INTRODUCTION
Aims of the study
This research aims to identify pronunciation errors in English fricatives made by first-year English majors at Hanoi University, explore the underlying causes of these pronunciation issues, and provide practical recommendations to help students enhance their English pronunciation skills.
Research Questions
Based on the discussion in the sections above, the research questions of this study were formulated as follows:
1 What are the errors commonly made by first year English majors at Hanoi
University in their pronunciation of English fricatives?
2 What are the possible sources of errors?
3 What measures should be taken to tackle the problems?
1.4 Scope and significance of the study
This study evaluates the pronunciation of English fricatives among first-year English students by analyzing errors in isolated words, connected speech, and real speech It also investigates the factors contributing to these pronunciation errors The findings from the recordings and questionnaire will provide valuable feedback for both teachers and learners, specifically addressing the unique challenges faced by students at the English department of Hanoi University This tailored approach aims to reduce preventable pronunciation errors and enhance pronunciation teaching in the curriculum.
This article is structured into three main sections Part I outlines the background, objectives, scope, and significance of the study Part II reviews theories related to English consonants, highlights the differences between English and Vietnamese phonological systems, and identifies common pronunciation errors of English fricatives by non-native speakers Part III details the methodology, including subjects, instruments, and procedures used in the research, while also analyzing and discussing the study's findings The conclusion offers recommendations for improving the pronunciation of English fricatives and summarizes the study's outcomes.
Organization of the study
This study is structured into three main parts: Part I outlines the background, objectives, scope, and significance of the research Part II reviews theories related to English consonants, highlights differences between English and Vietnamese phonological systems, and identifies common pronunciation errors of English fricatives among non-native speakers Part III details the methodology, including the subjects, instruments, and procedures used in the study, while also analyzing and discussing the findings The paper concludes with recommendations for improving the pronunciation of English fricatives and summarizes the overall conclusions of the research.
DEVELOPMENT
This section aims to offer a theoretical framework and a literature review of prior research on English fricatives, Received Pronunciation, and language transfer, enhancing readers' understanding of the study Additionally, a concise contrastive analysis of the consonant systems in Vietnamese and English will be provided to support further examination.
Different people may have different accents in speaking the same language, or as Roach
In his 1991 book, the author highlights that languages vary in pronunciation based on geographical location, social class, age, and education (p.4) English, as a global language, features diverse accents, with British, American, and Australian English recognized as the three predominant standard accents Wikipedia notes that "Received Pronunciation" (RP) is often viewed as the standard accent in Britain, while the "General American" accent serves this role in the United States, and "General Australian" is the standard in Australia Roach (2004) explains that RP was first termed by linguist A.J Ellis over a century ago, and previously referred to as Public School Pronunciation or General British by Daniel Jones, who later adopted the term for the second edition of the English Pronouncing Dictionary.
Received in 1924, Received Pronunciation (RP) became the accent associated with England's social elite, often referred to as the Queen's English This accent was favored by individuals from middle-class and upper-class backgrounds and has been widely adopted in prestigious British universities and major broadcasting channels like Radio 3, Radio 4, and the BBC World Service Today, RP continues to be recognized as a standard pronunciation in English language teaching globally, including in Vietnam.
RP standard can be found in pronunciation books such as English Phonetics and Phonology by Roach (2000) or Better English Pronunciation by O‟Connor (2002), and other
LITERATURE REVIEW
Received Pronunciation
Different people may have different accents in speaking the same language, or as Roach
In his 1991 book, it is noted that languages are pronounced differently based on geographical location, social class, age, and educational background As an international language, English is spoken worldwide with diverse accents, with British, American, and Australian English recognized as the three primary standard accents Received Pronunciation (RP) is often regarded as the standard accent in Britain, while the General American accent serves as the standard in the United States, and General Australian is considered standard in Australia Roach (2004) explains that RP was first termed by linguist A.J Ellis and previously referred to as Public School Pronunciation and General British by Daniel Jones, who later popularized the term in the second edition of the English Pronouncing Dictionary.
Received in 1924, Received Pronunciation (RP) became synonymous with the accent of England's social elite, often referred to as the Queen's English This accent was favored by individuals from middle-class and upper-class backgrounds and has been widely adopted in prestigious British universities and official media outlets, including Radio 3, Radio 4, and the BBC World Service Today, RP continues to be recognized as the standard pronunciation for English language teaching globally, including in Vietnam.
RP (Received Pronunciation) standards are outlined in key pronunciation resources like "English Phonetics and Phonology" by Roach (2000) and "Better English Pronunciation" by O'Connor (2002), which are highly regarded among Vietnamese learners of English Therefore, it is fitting for the author of this paper to incorporate these trusted materials.
RP English as the standard based on which analyses of errors made by students are conducted
The English sound system comprises 44 sounds, divided into 20 vowels and 24 consonants This paper focuses specifically on English fricatives, analyzing theories related to consonant systems to establish a foundation for further exploration of these sounds (Davenport & Hannahs, 1998).
English consonants are produced through two primary articulatory methods: either by creating a narrow constriction that allows the sound of air to pass through or by achieving a complete closure that blocks airflow entirely This closing movement can involve the lips, tongue, or throat, resulting in a distinct sound compared to the open articulation of vowels According to Roach (1991), consonants are categorized based on four key criteria: place of articulation, manner of articulation, voicing, and the position of the soft palate The following sections will provide a more in-depth exploration of these classification criteria.
Based on place of articulation, English consonants are formed into 9 groups as follows:
The criterion of manner of articulation specifies 6 different categories of English consonants, specifically:
The above classifications can be better illustrated by the following table:
Voicing is a crucial factor in English pronunciation, as it differentiates many words (Fledge & Brown, 1982) English consonants are categorized into two groups based on their voicing characteristics.
Voiceless consonants includes nine consonants that are pronounced without vibration of the vocal cords: /p/, /f/, /t/, /s/, /θ/, /ʃ/, /h/, /tʃ/, /k/
Voiced consonants, namely, /b/, /v/, /d/, /z/, / ð /, /ʒ, /d ʒ/, /g/, /l/, /r/, /m/, /n/, /ŋ/, /j/, and /w/, are produced with the vocal cords vibrating with varying degrees
English consonants can be categorized based on the position of the soft palate Some consonants are produced with the soft palate raised, allowing the airstream to exit through the mouth, while others are made with the soft palate lowered, directing the airstream through the nose.
The following analysis of special characteristics borne by English consonants hopes to serve as a basis for further discussion of findings and recommendations presented in this paper
2.1.4.1 The position of English consonants in a syllable
English consonants are uniquely versatile, capable of occurring in initial, medial, and final positions within syllables, with a few exceptions like /ŋ/, /ʒ/, /j/, /h/, and /w/ (Davenport & Hannahs, 1998) This flexibility contributes to the rich diversity of English vocabulary, but it also poses significant challenges for learners whose native languages have a more restricted consonant distribution in syllables (Xiao & Zhang, 2009).
2.1.4.2 The distinction of voiced and voiceless consonants
English places a significant emphasis on voicing compared to languages like Spanish, Italian, or Vietnamese, as demonstrated in minimal pairs such as “bid” and “bit,” where voicing alters the meaning (Fledge & Brown, 1982) This distinction can pose challenges for non-native English speakers, particularly those whose first languages do not prioritize this aspect (Fullana & Mora).
The challenge of understanding connected speech is heightened by the need for native-like adjustments to vowel sounds and the reduction of final consonants, all while ensuring that the words remain comprehensible when spoken (Anthony Nguyen, 2007).
According to Kambata (1996, as cited in Nguyen Thi Phuc Hoa, 1999, p.23), English fricatives consist of nine consonants that are articulated by positioning the speech organs closely together This configuration creates a narrow passage, allowing the airflow to escape with a characteristic friction sound.
Fricatives are consonants that produce a hissing sound as air escapes through a narrow passage (Roach, 1991) In English, fricatives are categorized into five main types based on their place of articulation, with four categories featuring pairs of consonants that differ only slightly in voicing.
What follows will be a brief discussion of the pronunciation of all English fricatives which acts as a facilitator of further analyses
2.1.4.4 Production of labio-dental fricatives /f/ and /v/
The voiceless fricative /f/ and voiced fricative /v/ are widely distributed in English, appearing in all syllable positions They can be found at the beginning of words like “five” and “vie,” in the middle of “fifth” and “survive,” and at the end of “life” and “live.” As noted by Roach (1985), these labio-dental fricatives are produced by elevating the soft palate and closing off the nasal passage, allowing air to escape through a narrow gap formed by the upper teeth and lower lip, which creates friction Ha Cam Tam (2005) further explains that the inner surface of the lower lip lightly contacts the edge of the upper teeth, resulting in the characteristic friction of these sounds While /f/ is voiceless, /v/ involves varying degrees of vocal cord vibration, influenced by the surrounding sounds.
2.1.4.5 Production of dental fricatives /θ/ and / ð /
According to Thomas (1947, as cited in Tran Thi Trinh Hue, 2011, p 17), the production of the two inter-dental fricatives involves placing the tip of the tongue against the cutting edges or back of the upper teeth, allowing breath to flow between the tongue and teeth, or through the spaces between the teeth.
According to Underhill (1994), the tip of the tongue lightly presses against the inside edge of the upper front teeth, allowing air to flow through a small gap, while Roach (1985) describes the pronunciation of English dental fricatives as the tongue being placed inside the teeth, with the tip touching the upper teeth, enabling air to escape through the gaps Despite varying theories on their pronunciation, Hattem (2009) highlights that dental fricatives /θ/ and /ð/ are among the most challenging sounds for native English speakers Notably, the voiceless fricative /θ/ is produced without vocal cord vibration, whereas its voiced counterpart /ð/ requires some degree of vocal cord vibration.
2.1.4.6 Production of alveolar fricatives /s/ and /z/
English consonants and classification
RP English as the standard based on which analyses of errors made by students are conducted
The English sound system comprises 44 sounds, divided into 20 vowels and 24 consonants This article focuses specifically on English fricatives, analyzing theories related to consonant systems to establish a solid foundation for further exploration of these sounds (Davenport & Hannahs, 1998).
English consonants are produced through two primary methods: creating a narrow constriction that allows air to pass through, or achieving a complete blockage of airflow, as described by Gimson (1989) This involves various vocal organs, including the lips, tongue, and throat, resulting in distinct sounds compared to the open articulation of vowels According to Roach (1991), consonants can be classified based on four criteria: place of articulation, manner of articulation, voicing, and the position of the soft palate The following sections will provide a more detailed exploration of these classifications.
Based on place of articulation, English consonants are formed into 9 groups as follows:
The criterion of manner of articulation specifies 6 different categories of English consonants, specifically:
The above classifications can be better illustrated by the following table:
Voicing is a crucial factor in English pronunciation, as many words are differentiated solely by this characteristic (Fledge & Brown, 1982) English consonants are categorized into two groups based on their voicing.
Voiceless consonants includes nine consonants that are pronounced without vibration of the vocal cords: /p/, /f/, /t/, /s/, /θ/, /ʃ/, /h/, /tʃ/, /k/
Voiced consonants, namely, /b/, /v/, /d/, /z/, / ð /, /ʒ, /d ʒ/, /g/, /l/, /r/, /m/, /n/, /ŋ/, /j/, and /w/, are produced with the vocal cords vibrating with varying degrees
English consonants can be categorized based on the position of the soft palate Some consonants are produced with the soft palate raised, allowing the airstream to exit through the mouth, while others involve a lowered soft palate, directing the airstream through the nose.
The following analysis of special characteristics borne by English consonants hopes to serve as a basis for further discussion of findings and recommendations presented in this paper
2.1.4.1 The position of English consonants in a syllable
English consonants are unique in their flexibility, as they can appear in all syllable positions—initial, medial, or final—except for a few sounds like /ŋ/, /ʒ/, /j/, /h/, and /w/ (Davenport & Hannahs, 1998) This versatility contributes to the rich diversity of English vocabulary, but it also poses significant challenges for learners whose native languages feature a more restricted range of consonant placements in syllables (Xiao & Zhang, 2009).
2.1.4.2 The distinction of voiced and voiceless consonants
English places a significant emphasis on voicing compared to languages like Spanish, Italian, or Vietnamese, as evidenced by minimal pairs such as "bid" and "bit," where voicing alters the meaning (Fledge & Brown, 1982) This distinction can pose challenges for non-native English speakers whose native languages do not prioritize this feature (Fullana & Mora).
The challenge of understanding spoken language increases when words are part of connected speech, necessitating native-like adjustments to vowels and the reduction of final consonants, all while ensuring clarity in pronunciation (Anthony Nguyen, 2007).
Kambata (1996, as cited in Nguyen Thi Phuc Hoa, 1999, p 23) identifies nine English fricative consonants, which are articulated by positioning the speech organs closely together to create a narrow passage This configuration allows the airflow to escape, producing a characteristic friction sound.
Fricatives are consonants characterized by the escape of air through a narrow passage, producing a hissing sound (Roach, 1991) In English, fricatives can be categorized into five main groups based on their place of articulation, with four categories featuring pairs of consonants that differ only slightly in voicing.
What follows will be a brief discussion of the pronunciation of all English fricatives which acts as a facilitator of further analyses
2.1.4.4 Production of labio-dental fricatives /f/ and /v/
The voiceless fricative /f/ and voiced fricative /v/ are widely distributed in English, appearing in all syllable positions They can be found initially in words like "five" and "vie," medially in "fifth" and "survive," and finally in "life" and "live." According to Roach (1985), these labio-dental fricatives are produced by raising the soft palate and closing off the nasal resonator, with air escaping through a narrow gap formed by the upper teeth and lower lip, creating friction Ha Cam Tam (2005) further explains that the lower lip lightly contacts the upper teeth, allowing the escaping air to generate friction The sound /f/ is voiceless, while /v/ involves varying degrees of vocal cord vibration, influenced by the following sounds.
2.1.4.5 Production of dental fricatives /θ/ and / ð /
According to Thomas (1947, as cited in Tran Thi Trinh Hue, 2011, p 17), the production of the two inter-dental fricatives involves positioning the tip of the tongue against the cutting edges or the back of the upper teeth The sound is created by forcing air between the tongue and the teeth, or through the gaps between the teeth, or both.
According to Underhill (1994), the tip of the tongue is lightly pressed against the inside edge of the top front teeth, allowing air to flow through a small gap Roach (1985) describes the pronunciation of English dental fricatives as involving the tongue positioned inside the teeth, with the tip touching the upper teeth, enabling air to escape through the gaps Regardless of the theories on pronunciation, Hattem (2009) highlights that dental fricatives /θ/ and /ð/ are among the most challenging sounds for native English speakers Notably, the fricative /θ/ is produced without vocal cord vibration, while its voiced counterpart /ð/ requires some vibration during pronunciation.
2.1.4.6 Production of alveolar fricatives /s/ and /z/
Alveolar fricatives /s/ and /z/ are produced by raising the soft palate and closing off the resonator, followed by the tongue's blade and tip making slight contact with the upper alveolar ridge, while the tongue's sides touch the upper teeth (Roach, 1991) This articulation creates intense friction as air passes through the narrow channel along the tongue (Davenport & Hannahs, 1998) Notably, the /s/ sound is voiceless, while /z/ involves a strong vibration of the vocal cords (Roach, 1991).
2.1.4.7 Production of palato-alveolar fricatives /ʃ / and / ʒ/
The production of /ʃ/, /ʒ/ is considered a combined process of producing alveolar fricatives
The articulation of the sounds /ʃ/ and /ʒ/ differs from /s/ and /z/ in several key ways While producing /s/ and /z/, the tip and blade of the tongue lightly contact the alveolar ridge, with the front of the tongue raised towards the hard palate In contrast, /ʃ/ and /ʒ/ involve the tongue making contact with a further back area of the hard palate, and native English speakers often round their lips when pronouncing these sounds The airflow for /ʃ/ and /ʒ/ is diffused over a wider area, resulting in less intensity and lower vibration, especially for /ʒ/, where the vocal cords are not engaged The sound /ʒ/ is less common in English, primarily appearing in words borrowed from French and typically found in the medial position, unlike /s/ and /z/, which have a broader distribution across syllable positions.
The glottal consonant /h/ is produced through friction created by the narrowing of the vocal cords When pronounced alongside vowels, the articulation of /h/ is closely linked to the subsequent vowel sounds, resulting in /h/ adopting qualities from the vowels it precedes (Davenport & Hannahs, 1998) For instance, in the word "head," pronounced as /hed/, the /h/ sound is articulated simultaneously with the vowel /e/, utilizing similar positions of the jaw, tongue, and lips.
2.1.5 A phonological contrastive analysis of Vietnamese and English
2.1.5.1 A contrastive analysis of Vietnamese and English consonant systems
Vietnamese consonants system includes 26 consonants, among them, 22 can stand in the initial position, while only 6 consonants appear in the final position (Tran Ngoc Dung,
2010), as showed in the following tables:
Table 3: Vietnamese consonants (Tran Ngoc Dung, 2010)
A phonological contrastive analysis of Vietnamese an English
2.1.5.1 A contrastive analysis of Vietnamese and English consonant systems
Vietnamese consonants system includes 26 consonants, among them, 22 can stand in the initial position, while only 6 consonants appear in the final position (Tran Ngoc Dung,
2010), as showed in the following tables:
Table 3: Vietnamese consonants (Tran Ngoc Dung, 2010)
Vietnamese consonants are not found in syllable medial positions and are limited in syllable final positions, with only six consonants permitted Among these, three unaspirated consonants—/p/, /k/, and /t/—and three nasal consonants—/m/, /n/, and /ŋ/—complete the set of final position consonants in Vietnamese.
English consonants are versatile, as they can appear in all three syllable positions—initial, medial, and final—except for certain sounds Notably, the sound /ʒ/ typically occurs in the medial position, while /h/ is never found at the end of a syllable.
A comparison of tables 1 and 3 highlights the unique presence of the dental fricatives /θ/ and /ð/ in English Furthermore, an analysis of table 4 indicates that while both English and Vietnamese feature the palato-alveolar fricative /ʃ/, the Vietnamese counterpart /ʂ/ is retroflexed, contrasting with the palato-alveolar nature of the English sound.
Although English and Vietnamese share several consonants, the limited distribution of Vietnamese consonants—primarily occurring in medial and final positions—presents challenges for Vietnamese learners of English These learners often struggle with sounds unique to English, as they tend to apply their first language's phonetic patterns when acquiring the second language (Bui Thi Binh, 2011) Table 6 provides a detailed comparison of the consonants common to both languages and those that are distinct to each.
Table 6: Comparison of Vietnamese and English Consonant Sounds In Syllable- Initial and – Final Position ( Giang 2000)
In the initial position, Vietnamese and English share 14 consonants; however, only six consonants are present in the final position of Vietnamese syllables: the nasals /m/, /n/, /ŋ/ and the voiceless orals /p/, /k/, and /t/ Notably, many initial consonants, including the four fricatives /ʃ/, /ʒ/, /θ/, and /ð/, along with all fricatives in the final position, are exclusive to English.
English consonants can form clusters, typically at the beginning and end of syllables, while modern Vietnamese lacks such clusters, as noted by Doan Thien Thuat (1999) Historically, Vietnamese did have instances of two consonants together at the start of syllables This difference in consonant structure may lead to errors among Vietnamese learners of English when they encounter unfamiliar sounds not present in their native phonetic system.
2.1.5.2 A contrastive analysis of Vietnamese and English syllable structure
Various theories have been proposed to accurately describe the structure of Vietnamese syllables, with Ngo Nhu Binh's (2009) theory being particularly prominent She emphasizes the crucial roles of tone and nuclear vowels in syllable formation, while suggesting that initial and final consonants or semi-vowels are optional Notably, her theory also highlights the significance of labialization in syllables, positioning initial consonants, labialization, nuclear vowels, and final consonants or semi-vowels as elements that are subordinate to tone in the hierarchical structure of Vietnamese syllables.
Doan Xuan Kien (2005) argued against the notion that tone, initial consonant, and rime (vowel and final consonant) contribute equally to Vietnamese syllables, highlighting the absence of semi-vowels in the final position, as illustrated in figure 2.
Figure 2: Vietnamese syllable structure (Doan Xuan Kien, 2005)
Le Van Ly (1948), as cited in Doan Xuan Kien (2005), asserts that Vietnamese syllable structure lacks layers and is characterized by four primary forms: (C)(V), (V), (C)(V)(C), and (V)(C) Supporting this view, Dinh, Hoang, and Nguyen (1972, as cited in Le Chau Hoai Nhat & Cunningham, 2010) emphasize that these four structures define Vietnamese syllables, with the nuclear vowel playing a crucial role across all forms.
Different approaches above, however, converge in one point, highlighting the equal role, if not to say superior role that vowels has over consonants in Vietnamese syllable
The Vietnamese language often features a structure characterized by a consonant followed by two vowels (CVC), as noted by Le Chau Hoai Nhat and Cunningham (2010) Supporting this view, Anthony Nguyen (2007) argued that the coda in Vietnamese predominantly consists of vowels, which carry significant semantic weight.
The structure of English syllables emphasizes consonants, resulting in their prevalence within syllables (Nguyen Thi Thu Thao, 2007) Consonants in English syllables carry significant semantic weight compared to vowels (Pham Thi Song Thuyet, 2009) Typical English syllable structures include (C)(V), (C)(V)(C), and various combinations with multiple consonants (Erickson, as cited in Tang M Giang, 2007) Spencer (1996) and Crystal (2002) (as cited in Le Chau Hoai Nhat & Cunningham, 2010) identified the structure (C)(C)(C)(V)(C)(C)(C)(C) as characteristic of English syllables This emphasis on consonants can pose challenges for English learners from vowel-centric languages, such as Vietnamese, particularly in pronouncing consonant clusters, especially at the end of syllables (Phung Thi Phuong Lan, 2010).
Pronunciation errors
Errors are an inevitable aspect of language learning, as highlighted by Bui Thi Binh (2011) The term "error" is crucial in understanding the pronunciation challenges faced by Vietnamese learners of English Linguists like Ellis (1997) define errors as indicators of gaps in a learner's knowledge, occurring when they are unaware of the correct forms Dulay et al (1982) describe errors as systematic deviations stemming from a learner's developing understanding of the second language's rules Eckman (1981) notes that while errors are necessary for language acquisition, they can have both positive and negative effects on a learner's progress Corder (1981) further categorizes errors into "errors of performance," which arise from fatigue or carelessness among native speakers, and "errors of competence," which reflect a learner's inadequate knowledge of the language Understanding these classifications is essential for enhancing the language learning process.
In everyday speech, little distinction is drawn between the two term “error” and
In language acquisition, errors and mistakes represent two distinct concepts Errors, as defined by Dulay et al (1982), are deviations from mature language norms that occur due to insufficient language competence during initial learning stages (Coder, 1981) In contrast, mistakes, according to Richard (1974), are less significant for language learning and occur non-systematically Torrijos (2009) categorizes errors into two types: performance errors, which do not indicate a lack of language knowledge, and competence errors, which reflect a learner's current understanding of the language Corder (1967) further clarifies that mistakes are akin to slips of the tongue, while errors are systematic and often go unrecognized by learners Therefore, it is crucial to understand the nature of errors and their distinction from mistakes, as well as to raise awareness among English learners about the causes and negative impacts of errors on language acquisition Conducting research in this area can help minimize preventable errors, improve teaching methods (Torrijos, 2009), and enhance the overall language learning process, ultimately preventing the transfer of persistent errors into advanced stages of language acquisition.
2.1.6.3 Common errors in the pronunciation of English fricatives
Errors in the pronunciation of English fricatives pose significant challenges for non-native speakers, particularly those whose native languages differ phonetically from English (Xiao & Zhang, 2009; Timonen, 2011) Studies indicate that sound omission and confusion are the most common errors among learners, with Vietnamese English learners exhibiting issues such as sound redundancy (Ha Cam Tam, 2005) Research by Luu Trong Tuan (2011) highlights that final and cluster consonants are often omitted, while initial consonants are frequently replaced, either within the same language or through language transfer from the learner's mother tongue Nguyen Quoc Hung (2000) emphasizes that the dental fricatives /θ/ and /ð/ are particularly problematic for learners worldwide, including those from Vietnam Byung (2004) notes that learners often replace these challenging sounds with similar ones from their native languages Timonen's (2011) findings further support this, revealing that, aside from /v/, /f/, and /h/, most English fricatives are prone to mispronunciation, especially among novice learners.
Vietnamese English learners often struggle with pronouncing English fricatives, highlighting the need for detailed, context-specific research to identify specific errors and their causes Addressing these challenges can significantly enhance intelligibility, boost learner confidence, improve communication effectiveness, and refine pronunciation teaching methods (Nguyen Ngan, 2008) This paper aims to contribute to this important effort.
Language transfer…
Language transfer, also known as mother tongue interference, refers to the impact of a learner's first language (L1) on their acquisition of a second language (L2), as defined by Ellis (1977, cited in Bhela, 1999) This phenomenon is recognized as a natural aspect of foreign language learning and is often a significant source of errors during the language acquisition process (Murphy).
Language transfer, as defined by Liu (2005), refers to the influence of a learner's native language (NL) on their acquisition of a target language (TL), encompassing both positive and negative transfer Positive transfer facilitates language learning, while negative transfer can hinder it, as noted by Murphy (2003) Torrijos (2009) emphasized that negative transfer often leads to persistent errors that should be actively addressed by both teachers and learners Furthermore, Alonso (1998) identified two main patterns of negative transfer, highlighting the complexity of this phenomenon in language acquisition.
The concepts of "transfer to somewhere" and "transfer to nowhere" describe the influence of a learner's first language (L1) on their second language (L2) acquisition "Transfer to somewhere" refers to the positive transfer of grammatical, phonological, or semantic patterns from L1 to L2, often due to similarities between the two languages or the overgeneralization of L1 rules to make L2 easier for learners In contrast, "transfer to nowhere" highlights the challenges faced when significant differences between L1 and L2 hinder learners' understanding of L2 patterns, leading to errors that are not rooted in L1 These insights into language transfer will form the foundation for analyzing pronunciation errors in this paper.