Rationale
For several decades, English has been a mandatory subject in Vietnam from primary school through university According to Harmer (2001), the primary objective of language education is to equip students with the ability to communicate effectively in the target language However, the traditional teaching methods, which focus heavily on grammar and vocabulary instead of communicative competence, have resulted in many graduates lacking essential listening and speaking skills, indicating that they have not attained the desired level of communicative proficiency.
Effective spoken communication in English as a Foreign Language (EFL) or English as a Second Language (ESL) relies not only on correct grammar and a rich vocabulary but also significantly on proper pronunciation Hinofitis and Baily (1980, as cited in Tam, 2005) argue that pronunciation is the most critical factor affecting communication for EFL/ESL learners, overshadowing vocabulary and grammar issues Fangzhi (1998) emphasizes that pronunciation serves as a crucial vehicle for conveying messages Additionally, Burns (2003) highlights that learners can communicate effectively despite minor vocabulary and grammar inaccuracies if they possess good pronunciation and intonation Therefore, mastering pronunciation is essential for developing communicative competence in EFL learners.
2 order to communicate appropriately and fluently It should be a “must” skill for English language learners
Many English as a Second Language learners struggle with pronunciation despite years of study (Fraser, 2000a) The increasing focus on communicative approaches in English teaching has heightened the need for effective pronunciation instruction, which is now included in the English curriculum However, pronunciation is primarily taught as a separate subject within the Faculty of English, leaving non-major students potentially underserved This raises important questions about students' awareness of pronunciation's significance and their understanding of its role in language learning Therefore, I have chosen to explore this topic further.
“A Survey Research on Freshmen’s Perceptions of the improtance of pronunciation and their difficulties in Learning English Pronunciation”.
Objectives of the study
This study aims to investigate freshmen's perceptions of pronunciation learning, focusing on key issues related to their experiences and challenges in mastering pronunciation skills.
Firstly, the attitudes of the freshmen at Hanoi University of Industry towards the importance of pronunciation in learning English
Secondly, the factors which the learners consider as their difficulties in learning pronunciation
Thirdly, what the students want to achieve in learning pronunciation
The study aims to equip English teachers at Hanoi University of Industry (HaUI) with valuable insights into freshmen students' perceptions and challenges in learning pronunciation It seeks to identify whether students need to realign their learning objectives or if instructors should modify their teaching approaches to better address pronunciation issues.
3 learners more direction to help them overcome their difficulties and set realistic and achievable goals.
Research questions
To achieve the above mentioned purposes, the following research questions are set out to be answered:
How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
What are the goals of students in terms of learning English pronunciation?
Methods of the study
To fulfill the aims of the study, both quantitative and qualitative methods were selected for this survey research
The data serving the research analysis and findings are collected by the following instruments:
Data was collected from freshmen enrolled in two non-major classes at HaUI, and an analysis was conducted to address the research question The conclusions drawn are based on these findings.
Significance of the study
The study uncovers a fresh perspective on learners' attitudes toward English pronunciation, offering valuable insights for educators to better comprehend their students' pronunciation needs in spoken English This understanding can enhance teaching methods in this critical area of language learning.
Scope of the study
The participants of the study are the first-year students at Hanoi University of Industry However, the informants of the study are limited to non-major students
Learning English pronunciation involves various factors, but this article focuses specifically on the barriers that hinder learners in achieving their pronunciation goals.
Organization of the study
My thesis is composed of three main parts
This study is structured into two main parts: Part A introduces the rationale, objectives, research questions, methodologies, scope, significance, and overall structure of the research In Part B, the development is divided into three chapters that delve deeper into the findings and discussions of the study.
Chapter 1, Literature Review, presents an overview of the previous studies as well as the various concepts most relevant to the research topic
Chapter 2, Methodology, gives an account of how the research is carried out
Chapter 3, Research Findings and Discussion, analyzes the collected data as well as discusses the major findings
Part C, Conclusion, addresses the key issues in the study, summarizes some shortcomings revealed during the process of the completing the study, and then gives some suggestions for further studies
LITERATURE REVIEW
An overview of the previous studies
In the past two decades, there has been a growing interest among scholars in learners' attitudes and beliefs regarding language learning; however, research specifically focused on learners' perceptions of pronunciation remains limited Over the last decade, efforts have been made to address this gap, as emphasized by Brown (1991), who noted the critical role of pronunciation in learners' proficiency in English and highlighted that poor pronunciation poses a significant barrier to success A study conducted by Cenoz and Garcia Lecumberri in 1999 at the University of the Basque Country revealed that while most participants found pronunciation challenging, they acknowledged its importance Additionally, research by Derwing and Rossiter further explores these insights into pronunciation's role in language learning.
A study conducted in 2002 revealed that 55% of ESL learners in Canada perceive pronunciation as a significant challenge, with 90% expressing interest in participating in a pronunciation program if offered Similarly, research by Tergujeff in Finland (2013) indicates that upper secondary students place a high value on pronunciation instruction, highlighting the importance of effective pronunciation teaching in language education.
6 more pronunciation These studies are clear evidences of learners‟ desire for more pronunciation teaching and their awareness of its importance
1.2 Role of English pronunciation in learning English
The importance of pronunciation in successful communication has been emphasized by many researchers Fraser (2000a), for instance, argues that:
Mastering English involves various sub-skills such as vocabulary, grammar, and pragmatics, but pronunciation stands out as the most crucial Good pronunciation ensures that a speaker remains intelligible, even when other errors are present, while poor pronunciation can make understanding difficult, regardless of accuracy in other aspects Pronunciation significantly influences how speakers are perceived by others and plays a vital role in formal assessments of their language skills.
Pronunciation is crucial for developing oral skills, as it directly impacts intelligibility and our ability to convey meaning effectively It plays a vital role in both practical transitions and personal interactions, enhancing communication in discourse.
Intelligible pronunciation is widely recognized as a crucial element of communicative competence, as highlighted by Morley (1991), emphasizing the importance of teaching both segmental and supra-segmental pronunciation Celce-Murcia et al (1996) further assert that effective communication hinges on accurate pronunciation, indicating that even with strong grammar and extensive vocabulary, mispronunciation can hinder oral communication Consequently, poorly articulated sounds can lead to misunderstandings, underscoring the necessity of proper pronunciation in effective communication.
In conversations, participants aim to effectively communicate their messages by organizing them into meaningful units known as tone units or intonation groups Intonation plays a crucial role in highlighting the prominence of these units, while also conveying social meanings and indicating speaker involvement Furthermore, intonation facilitates the management of conversation, including turn-taking and signaling the informational value of each tone unit (Dalton and Seidlhofer, 1994).
Properly stressing the right syllables is vital for language learners at all levels, as it significantly impacts intelligibility and is closely linked to the articulation of individual sounds.
Understanding distinctive sounds at the segmental level is essential in language, as they convey differences in meaning For example, the vowel sounds in the words "feel" and "fill" illustrate how variations in pronunciation can alter interpretations.
Allophones are variations of phonemes that do not change meaning and are influenced by their phonetic environment For instance, the aspirated and non-aspirated sounds of /p/, /k/, and /t/ are examples of non-distinctive allophones Understanding articulatory phonetics is essential for grasping how the sounds of a target language are produced.
According to Burns (2003), speakers of English can achieve:
Intelligibility (the speaker produces sound patterns that are recognizable as English)
Comprehensibility (the listener is able to understand the meaning of what is said)
Interpretability (the listener is able to understand the purpose of what is said)
Clear pronunciation is crucial in oral communication, as demonstrated by the example of the sentence “It’s hot today,” which can become unintelligible if mispronounced as “Is ho day.” Inaccurate sound, stress, and intonation can prevent listeners from understanding the speaker, making it impossible for them to interpret indirect requests, such as asking to open a window Even if learners make minor vocabulary and grammar mistakes, effective communication is still achievable when they maintain good pronunciation and intonation (Burns).
Pronunciation is a crucial aspect of learning a foreign language, closely linked to listening, speaking, grammar, and spelling Mastering correct pronunciation is essential for developing effective speaking skills and enhances listening comprehension When individuals accurately pronounce word endings, they convey grammatical information as well Incorrect pronunciation can hinder communication, similar to the effects of misspellings The importance of pronunciation in language learning is highlighted in resources like The Cambridge Guide to Teaching English to Speakers of Other Languages.
Bygate (1987), Anderson and Lynch (1988), Bailey and Savage (1994), and Nunan and Miller (1995) provide a comprehensive overview of the theoretical foundations and teaching methods for listening and speaking, highlighting the integral connection between these skills and pronunciation Rost (1990) emphasizes the reliance of listeners on stress and intonation as key cues for understanding spoken language, while Seidlhofer and Dalton-Puffer (1995) advocate for integrating pronunciation instruction with lexico-grammar teaching.
(1994) effectively integrates pronunciation with other skill in her “multidimensional curriculum design for speech-pronunciation instruction” for English for academic purposes
Fraser (2000a) emphasizes that speaking English involves various sub-skills, including vocabulary, grammar, pronunciation, and pragmatics, with pronunciation being the most critical She argues that good pronunciation enables a speaker to be understood even if other aspects contain errors, whereas poor pronunciation can hinder comprehension, regardless of accuracy in other areas (Fraser, 2000a, p.7).
Pronunciation plays a crucial role in effective communication and is essential for mastering a foreign language Since the 1990s, the significance of pronunciation has gained recognition, expanding its relevance in language use and learning Good pronunciation is vital not only for oral communication but also for successful foreign language acquisition, making it a key focus for learners striving for fluency.
Goals of English pronunciation teaching and learning
The field of pronunciation in English Language Teaching (ELT) has long been influenced by two contradictory paradigms: “nativeness” and “intelligibility”
Historically, pronunciation teaching has been guided by the nativeness principle, which posits that achieving native-like pronunciation in a foreign language is both desirable and attainable However, research conducted since the 1960s indicates that native-like phonology is biologically conditioned to develop only before adulthood, making the goal of nativeness an unrealistic expectation for both educators and students Additionally, many learners may prefer to maintain their linguistic identity rather than conform to native-like pronunciation standards.
The intelligibility principle emphasizes that learners must be understandable rather than striving for a native-like accent According to Jenkins (1998), when English functions as an international language, clear communication takes precedence over perfect pronunciation.
The primary motivation for many English learners has shifted away from communicating with native speakers to effectively engaging with non-native speakers from diverse linguistic backgrounds Jenkins emphasizes the importance of focusing on suitable pronunciation norms for learners who aim to use English as a tool for international communication He advocates for teaching local varieties of English instead of native speaker models, particularly for those needing English for interactions with non-native speakers Similarly, Levis highlights that learners prioritize being understood by both native and non-native speakers, aligning with the intelligibility principle.
According to Kenworthy (1987), some educators believe that pronunciation instruction may be ineffective, as only a few learners can achieve native-like pronunciation Instead, indigenous pronunciation is a suitable goal for certain learners, while intelligibility remains a more reasonable objective for the majority Harmer (2001) notes that perfect pronunciation is rarely attainable, and many learners prefer to maintain their foreign accents as part of their identity Therefore, aiming for native-like pronunciation may not be appropriate for most language learners Understandable pronunciation should be prioritized as a fundamental goal, with practical guidelines emphasized to enhance communicative competence.
To attain communicative competence, Morley (1991) identifies four key learner goals: first, "functional intelligibility," which ensures spoken English is clear and comprehensible for listeners; second, "functional communicability," aimed at creating spoken language that effectively addresses individuals' needs while fostering overall communicative competence.
Enhancing self-confidence in non-native speakers involves fostering positive self-awareness in oral communication By implementing effective speech monitoring abilities and modification strategies, students can improve their intelligibility and communicability, thereby boosting their confidence both inside and outside the classroom.
According to Burns (2003:5), effective English communication requires speakers to achieve three key goals: intelligibility, where the sound patterns are recognizable as English; comprehensibility, which ensures that listeners understand the meaning; and interpretability, allowing listeners to grasp the intended purpose behind the spoken words.
Pronunciation learning
Kenworthy (1987:4, as cited in Nunan 1991) points out the following factors that affect the pronunciation learning
The native language significantly influences pronunciation in a target language, with greater differences leading to more challenges for learners When a specific sound is absent in their mother tongue, learners often replace it with the closest equivalent from their native language Thus, it is clear that a learner's native language impacts their ability to pronounce sounds accurately in a new language.
Research suggests that age significantly impacts pronunciation skills in language learners Starting language acquisition at a younger age often leads to more native-like pronunciation outcomes.
Exposure to English plays a crucial role in language acquisition, as learners immersed in environments where the language is spoken benefit significantly compared to those who are not Living in a country where English is prevalent provides distinct advantages, enhancing both comprehension and fluency for learners.
Some individuals possess a superior ability to comprehend foreign languages, often referred to as "phonetic coding ability," "aptitude for oral mimicry," or "auditory discrimination ability."
Research indicates that language learners who have a positive attitude towards the speakers of the target language are more likely to achieve accurate, native-like accents.
For many learners, pronunciation plays a crucial role in their English language acquisition Those who prioritize pronunciation tend to be more receptive to corrections and are often concerned about the quality of their spoken English This emphasis on pronunciation is a significant factor influencing their learning process and should not be overlooked.
1.3.2 Common problems in pronunciation learning
Teaching and learning pronunciation present numerous challenges that require a deep understanding from both teachers and learners to navigate effectively These difficulties stem not only from the complexities of pronunciation itself but also from various subjective and objective factors According to previous and current studies, several key issues frequently arise in pronunciation classes for both educators and students.
Mother tongue significantly impacts the pronunciation learning of a foreign language According to Nunan (1991), the challenges of mastering the phonology of a second language pose considerable difficulties for any second language acquisition theory The greater the differences between the native language and the target language, the more complex the learning process becomes.
The greater the differences between a learner's native language and the target language, the more challenges they will face English pronunciation is particularly complex, presenting numerous factors and rules that complicate the learning process This is especially true for Vietnamese learners of English.
In 1998, it was highlighted that learners frequently encounter challenges in English pronunciation, including trouble articulating sounds absent in their native language, confusion between similar sounds, difficulties with consonant clusters, and a tendency to apply equal stress to all syllables.
Research from Asian countries, including Vietnam, Thailand, Korea, and China, highlights that many pronunciation teaching and learning challenges stem from classroom settings Many university English classes are overcrowded, often exceeding 60 students, which hampers effective learning Additionally, inadequate classroom conditions and the varying quality of teaching staff further complicate the pronunciation instruction process, creating significant obstacles for both teachers and students.
Pronunciation teaching and learning in Vietnam
English has emerged as the preferred foreign language in Vietnam, driven by the country's economic integration with regional and global markets Vietnam's involvement in organizations like ASEAN, AFTA, and WTO has attracted foreign investment, increasing the demand for a skilled workforce proficient in English However, the English communicative competence of the Vietnamese workforce falls short of employers' expectations, primarily due to traditional teaching methods that focus heavily on grammar, resulting in inadequate listening and speaking skills (Kieu, 2010, p.119).
The focus on vocabulary over communicative competence has been criticized, with Wright (2002) arguing that prioritizing accuracy in written language instead of fluency in spoken language is unsuitable for many Vietnamese learners today This highlights a significant concern regarding the lack of English proficiency among Vietnamese students, particularly in speaking skills, prompting stakeholders in Vietnam to seek improvements in English language education.
Learners who have strong English pronunciation are more likely to be understood, even if they make mistakes in other aspects of the language In contrast, those with poor pronunciation may struggle to be understood, regardless of their grammatical accuracy This can lead to a reluctance to speak, hindering their overall communication skills.
Learners who struggle with English pronunciation often face social isolation, employment challenges, and limited educational opportunities Society tends to judge individuals based on their speech, leading to misconceptions about their competence, education level, and knowledge.
Pronunciation is crucial for enhancing the speaking skills of Vietnamese learners and should be prioritized in English Language Teaching (ELT) curricula While Vietnamese researchers have extensively studied English pronunciation, most of their focus has been on phonological aspects, with limited attention given to other pedagogical elements This thesis aims to fill this gap in the existing literature.
METHODOLOGY
The rationale of using the survey method
Surveys are a prevalent method for data collection across various fields, particularly in educational research, where they serve as the most common descriptive approach (Cohen and Manion, 1985) Unlike experimental studies that involve manipulating variables, survey research focuses on observing and gathering data from subjects without interference (Nunan, 1992a) The primary aim of a survey is to capture a snapshot of conditions, attitudes, or events at a specific moment This study seeks to investigate learners' perceptions of pronunciation needs in English learning, making the survey method the most appropriate choice for this research.
Description of the setting
On December 2, 2015, the Prime Minister issued Decision No 315/2005 QĐ/TTG, elevating Hanoi College of Industry to Hanoi University of Industry This institution focuses on delivering education and training services, conducting scientific research, and offering technology consulting and transfer services, all aimed at fostering the industrialization and modernization of Vietnam while promoting global integration.
In 2016-2017 academic year, Hanoi University of Industry has 31 training programs
HaUI offers a total of 16 programs, primarily concentrating on technical disciplines like Engineering Technology, Information Technology, and Garment Technology The institution's leadership has consistently prioritized enhancing training quality while also investing in the development of school facilities.
HaUI currently operates three training campuses, with two located in Hanoi and one in Ha Nam province The classrooms are modern and well-equipped, particularly within the Faculty of Information Technology.
As Vietnam's economic integration with regional and global markets expands, foreign investment in the country is on the rise In response, HaUI is committed to training a skilled workforce proficient in English, emphasizing the importance of English language instruction for students According to the program outcome standards, students are required to achieve a B1 level on the Common European Framework of Reference (CEFR) scale, which is increasingly recognized in Vietnam for assessing foreign language proficiency To support this objective, HaUI's management provides essential resources, including textbooks and teaching materials, ensures a stable internet connection for an updated electronic library, and maintains over 90% of teaching aids and equipment in working condition to meet educational needs.
Starting in their second year, students use English textbooks tailored to their specific majors, while all first-year students utilize "New Headway Elementary." This widely acclaimed textbook is recognized globally for its authoritative syllabus, engaging topics, and effective classroom tasks Although pronunciation is woven into various activities, the book primarily features phonetic symbols, aiding learners in understanding English phonetic transcription systems.
Participants
The study involved 128 first-year students from Hanoi University of Industry, specifically from the Garment Technology and Information Technology majors The university's training programs are primarily focused on technical fields, resulting in a male-dominated demographic in certain faculties like Mechanical Engineering and Information Technology Conversely, programs such as Tourism Business Administration and Fashion Design attract more female students To maintain gender balance and neutrality in the analysis, participants were selected from both the Garment Technology and Information Technology departments, comprising 74 males and 54 females aged 18 to 20, with varying levels of English proficiency.
Importantly, the informants were absolutely guaranteed to be unidentified in any discussion of the data, hence all of them would feel comfortable and open to share their own opinions.
Data collection instruments
The study utilized a mixed-method design, incorporating both quantitative and qualitative approaches through an explanatory sequential framework According to Creswell and Clark (2007), this combination provides a more comprehensive understanding of research issues Specifically, qualitative methods clarify the "what," while quantitative methods elucidate the "how."
In order to find out the answers to the research questions mentioned above in the Introduction of study, two types of data collection instruments were used,
18 including survey questionnaires (form of quantitative method) for students followed by interviews (form of qualitative method) with some of them
To seek answers to the above three research questions, a questionnaire survey was used
First of all, due to the suitability and effectiveness of questionnaire, it is chosen as the main research instrument for this study According to Dornyei (2003),
Administering a questionnaire to a group can yield a significant amount of information in under an hour, making it an invaluable tool for researchers in terms of time, effort, and financial resources According to Richards and Lockhart (1994), questionnaires effectively gather data on the emotional aspects of teaching and learning, including beliefs, attitudes, motivations, and preferences Miles and Huberman (1994) highlight three key advantages of using questionnaires: they allow for quick analysis of large data sets, help verify hypotheses, and promote analytical honesty by minimizing bias Additionally, questionnaires facilitate easier engagement with research problems for participants For these reasons, the questionnaire emerged as the most appropriate method for data collection in my study.
As mentioned in the Introduction part, the aim of the study is to seek answers to the following issues:
Firstly, the attitudes of the freshmen at Hanoi University of Industry towards the importance of pronunciation in learning English
Secondly, the factors which the learners consider as their difficulties in learning pronunciation
Thirdly, what really are the main goals of learners in learning pronunciation
To achieve theses purposes, the following research questions were set out to be answered:
How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
What are the goals of students in terms of learning English pronunciation?
Questionnaire was the major data collection instrument employed in this thesis It was composed of questions divided into four categories
Part A is about learners‟ profiles (Questions 1, 2, 3, 4, 5, 6, 7)
Four first questions investigate learners‟ background information: age, gender, major at university, and their first language
Questions 5 & 6 ask students about the time they have spent on learning and using English
Question 7 surveys the English proficiency level of students
Part B is about learners‟ views on the importance of pronunciation in learning
Questions 8, 9 invite learners to express their opinions about the needs of pronunciation in learning English
Question 10 asks learners about their views on relation between pronunciation with other aspects in English learning
Questions 11,12 ask students to self-asses their English pronunciation proficiency level
Question 13 asks learners about the factors which affect their communication in English
Part C is about learners‟ views on their problems which they met in the process of learning English pronunciation (Questions 14, 15, 16, 17)
Questions 14 and 15 are used to ask students about their English textbook and English learning in their class
Question 16 explores learners‟ views on learning pronunciation
Question 17 aims at finding out which factors pose difficulties for them in learning pronunciation
Part D is about learners‟ views on their main goals in learning English pronunciation (Questions 18, 19, 20, 21)
Each section deals with one research problem 135 copies were sent and 128 copies were returned
The questions in the questionnaire are mainly multiple-choice questions They are in forms of mixed questions, rating scale questions, and Likert scale questions
There are three types of interviews: structured, semi-structured, and unstructured Semi-structured interviews ensure that all participants receive the same key questions while fostering a relaxed atmosphere that encourages open conversation This approach allows interviewees to feel more at ease compared to traditional surveys, leading to more detailed responses Additionally, semi-structured interviews are particularly effective for exploring individuals' views, attitudes, and beliefs on specific topics In this study, semi-structured interviews were employed to gain deeper insights into students' attitudes and beliefs regarding pronunciation learning.
In the second phase of data collection, the author developed an interview guide featuring five key questions The initial section aimed to gather participants' background information, including their duration of English learning and pronunciation training.
21 sections were aimed at investigating their views about the difficulties in learning pronunciation, and their main goals of learning English pronunciation
When did you start to learn English pronunciation?
Why is English pronunciation important?
Could you arrange five following elements, including grammar, vocabulary, pronunciation, culture, and English fluency basing on their influence to communication due to the descent?
When examining the factors that influence pronunciation learning, several key elements may present challenges These include the influence of one's mother tongue, age, and the frequency of exposure to English Additionally, phonetic ability, learning attitude, motivation, class conditions, and the quality of the teacher all play significant roles Identifying which of these factors poses the most difficulty can help tailor effective learning strategies.
What is your target in learning English pronunciation?
Procedures of data collection
In the second term of the 2016-2017 academic year, a study was conducted using a questionnaire to gather data from 135 students in the Faculty of Garment Technology and the Faculty of Information Technology To enhance the validity and reliability of the findings, clear instructions were provided to the participants, and the author monitored their responses to ensure that each student answered independently and accurately checked their answers.
135 copies of questionnaire were sent and 128 copies were returned
Following the analysis of survey questionnaire data, semi-structured interviews were conducted with a selected group of students Out of ten invited participants from the Faculty of Garment Technology and the Faculty of Information Technology, seven students agreed to take part in the interviews The author meticulously recorded each interview, ensuring that all relevant data was captured for the study.
Data analysis
Data from two sources were analyzed to gain an overall understanding Findings from the questionnaire were summarized, calculated, and presented in tables and figures using Microsoft Excel Qualitative data from open-ended questionnaire items and interviews were deductively coded to identify main themes, with participant responses classified accordingly The data was then presented by quoting relevant responses from participants within these themes.
RESEARCH FINDINGS AND DISCUSSION
Quantitative data
The first part of the questionnaire aimed to gather insights into the background of learners, focusing on general information about the subjects The findings revealed that 128 participants, comprising 74 males and 54 females aged 18 to 20, are pursuing majors in Garment Technology and Information Technology at Hanoi University of Industry Notably, all students identified Vietnamese as their native language.
Next two questions 5 and 6 related to the time that learners have spent on learning and using English
Figure 1 Time of learning English
1 year2-5 years6-10 years over 10 year
According to Figure 1, 59.4% of participants have studied English for 6 to 10 years, while 40.6% have dedicated over 10 years to their English education, indicating that these learners have significant experience, with a minimum of six years of English study.
Figure 2 Frequency of using English
According to the data presented in Figure 2, a significant majority of students, specifically 92.2%, reported that they rarely or sometimes use English, while only 7.8% of learners indicated that they often speak the language.
Question 7 surveyed the English proficiency level of learners
Figure 3 English level of informants
As we can see the results from Figure 3 that 28,1% of respondents are at beginner level, nearly two-thirds (60,2%) attain elementary level, and only 11,7% reach pre- intermediate level
According to the above statistics, I found that, there was no significant achievement in their process of learning English although they spent a lot of time learning English
3.1.2 Learners’ perception of the importance of pronunciation in English learning
In this part, the informants were asked to self-asses the proficiency level of English pronunciation
Figure 4 Learners’ proficiency level of English pronunciation
According to the data, only 22.7% of participants felt that others could understand their English speaking Additionally, nearly half of the students (49.2%) acknowledged the need for improvement in their English pronunciation, while a significant 28.1% recognized that their pronunciation was quite poor.
All informants indicated that they prioritize English pronunciation in their learning process, recognizing its significance; however, the level of importance they attribute to it varies among individuals.
Table 1 Learners’ views on the importance of English pronunciation
Next, consider learners‟ views on the influence of English pronunciation to other aspects according to Table 2
Table 2 Learners’ views on aspects related to pronunciation
According to the data presented in Table 2, a significant majority of students (87.5%) recognize the connection between pronunciation and speaking skills, while 60.2% acknowledge its link to listening skills Additionally, the same number of learners understand the relationship between pronunciation and reading skills, as well as grammar and vocabulary However, the impact of pronunciation on writing skills is minimal, with only 7.1% of students noting this connection.
Question number 12 was about the amount of information which learners can get when communicating in English with other people
Figure 5 The amount of information which learners can get
As can be seen from the above pie chart in Figure 4, whilst a minority (6,3%) had good communication, nearly 61% of participants (78 out of 128) understood under 30% what others said
The author presents four key factors that affect communication: grammar and vocabulary, cultural aspects, pronunciation, and English frequency Notably, 46.9% of respondents identified pronunciation as the most significant influence on effective communication For further insights into these aspects, refer to Figure 6.
Figure 6 Learners’ views on aspect which has most influence to communication
3.1.3 Learners’ views on English pronunciation learning
The target of part C of the questionnaire was to find out learners‟ views on problems which they met in the process of learning English pronunciation
In a recent survey, learners were asked about their experiences with English pronunciation The results revealed that 75% of respondents found learning pronunciation to be challenging, while 25% did not view it as a significant obstacle.
Next question focused on the factors affecting the learners‟ pronunciation learning The following table reveals the factors pose difficulties for learners in their process of learning pronunciation
Table 3 Factors pose difficulties for learners in learning pronunciation
The data indicates that freshmen encounter challenges across various factors in their pronunciation learning Notably, three key influences emerge: the mother tongue affects 68% of students, phonetic ability impacts 50%, and exposure accounts for 40.6% Interestingly, age and teaching quality do not appear to significantly influence their pronunciation learning outcomes.
3.1.4 Learners’ goals in learning English pronunciation
The questions 18-21 related to students‟ goals in learning pronunciation The participants were asked about their goals their English pronunciation
Figure 7 Learners’ goals in learning pronunciation
According to the results presented in Figure 7, a significant 60.9% of students aim to achieve intelligibility in their communication, while 35.2% still aspire to pronounce English like native speakers Interestingly, only 3.9% of learners expressed a desire to attain both goals.
Last three questions were aimed to expand learners‟ attitude towards the goals of pronunciation learning See the results in the following table:
To what extent do you agree that you prefer speaking English in their country accent style to native one?
Native-like pronunciationBoth of them
To what extent do you agree that sounding like a native speaker is very important in learning pronunciation?
To what extent do you agree that communicating purpose is much more important than sounding like a native speaker?
Table 4 Learners’ attitude towards the goals of learning pronunciation
According to Table 4, a significant majority of learners (90.6%) prioritize effective communication over sounding like a native English speaker While more than two-thirds (53.9%) aspire to achieve native-like pronunciation, a notable portion (29.7%) prefers to maintain their own accent while speaking English.
Qualitative data
The questionnaire included an open-ended question exploring the connection between pronunciation and various language skills The author identified five key aspects: grammar and vocabulary, listening skills, speaking skills, reading skills, and writing skills Learners were then prompted to share their opinions on which of these aspects are related to pronunciation in English learning and to explain their reasoning.
The open question garnered 42 responses, with many participants sharing their thoughts based on personal feelings or experiences, such as "I think so" or "As my experiment." The majority highlighted the connection between pronunciation and other language skills, particularly emphasizing its relationship with speaking and listening.
“Speaking means pronouncing Thus, if I want to speak English well, I must have good pronunciation.”
“Obviously, pronunciation is related to speaking.”
“Good pronunciation helps me understand what other people say as well as helps others understand what I want to say.”
“Good pronunciation is necessary condition to achieve high results in comprehension listening, speaking and reading skills.”
“Good pronunciation helps me pronounce correctly when learning vocabulary.”
“Good pronunciation + enough vocabulary + more listening = > good speaking.”
Also, some of them show the impact of other skills on pronunciation Such as:
“Speaking and listening skills helps students learn pronunciation better.”
“Practicing frequently in other skills leads to good pronunciation.”
At the conclusion of the questionnaire, the author invites participants to share any additional observations regarding EFL pronunciation teaching or the issues discussed in the survey Notably, several students took the opportunity to express their thoughts, with the majority providing valuable suggestions for enhancing their pronunciation learning experience.
“I want to have more speaking activities in English class.”
“Pronunciation needs to be evaluate through reading and speaking activities.”
“ I want teacher to create more interesting learning environment in the class The teacher should focus on communication and reduce literature as well as avoid using textbook too much ”
3.2.2 Qualitative data from semi-structured interviews
The interviews aimed to explore students' perceptions of the significance of pronunciation in English, examining their challenges and primary objectives in mastering English pronunciation.
In a recent interview, learners were asked about their experiences with English pronunciation prior to university The findings indicated that all seven participants had only begun to learn pronunciation correctly for a few months, with most admitting they had little exposure to it before higher education One respondent noted, “Before going to university, I was mainly taught English grammar When studying at university, I see the importance of oral skills in English, therefore, I put more emphasis on pronunciation.” Another learner mentioned that she only focused on pronunciation a few months after starting university Notably, four out of the seven learners shared similar sentiments, while only two had previously taken a pronunciation course at an English center.
The author asked the students “Why is pronunciation important?” to explore their opinions According to their answers, all of them realized the position of pronunciation in communication
Effective communication relies not only on grammar but also on pronunciation Even if grammar is incorrect, listeners may still grasp the intended message; however, poor pronunciation can lead to misunderstandings Good pronunciation is essential for enhancing listening skills and ensuring clarity Ultimately, regardless of strong writing or an appealing voice, mispronunciation can hinder comprehension.
A participant emphasized the importance of mastering pronunciation as a fundamental skill for effective listening and comprehension in English He believes that since he is learning English primarily for communication, focusing on pronunciation is crucial.
A student highlighted that non-standard pronunciation can create misunderstandings in communication, citing an example where a person from Nghe An speaking to someone in Hanoi may cause confusion for the listener.
Most of them have same ideas that pronunciation is “the foundation” for listening and speaking skills
The author emphasized the crucial role of pronunciation in effective communication by asking students to rank five elements: grammar, vocabulary, pronunciation, culture, and English fluency The results revealed that pronunciation, vocabulary, and grammar were the top three choices, with six students agreeing that pronunciation holds the highest significance in communication.
To effectively learn Vietnamese, it is essential to start with the alphabet, as understanding the letters is crucial for reading words Without first mastering pronunciation, learners may struggle to correctly pronounce words when encountering them.
In interviews regarding the factors influencing pronunciation learning, participants identified phonetic ability as the most significant factor They believe that this natural talent varies among individuals, with some possessing an innate skill for imitation Several interviewees expressed frustration over their perceived lack of a pleasant voice, comparing themselves unfavorably to people from Nghe An, while others noted specific speech limitations, such as a lisp.
The second important factor is motivation One confirmed that “To learn
Effective English pronunciation requires motivation and clear goals Many learners struggle to study independently, making the role of a teacher crucial in fostering a love for learning English pronunciation A supportive teacher can significantly enhance students' motivation and engagement in the learning process.
Student B said that “I only finish target when I have motivation If I don’t like, I don’t care.” Thus, motivation has big impact on learners
The most significant factor affecting English language retention is the amount of exposure one has to the language Many learners express frustration, stating, "I want to use English, but I lack the opportunity," or "I live far from the city center, making it difficult to interact with foreigners." This highlights the importance of practical usage in language learning, as studying without practice can lead to forgetting the language.
Some of interviewees reported that the nature of English pronunciation makes it difficult to learn because “Rules of pronunciation in English is too different from the ones in Vietnamese.”
Teacher quality is considerable because of their experiences in the past “the teacher’s pronunciation in my high school is not standard”
2 of interviewees had the same idea that “age is not important factor if we want to learn pronunciation”
The primary goal for many individuals learning English pronunciation is effective communication and securing a good job However, as they improve their pronunciation, they often shift their focus to achieving native-like pronunciation They believe that while both objectives are important, they represent different stages in their learning journey.
Discussion
Research question 1: How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Despite years of studying English, with most participants learning for at least six years, significant progress remains elusive, as 60% of learners only achieved an elementary level and nearly 30% are still at a beginner level Over 90% of students reported rarely or occasionally using English, and few felt confident in their communication skills; about one-third could only understand 50% of conversations, while many struggled to comprehend at all These disappointing outcomes can largely be attributed to a focus on exam preparation rather than practical communication Additionally, interviews revealed that most students lacked knowledge of English pronunciation until they reached university, which they attributed to traditional teaching methods.
The focus of pedagogy has often been on grammar and vocabulary acquisition instead of fostering communicative competence According to Harmer (2001), the primary objective of language education is to empower students to communicate effectively in the target language Consequently, this approach has led to many students struggling with English language learning.
Before attending university, students often overlook the importance of communicative competence, but they soon recognize the significance of English pronunciation Data from questionnaires and interviews indicate that while all participants acknowledge their need for improved pronunciation, the perceived importance varies among individuals This aligns with previous studies, such as those by Cenoz and Garcia Lecumberri (1999), which reveal that although many learners find pronunciation challenging, they consider it essential Similarly, research by Derwing and Rossiter (2002) in an ESL context in Canada shows that 55% of learners view pronunciation as a major issue, with 90% expressing willingness to engage in available pronunciation programs.
The research highlights the significance of pronunciation as a fundamental aspect of communication, with most interviewees recognizing its vital role in enhancing speaking and listening skills Questionnaire data revealed that students perceive a strong connection between pronunciation and other language skills, including reading, writing, vocabulary, and grammar They emphasized that pronunciation serves as the foundation for English learning, particularly for speaking skills, while also noting that other skills reinforce and support pronunciation This interdependence illustrates how pronunciation and language skills are intricately linked.
In four suggestions including grammar and vocabulary, culture aspects, pronunciation and English frequency, pronunciation was considered as a prior
36 condition making success of communication However, some people saw the importance of pronunciation basing on their feelings
Research question 2: Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
As mentioned in the literature review, Kenworthy (1987:4, as cited in Nunan
In 1991, five key factors influencing pronunciation learning were identified: native language, age, exposure, phonetic ability, and motivation, along with attitude and identity Research in various Asian countries, including Vietnam, Thailand, Korea, and China, reveals that many pronunciation teaching and learning challenges stem from inadequate classroom settings and the substandard quality of teaching staff.
The questionnaire results indicate that learners encounter six out of eight significant challenges in language acquisition, including native language interference, limited exposure, phonetic ability, classroom environment, motivation, and attitude A primary issue is the differences in pronunciation rules between their native language and English, which many participants struggle to navigate Additionally, half of the respondents expressed concerns about their phonetic abilities, citing natural limitations in pronunciation They also reported insufficient exposure to English, with a lack of dedicated time for pronunciation practice in class and limited opportunities to use English outside of the classroom The classroom setting poses further challenges, as overcrowded classes hinder participation in pronunciation activities, despite modern facilities being available but underutilized Ultimately, learners emphasized that motivation and attitude are crucial for their success in mastering pronunciation; without these, they feel they cannot progress While the quality of teaching was not a major concern, some learners did express reservations during interviews.
37 this factor due to the previous traditional pedagogy, emphasizing the acquisition of grammar and vocabulary rather than communicative competence
Research question 3: What are the goals of students in terms of learning English pronunciation?
A recent study revealed that while 90% of learners prioritize effective communication over sounding like native English speakers, 71.1% still value achieving native-like pronunciation Interestingly, only 29.7% of respondents preferred to maintain their unique identity when speaking English.
In a recent survey on pronunciation learning goals, 60.9% of participants aimed for intelligibility in communication, while 35.2% sought to sound more like native speakers Notably, 3.9% of learners expressed a desire to achieve both objectives.
The primary goal of learning English pronunciation among interviewees is effective communication and securing a good job While some learners aspire to achieve native-like pronunciation, they recognize that both objectives are important but pertain to different stages of their language learning journey.
The study reveals that while many students recognize the importance of intelligibility in pronunciation, a significant number still strive for native-like pronunciation as their primary objective This desire stems from learners' aspirations to communicate in the target language as fluently as native speakers do.
Based on the study's findings, the researcher summarizes the key results, provides concluding remarks, discusses the study's limitations, outlines teaching implications, and offers suggestions for future research.
Recapitulation of the major findings
This study investigated freshmen's perceptions regarding the significance of pronunciation in English learning The findings reveal that students recognize pronunciation as a crucial component of effective communication and language acquisition, highlighting its impact on their confidence and comprehension in speaking English.
Freshmen at Hanoi University of Industry recognize the significance of English pronunciation in enhancing their communication skills While many students understand its importance, a few only grasp it on an emotional level, lacking a clear comprehension of why pronunciation matters in language learning.
When learning English pronunciation, students encounter several challenges, including differences in pronunciation rules between their native language and English, limited exposure to the language, inadequate phonetic skills, insufficient resources, and a lack of motivation The most significant difficulties arise from the inherent complexities of pronunciation and the conditions necessary for practicing English While motivation and attitude are not the primary issues they face, students believe these factors are crucial, as they significantly impact their ability to learn pronunciation effectively.
The findings indicate that learners prioritize communicative goals over achieving native-like pronunciation Approximately two-thirds of students emphasized the importance of intelligibility in their communication, revealing a clear understanding that effective communication is more crucial than mimicking native speakers.
Many individuals strive for improved pronunciation, aiming for clear communication and a native-like accent Notably, one-third of participants identify sounding like native speakers as their primary objective.
Concluding remarks drawn from the major findings
The study effectively addressed three research questions, with results aligning closely with the literature review The findings are organized into three key themes: freshmen's perceptions of the importance of pronunciation, the challenges learners face in mastering pronunciation, and the primary goals that learners aim to achieve in their pronunciation studies.
Firstly, the freshmen at Hanoi University of Industry have positive attitudes towards the importance of pronunciation as well as the English pronunciation learning
Secondly, 6 factors poses difficulties for learners in learning pronunciation including mother tongue, amount of exposure, phonetic ability, class setting and condition, motivation, attitude and identity
Concerning learners‟ goal in learning pronunciation, although many students wished to achieve native-like pronunciation, making intelligible communication was believed to be more important purpose which they need achieve.
Limitations of the study
Although this research has been conducted with the best efforts of the researcher, there are some limitation as follows:
The author's inability to effectively observe pronunciation learning in English class stems from its integration with other activities, limiting her capacity to conduct a thorough survey of the classes.
40 do this task, she would have a deeper view about the problems which the learners faced in the process of learning pronunciation
The study aimed to include 130-150 students; however, only 128 participants were present on data collection day due to 13 absences Additionally, three individuals declined to participate in interviews for personal reasons, resulting in only seven agreeing to respond Greater participation would have likely yielded more accurate results.
Teaching implication
Traditional English pedagogy focused on grammar and vocabulary due to exam pressures, but university-level teaching now prioritizes communicative competence Learners recognize the significance of communicative English and the importance of pronunciation, yet both students and teachers face challenges in mastering pronunciation Many learners hold ambiguous views on its role in language acquisition, indicating a gap in understanding that educators need to address Students encounter various subjective and objective difficulties in learning pronunciation, necessitating support from their teachers, who should inspire and motivate them while imparting language knowledge Additionally, educational administrators must enhance learning conditions, and teachers should actively seek solutions to help students overcome these challenges.
All of the learners have clear goals when learning pronunciation However, a considerable number of students still have not the right target in English
Effective pronunciation teaching is essential for improving learners' intelligibility, as achieving a native-like accent is unlikely Both learners' perceptions and teachers' instructions play a crucial role in this process According to Fraser (1999), educators should emphasize the importance of focused pronunciation instruction to enhance students' communication skills.
In recent years, foreign language teaching has transitioned from teacher-directed instruction to a student-centered approach, recognizing learners as central figures in the educational process Learners' beliefs about language learning significantly influence their motivation, attitudes, and overall success According to Richards & Lockhart (1994), these beliefs affect learners' motivation, expectations, and perceptions of language difficulty, as well as the strategies they employ Fraser (1999) echoes this sentiment, emphasizing the importance of motivation and practice in learning pronunciation She advocates for a learner-centered approach, encouraging teachers to engage students in discussions about their views on pronunciation learning and to contextualize pronunciation within communicative settings This framework aims to boost learners' confidence and shift the focus from mimicking a native accent to effectively conveying intelligible messages Ultimately, English teachers must adapt their methods and guide learners in their pronunciation journey to achieve communicative competence.
This study focuses solely on students' perceptions of pronunciation learning Future research should also investigate teachers' views on their students' pronunciation skills By comparing teachers' perceptions with those of learners, researchers can gain deeper insights into the effectiveness of pronunciation instruction.
In addition, the author expects that above limitations will be used as a useful reference for those who intend to conduct researches in the same interest
Last but not least, if possible, the author conduct this study again with larger population of participants in other universities to come up with more reliable results
1 Burns, A & Claire, S (2003), Clearly Speaking: Pronunciation in Action for Teachers, National Center for English Language Teaching and Research,
2 Brown, A (Ed.) (1991), Teaching English pronunciation A book of readings,
3 Carter R., Nunan D (2001), The Cambridge Guide to Teaching English to Speakers of other Languages, United Kingdom: Cambridge University Press
4 Celce-Murcia, M., Brinton, D & Goodwin, J (1996), Teaching Pronunciation: A
Reference for Teachers of English to Speakers of other Languages, New York:
5 Cenoz, J and Garcia Lecumberri, M.L (1999), The acquisition of English pronunciation: learners‟ views‟, International Journal of Applied Linguistics, 9
6 Cohen, L., & Manion, L (1985), Research methods in education, London: Croom Helm
7 Creswell, J W., & Plano Clark, V L (2007), Designing and conducting mixed methods research, Thousand Oaks, CA: Sage
8 Doff, A (1998), Teach English: A Training Course for Teacher, Cambridge University Press
9 Derwing, T.M and Rossiter, M.J (2002) „ESL Learners‟ Perceptions of their pronunciation needs and strategies‟, System, 30, pp 155-166
10 Dửrnyei, Z (2003), Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications, Language Learning, 53(1), 3-32
11 Fangzhi, Cheng (1998), The teaching of pronunciation to Chinese students of English.” English Teaching Forum, Volume 36, Number 1, Jan-Mar 1998,
44 http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol36/no1/p37.htm
12 Fraser, H (1999), ESL Pronunciation Teaching: Could it be more effective? Australian Language Matters, 7 (4), Retrieved from http://www- personal.une.edu.au/~hfraser/docs/HFLanguageMatters.pdf
13 Fraser, H (2000a), Coordinating improvements in pronunciation teaching for adult learners of English as a second language, Canberra: DETYA (Australia
National Training Authority Adult Literacy Project), Retrieved from http://personal.une.edu.au/~hfraser/docs/HF_ANTA_REPORT.pdf
14 Gilakjani, A P (2012), The significance of pronunciation in English language teaching, English language teaching, 5(4), 96
15 Harmer J (2001), The Practice of English Language Teaching, London:
16 Jenkins, J (1998), Which pronunciation norms and models for English as an International Language?, ELT journal, 52(2), 119-126
17 Jenkins, J (2000), The Phonology of English as an International Language,
18 Kenworthy, J (1987), Teaching English Pronunciation, Harlow: Longman
19 Kieu, K A H (2010), Use of Vietnamese in English language teaching in Vietnam: Attitudes of Vietnamese university teachers, English Language Teaching, 3(2), 119- 128
20 Levis, J M (2005), Changing contexts and shifting paradigms in pronunciation teaching, TESOL Quarterly , 39 (3), pp 369-377
21 Miles, MB & Huberman, AM (1994), Qualitative Data Analysis (2nd edition), Thousand Oaks, CA: Sage Publications
22 Morley, J (1991), The pronunciation component in teaching English to speakers of other languages, TESOL Quarterly, 25 (1), pp 51-74
23 Nunan, D (1991), Language teaching methodology, London: Prentice-Hall
24 Nunan, D (1992a), Research methods in language learning, Cambridge:
25 Pham, H H (2005), “Imported” Communicative Language Teaching: Implications for local teachers English Teaching Forum, 43(4), Retrieved from http://exchanges.state.gov/forum/vols/vol43/no4/p2.htm
26 Richards, J C., & Lockhart, C (1994), Reflective teaching in second language classrooms Cambridge: Cambridge University Press
27 Tam, Cam Ha (2005), Common pronunciation problems of Vietnamese learners of English, Journal of Science – Foreign Language, Retrieved from http://js.vnu.edu.vn/Ngoaingu_1/Bai3.pdf
28 Tergujeff, E (2013) Learner perspective on English pronunciation teaching in an EFL context, Research in Language, 11(1), pp 81-95
29 Wright, S (2002), Language education and foreign relation in Vietnam In J.W Tollefson (Ed.), Language policies in education: Critical issues (pp 225-244) Mahwah, New Jersey, London: Lawrence Erlbaum Associates
APPENDICES APPENDIX 1 QUESTIONNAIRE FOR LEARNER
This survey questionnaire is designed for my M.A Minor Thesis on
“FRESHMEN’S PERCEPTIONS OF THEIR PRONUNCIATION NEEDS IN
The English learning program at Hanoi University of Industry plays a crucial role in enhancing students' language skills and preparing them for global opportunities This survey aims to gather valuable insights into the effectiveness of the curriculum and teaching methodologies Participants can rest assured that their responses will remain anonymous, contributing to the research without any risk of identification Your input is vital for the success of this study and will help improve English education at the university.
4 What is your first language?
5 How many years have you been learning English?
☐ 1 year ☐ 2-5 years ☐ 6-10 years ☐ more than 10 years
6 How often do you use English?
7 What is your English level?
Part B: Your view on the importance of pronunciation in learning
8 Do you take notice of pronunciation when learning English??
9 To what extent do you think that pronunciation is important in learning
10 In your opinion, which aspect(s) is/are related to pronunciation in learning English?
11 In which level do you rate your English pronunciation?
12 How much information could you get when communicating in English with foreigners??
13 Could you point out the element which has most influence to communication?
Part C: Your views on your problems in the process of learning English pronunciation
14 What kind of textbook is used in your class?
15 You are taught pronunciation in every English lesson, aren't you??
16 Is it difficult to learn English pronunciation?
17 Which factors pose difficulties for you in learning English pronunciation?
☐ Amount of exposure to English
Part E: Your views on Vietnamese learners’ main goal in English pronunciation
18 To what extent do you agree that you prefer speaking English in their country accent style to native one?
19 To what extent do you agree that sounding like a native speaker is important in learning pronunciation?
20 To what extent do you agree that communicating purpose is much more important than sounding like a native speaker
21 What are your goals in learning pronunciation?
☐ to achieve intelligibility in communication
☐ to sound more like a native speaker
If you have any other observations about EFL pronunciation teaching, or any of the issues raised in this survey, please record them here