorporating tongue twisters and games more frequently By focusing on varied activities, educators can create a more engaging learning environment that encourages better student outcomes in pronunciation lessons.
Some suggested activities for students to improve their mistakes
To enhance pronunciation skills, students require significant time to understand sound production In addition to traditional teaching methods, the following activities can serve as valuable resources for teachers, offering students extra practice in articulating English sounds effectively.
Tongue twisters are an effective tool for teaching pronunciation, enabling students to practice language skills confidently and enhance their fluency These phrases often feature similar-sounding words with distinct meanings, providing a playful way for learners to engage with challenging sounds Although the sentences may not always make logical sense, they encourage students to experiment with pronunciation, leading to quicker mastery of language sounds Additionally, the humorous nature of tongue twisters adds an element of fun to the learning process, making it an enjoyable experience For instance, teachers can present students with sentences that focus on specific sounds and encourage them to read aloud, fostering both skill development and enjoyment.
/ s /and / ∫ / She sells sea shells on the sea shore
Susie‟s shirt shop sells shirts /dʒ / and / t∫/ Joy to see your chin, jaw and cheek”
/h/ Harry Hunt hunts heavy hairy hares
This engaging game enhances pronunciation skills through logical problem solving Players create a grid featuring a sequence of words sharing a common sound, such as the same vowel sound, from the top left to the bottom right corner In the remaining squares, they include words that may appear to have similar sounds but do not Students must navigate from the starting point to the endpoint by selecting the correct path Once completed, it's essential to drill the words along the chosen route, as well as those with different sounds, to reinforce learning.
To assist students in practicing the pronunciation of the / θ / sound, the teacher provides a list of words featuring this sound Students are then tasked with navigating from START to FINISH by selecting words that contain the / θ / sound along the way.
Thursday Clothes Those Weather Thousand Thick
Tooth Them They Bathroom Throw Thirsty
Three Although Brother Healthy These Thing
Thin Than Through Theme Their Thank
Mouth Path Think Mother Then Teeth
This Either rather that the Birthday
This activity focuses on distinguishing between similar sounds The teacher introduces words such as "think," "thing," and "thin," prompting students to repeat them to enhance sound awareness Students receive a blank grid and a list of words to fill in randomly As the teacher reads words containing the sounds /θ/ and /ð/, students cross off the words they hear The first student to complete a line of connected boxes, either horizontally or vertically, wins Key words include: birthday, bathroom, mouth, teeth, three, them, father, thump, mother, this, thin, and thick.
To enhance pronunciation lessons, educators can implement a variety of engaging activities tailored to their teaching style and objectives It is essential for teachers to determine the optimal timing and context for these activities to maximize their effectiveness In addition to the suggested activities, numerous other engaging methods exist to help students improve their pronunciation Crucially, teachers should focus on fostering students' self-confidence, encouraging regular practice, and creating an enjoyable learning environment through captivating lessons and a relaxed classroom atmosphere.
Summary
Pronunciation plays a crucial role in teaching English, particularly for young learners just beginning their journey with the language This study aims to identify common pronunciation errors students make with English consonants and to provide support in correcting these mistakes while fostering a greater interest in learning English Additionally, the research uncovers the underlying causes of these pronunciation errors and offers practical suggestions for improvement Overall, this study serves as a valuable resource for educators focused on teaching English pronunciation effectively.
Questionnaire and recordings of students‟ pronunciation are two instruments to collect data for the research From the results and findings, it can be drawn that:
At Linkinworld English Skill Centre in Dong Anh, Hanoi, students aged 6 to 10 commonly exhibit two types of pronunciation errors: sound omission in both middle and final positions, as well as sound deviation The sounds most frequently mispronounced by these students include /θ/, /ð/, /dʒ/, /f/, /ʃ/, and /tʃ/.
Students often make pronunciation mistakes due to a lack of understanding in using their mouth, tongue, and lips effectively They typically lack knowledge about the manner and place of articulation for English consonants, leading to these errors.
The negative impact of the mother tongue significantly affects students' English pronunciation, as they often struggle with the influence of their Vietnamese accent This leads to a lack of confidence in articulating English sounds, causing apprehension about making mistakes during their pronunciation practice.
Some practical suggestions to over come these mistakes are mentioned in the study: using visual aids, phonetic training, minimal pair drill, tongue twister, playing game
Learning a foreign language is a long-term endeavor that demands significant effort from learners to achieve success and proper pronunciation It is crucial for both teachers and students to recognize its importance and explore innovative methods to address challenges and enhance their knowledge.
Pedagogical Implication
Teaching a foreign language, particularly English, is a challenging task that demands specific qualifications from educators One of the most complex aspects is pronunciation, largely due to the differences in sound systems between English and Vietnamese Consequently, there is a heightened focus on English pronunciation This study serves as a valuable resource for teachers who prioritize improving their students' pronunciation skills.
Firstly, this study can be use as supporting material providing the basic knowledge of the pronunciation, role of pronunciation in language teaching as well as factors affecting pronunciation learning
The study reveals common pronunciation mistakes made by Vietnamese students when articulating English consonants, identifies the underlying causes of these errors, and suggests potential solutions for improvement This insight equips teachers with a better understanding of their students' challenges in English pronunciation, enabling them to apply effective teaching methods tailored to their needs.
Limitation and suggestion for further research
Although the researcher has great effort to carry out the study, there still remain some inevitable shortcomings
The study's primary limitation is its narrow scope, as the researcher concentrates solely on the most frequent pronunciation errors of consonants among a small group of students at the English Skill Centre in Dong Anh, Hanoi This limited sample size is insufficient to represent the broader student population.
Secondly, the findings of the research and suggested solutions are based only on the opinions of the teachers and students at English skill centre, Dong Anh, Hanoi
Future researchers in the field of pronunciation can build on this study by exploring areas such as vowels, stress, and intonation Identifying students' challenges in these aspects allows for the application of various techniques to address pronunciation issues effectively Additionally, it is anticipated that subsequent research will verify the practical effectiveness of the proposed solutions.
Due to the limited time and knowledge, mistakes are inevitable so all the comments and suggestion are highly appreciated so that the quality of the study can be improved
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APPENDIX 1: EXERCISES FOR TAPE RECORDING
1 Read aloud these sounds and words
1 There‟s an egg with a yellow hat
2 Look! The goat‟s got a fig
3 The lion‟s got some jam
4 Mum‟s got an orange and a pen
5 I can see a zebra in a van and a yoyo on a box
6 The sheep is white and the fish is red
7 My teacher‟s on a chair and she‟s got a sandwich
8 Baby Theo‟s in the bath
Mum: Help! The clothes Look, this is Rosy‟s dress
Dad: Are these her socks?
Dad: Is this Billy‟s T- shirt?
Mum: Yes, it is Put it in his basket Are these his trousers?
Dad: No, they aren‟t his trousers They‟re my shorts
Tim: It‟s lunchtime Get our lunch boxes
Rosy: Oh no! I haven‟t got my lunch box
Tim offers Rosy a choice between an apple and a banana, and she selects the apple Rosy then excitedly shares that she has ten sandwiches and six drinks, inviting Tim to share her lunch.
This survey questionnaire is designed to collect the information or data for my
The MA study, titled “An Investigation on Common Errors in Pronouncing English Consonants Made by 6 to 10-Year-Old Students at Linkin’world English Skills Center in Dong Anh, Hanoi,” aims to identify pronunciation errors among young learners The findings will be exclusively utilized for academic purposes related to this research.
Decide your answer by putting a tick (v) or filling in your own opinion in blanks
1 How long have you taught English? ………
2 How often have you taught your students pronunciation?
A very important in studying English
D not very important in studying English
E not important in studying English
4 You think your students’ frequency of making mistakes in pronouncing English consonants
5 Which sounds do you think your students often mispronounce? Sounds Often mispronounce Sounds Often mispronounce
6 Answer the questions by putting a tick into the box which is the best of your representative of your answer
Causes of mistakes Strongly agree Agree Neutral Disagree Strongly
1 Students do not know how to use their mouth, tongue, lip to pronounce
2 English consonants are strange to students
English consonants in the same way in
4 Students do not practice English consonants frequently
5 Students feel shy to pronounce English consonants
6 Dialect affects on students‟ pronunciation
7 How often do you use following methods to help your students pronounce English consonants?
Methods Always Often Sometimes Seldom Never