INTRODUCTION
Rationale
In recent years, English has gained immense popularity globally and in Vietnam, where it serves as a vital second language for communication, travel, cultural exchange, and trade Consequently, English has become a key subject in many Vietnamese hotels While four essential English skills are crucial for learners of all ages, there is a noticeable emphasis on reading and writing at the expense of speaking Many students invest significant time in grammar for tests, yet they often feel apprehensive about speaking In hotel environments, speaking skills receive less attention, leading to insufficient practice in class, which contributes to difficulties in verbal communication Additionally, many receptionists struggle with grammar and vocabulary, further hindering their ability to communicate effectively in English.
Several factors influence English speaking skills, including intonation, grammar, linking, rhythm, and context, with pronunciation being the most critical Observations during speaking sessions at Sea View Hotel reveal that many receptionists, particularly beginners, struggle with pronunciation This issue is prevalent among English learners, and after extensive investigation, it appears that ending sounds are the most common pronunciation mistake made by receptionists at Sea View Hotel.
To achieve correct and fluent English speaking skills, receptionists must focus on pronunciation, particularly on ending sounds, which are crucial in English Unlike Vietnamese, which consists of single words without ending sounds, English pronunciation relies heavily on these elements This difference poses challenges for Vietnamese learners, especially receptionists at Sea View Hotel, who often struggle with mastering English pronunciation, particularly the ending sounds.
To address the issue of pronunciation challenges faced by receptionists at Sea View Hotel, the author conducted a research study titled “A Study on Common Pronunciation Mistakes.” This research aims to raise awareness among receptionists about unnoticed pronunciation issues and provide effective solutions to enhance their speaking skills.
Aim of the study
This study aims to assist receptionists in identifying and correcting their ending sound errors, enhancing their awareness of pronunciation challenges It addresses two key areas: first, identifying the most frequent ending sound errors in English, and second, providing effective solutions to improve their pronunciation skills.
Research
These followings are three research questions of this study:
1) What is the most common pronunciation mistake that receptionists at Sea View Hotel tend to make when speaking English?
2) What are ending sound errors that receptionists’ are likely to face?
3) What are solutions to help receptionists’ avoid pronunciation mistakes and solve their problems?
Scope of the study
This study focuses on common English pronunciation mistakes made by receptionists, specifically at Sea View Hotel, with an emphasis on ending sounds While there are numerous pronunciation challenges that learners face, this research will highlight five prevalent ending sound errors identified through a survey of 25 receptionists The author aims to provide valuable insights and resources to assist receptionists in improving their pronunciation skills.
Design of the study
This study consists of three parts:
This section outlines the rationale, objectives, methods, scope, and design of the study, serving as a foundation for the subsequent chapter Additionally, it will present a theoretical framework regarding English pronunciation and errors related to ending sounds.
This part will consist of three chapters:
Chapter 1: Theoretical background provides the definition of English pronunciation its importance and some opinions of pronunciation errors Consonants is also presented in this chapter
Chapter 2: The study of the most common pronunciation mistake: ending sound errors Survey questionnaire will be carry out in order to find out the most common ending sound errors that receptionists at Sea View Hotel tend to make when speaking
Chapter 3: Findings and discussion: Basing on the data collection from survey questionnaire, the issues will be analyzed in depth in order to provide realistic information about ending sound mistakes of receptionists This chapter also is about some suggestions to avoid receptionists’ pronunciation problems which are mentioned above and solutions in order to help receptionists have good pronunciation
The results from the investigation about ending sound problems of receptionists at Sea View Hotel in part 2 will be concluded in this part
DEVELOPMENT
This chapter aims to explore the theoretical background related to errors in English ending sounds It will provide essential knowledge to help receptionists deepen their understanding of pronunciation, its significance, and the nature of pronunciation errors.
For English language learners, mastering pronunciation is essential, as it serves as the foundation for effective communication Understanding how to accurately pronounce words is crucial before progressing to other language skills This section will define pronunciation, offering valuable insights for all receptionists.
Pronunciation refers to how a word or language is spoken, encompassing the manner in which an individual articulates a word When someone is described as having "correct pronunciation," it indicates adherence to the norms of a specific dialect.
Pronunciation is defined as the production of sounds used to convey meaning, encompassing the specific sounds of a language (segments) and suprasegmental features such as intonation, phrasing, stress, timing, and rhythm It also includes voice quality and, in a broader sense, the gestures and expressions associated with spoken language Each aspect of pronunciation is summarized, with additional references provided for further study.
THEORETICAL BACKGROUND
Introduction
This chapter aims to explore the theoretical background of English ending sound errors, providing essential knowledge for receptionists to deepen their understanding It will cover key concepts such as the definition of pronunciation, its significance, and common pronunciation errors, helping to solidify their grasp of these important issues.
Pronunciation
For English language learners, mastering pronunciation is essential as it lays the foundation for effective communication Understanding how to accurately pronounce words is crucial before delving into other aspects of language learning This section will define pronunciation and offer valuable insights for all receptionists.
Pronunciation refers to how a word or language is spoken, encompassing the manner in which an individual articulates a word When someone is described as having "correct pronunciation," it indicates adherence to the norms of a specific dialect.
Pronunciation is defined as the production of sounds used to convey meaning, encompassing various elements such as individual sounds (segments), intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), voice quality, and even gestures and expressions related to speech Each of these components plays a crucial role in effective communication, and further resources for study are provided for those interested in deepening their understanding of pronunciation.
Wikipedia Dictionaries indicates another definition of pronunciation:
Pronunciation is the skill of using the appropriate stress, rhythm, and intonation when speaking a word It can vary among individuals or groups based on factors like their upbringing, current location, speech or voice disorders, ethnicity, social class, and education level.
Pronunciation refers to "the way in which a language is spoken" (Oxford Advanced Learner’s Encyclopedic, 1992:718) According to the Oxford Advanced Learner’s Dictionary, 8th edition (2008), it specifically describes pronunciation as "the way in which a language or a particular word or sound is pronounced."
There are so many different definitions of pronunciation, this one from Oxford Dictionary seems to be easier to understand: “pronunciation is the way in which a word is pronounced”
Pronunciation plays a crucial role in effective English speaking, yet many individuals, particularly receptionists, often overlook it in favor of focusing on word meanings Incorrect pronunciation can lead to misunderstandings, making it essential to prioritize accurate pronunciation for clear communication Additionally, mastering pronunciation aids in vocabulary acquisition, as correctly pronouncing words is integral to memorization in second-language learning Establishing a strong foundation in pronunciation early on significantly enhances overall language learning effectiveness.
Effective English pronunciation is crucial for clear communication, as learners with good pronunciation are more likely to be understood despite errors in other areas, whereas those with poor pronunciation may struggle to be understood even with perfect grammar.
Students often require explicit guidance from teachers to effectively acquire English pronunciation skills (Morley 1994; Fraser 2000) Surveys indicate that learners consistently express a strong need for focused pronunciation practice in the classroom (Eggwilling 1989) Therefore, incorporating pronunciation work into lessons is essential for enhancing students' language proficiency.
According to the Higgs Graph of Learner Needs, pronunciation is crucial for beginners as it enhances their comfort in speaking The significance of pronunciation in English speaking cannot be overstated, as it is one of the key factors for effective communication.
Hence, receptionists should take pronunciation into account in order to have good speaking.
What is English pronunciation error?
Making mistakes in pronunciation is a natural part of learning any language, particularly for new English learners According to Dulay, Burt, and Krashen, errors are defined as the flawed aspects of a learner's speech or writing that deviate from the norms of proficient language use.
Richards (1971) identifies two types of errors in language learning: performance errors, which arise from factors like fatigue and inattention, and competence errors, stemming from a lack of understanding of language rules Similarly, Ellis (1997) emphasizes that errors indicate gaps in a learner's knowledge, occurring when the learner is unaware of the correct form In contrast, mistakes are seen as temporary lapses in performance, happening when the learner struggles to apply what they already know in specific situations.
Every English learner inevitably makes pronunciation mistakes during their speaking journey, often facing unique challenges It is crucial for receptionists to identify and address these pronunciation issues promptly to enhance communication effectiveness.
Consonants
Receptionists at Sea View Hotel frequently make pronunciation mistakes, particularly with ending sounds Common errors include mispronouncing final consonants, which can lead to misunderstandings By focusing on improving these aspects of their speech, receptionists can enhance communication and provide a better experience for guests.
Before studying about ending sounds, students have to learn about consonants first In this chap, receptionists will get some useful information about definition, classification and description of English consonants
Figure 1: Consonants and vowels (Reprinted from Sound foundations
1994 by Adrian Underhill with kind permission of Macmillan Education, UK)
According to the Oxford Advanced Learner’s Encyclopedic (1992:192), consonants are “speech sounds made by completely or partly stopping the flow of air breathed out through the mouth”
Consonants are defined as speech sounds that are not vowels, represented by letters of the alphabet that are produced through a partial or complete obstruction of the airflow by the articulatory organs.
In English phonetics and phonology, consonants are defined as sounds that obstruct the airflow from the larynx to the lips (Peter Roach, 2000:10) They are produced when one articulator moves towards another, or when two articulators come together, effectively blocking the airflow and preventing it from passing freely.
1.4.2 Classification and description of consonants
Figure 2: Diagram of the vocal tract showing the places of articulation
According to place of articulation, consonants are classified into 9 types:
Bilabials: are the sounds made with the two lips pressed together or coming together /b, p, w, m/
Labia-dentals: are the sounds which are produced with the lower lip touching the upper front teeth /f, v/
Dentals: are the sounds which are produced with the tip or blade of the tongue touching the upper front teeth / θ, ð/
Alveolar: are the sounds which are produced with the tip or blade of the tongue touching or approaching the alveolar ridge /t, d, s, z, n, l/
Retroflex: is the sound which is produced with the tip of the tongue curling back towards the back of the alveolar ridge /r/
Palate-alveolar sounds are articulated when the tongue tip or blade approaches the region between the back of the alveolar ridge and the front of the hard palate These sounds include /ʃ/, /ʒ/, /tʃ/, and /dʒ/.
Palatal: is the sound which is produced with the front of the tongue coming close to the hard palate /j/
Velars: are the sounds which are produced with the back of the tongue touching the soft palate /k, g, ŋ/
Glottal: are the sounds which are produced without the active use of the tongue and other parts of the mouth /h/
According to manner of articulation, consonants include 6 types:
Nasals are speech sounds produced when airflow is halted in the oral cavity, while the soft palate remains lowered, allowing air to escape through the nose The nasal sounds in English include /m/, /n/, and /ŋ/.
Plosives are speech sounds created when airflow is temporarily halted in the oral cavity, with the soft palate raised to block the nasal passage This occurs when two articulators come together and then quickly separate, allowing the air to escape through the mouth The primary plosive sounds include /p/, /b/, /t/, /d/, /k/, and /g/.
Fricatives are speech sounds produced when two articulators come close together, creating a small opening that partially obstructs the airstream, resulting in an audible friction noise Examples of fricative sounds include /f, v, ʃ, ʒ, θ, ð, s, z, h/.
Affricates: are the sounds which are produced when a stop is immediately followed by a fricative / tʃ , dʒ/
Lateral sounds occur when airflow is blocked at a specific point in the center of the oral cavity, resulting in incomplete closure between the tongue and the roof of the mouth on one or both sides An example of this type of sound is the phoneme /l/.
Approximants are speech sounds produced when two articulators come close together without significantly narrowing the vocal tract, which prevents the creation of friction noise Examples of approximants include the sounds /r/, /w/, and /j/.
Figure 3: Classification of English consonants (Cawley, 1996).
English ending sounds
For English learners, the term "ending sound" is commonly encountered in speaking Ending sounds refer to the sounds produced at the conclusion of a word, specifically the consonant sounds, which can include one or more consonants known as consonant clusters These ending sounds are technically referred to as Codas.
“The coda is the final consonant or consonant cluster.” (Barbara and Brian,
In linguistics, a coda refers to the consonants at the end of a syllable or word According to Rachael-Anne Knight (2003) from the University of Surrey, when there are no consonants at the end of a word, it is referred to as a zero coda A single consonant at the end is termed the final consonant, with the exception of "h," "r," "w," and "j," which cannot serve as final codas Examples of final consonant sounds in English can be provided for further clarity.
/p/ - sheep, stop, cheap /tʃ/ - teach, watch, much
/t/ - start, smart, seat, meat, wet /dʒ/- bridge, large, village /d/ - ride, sad, bread, road /m/- come, some, warm, time
/k/ - pick, speak, peak /ŋ/ - sing, spring, wrong, wing
/f/ - leaf, belief, roof, half, sniff /l/ - pool, smile, veil, call /v/ - leave, arrive, live, love, five /ʒ/ - message, garage, massage
/θ/ - earth, health, worth /g/ - beg, dog, clog, bag /ð/ - breathe, clothe, with /ʃ/ - crash, wash, rush
/s/ - stress, goes, rice, bus, six
When there are two or more consonants standing at the end of the word, the terms “pre-final” and “post-final” consonants are used
Pre-final: /m/, /n/, /ŋ/, /l/, s followed by a final consonant
Example: help, bank, books, blind etc
Pre-final plus final plus post-final (e.g.: stopped, speaks)
Final plus post-final plus post final: /s/, /z/, /t/, /d/, /θ/ (e.g.: next, thousands)
Most are pre-final plus final plus post-final (e.g twelfths, prompts) occasionally there is one final and three post final consonants (e.g sixths, texts )
Ending sound errors, as defined by Mark (2008), refer to the incorrect pronunciation of a word's final consonant Treiman (1989) classifies these errors into several categories, including cluster reduction, cluster simplification, epenthesis, coalescence, omission of nasal and liquid sounds, and phonetically possible spelling.
Treiman (1989) identifies six types of ending sound errors, one of which is cluster reduction This error involves the omission of one or more consonants from a consonant cluster, resulting in only a single consonant remaining at the syllable margins (Grunwell, 1987, as cited in Treiman, 1989).
Cluster reduction : This is the “deletion of one or more consonants from a target cluster so that only a single consonant occurs at syllable margins” (Grunwell, 1987: 217, as cited in Treiman (1989))
Cluster Simplification : The error occurs when one/some elements of a cluster being is/are produced in a different manner from the target phoneme (Grunwell (1987), as cited in Treiman(1989))
Epenthesis: This is the insertion of some vowel (normally a schwa) between cluster elements (Dyson & Paden (1983), as cited in Treiman(1989))
Coalescence: It occurs when the yielded pronunciation contains a new consonant composed of features from the original consonants (Dyson & Paden
In consonant clusters where nasals (/n/, /m/) or liquids (/r/, /l/) appear as the initial element followed by a final consonant, these sounds are frequently omitted This phenomenon has been documented in research by Treiman, Zukowski, and Richmond-Wetly (1995).
Phonetically possible spelling: In representing the first consonant of a cluster, spellers tend to spell words in an inaccurate but phonetically plausible ways (Treiman &Bourassa (2000).)
In her research, ending sound errors were divided into 3 groups:
Reduction is omitting the final consonant or one element of a cluster Insertion is inserting a consonant to the ending of word
Substitution involves replacing an English consonant with a phonetically similar Vietnamese sound This study will analyze the findings from recorded tapes of receptionists and observations, focusing on three identified types of errors.
THE STUDY
Participants and purposes of the survey questionnaire
Data for this study was gathered through a survey questionnaire distributed to receptionists at Sea View Hotel The selection of these receptionists was primarily based on two key factors, with the first being the significance of pronunciation in their role.
The first level of language learning is crucial, as it serves as the foundation for advancing to higher levels Pronunciation is essential in mastering spoken language, making it the first step in effective communication Additionally, many receptionists may lack a strong grasp of pronunciation, which can lead to frequent errors in their speech.
There are two common mistakes that they often face: ending sound errors
The survey questionnaire is designed for 3 main following purposes:
To find out the receptionists’ attitude about English pronunciation and its importance
To get information of receptionists’ pronunciation problems in reality
To inquire about receptionists’ opinions on suggested techniques in order to solve the problems.
Design of the questionnaire
This study utilizes a survey questionnaire to gather insights from receptionists at Sea View Hotel regarding common pronunciation errors they encounter The survey aims to identify and analyze these challenges faced by the staff in their daily interactions.
Receptionists' attitudes toward English suggest that they believe pronunciation is not the most critical aspect of English speaking skills While some may argue that pronunciation is essential, the receptionists emphasize other factors that contribute to effective communication in English This perspective highlights the complexity of language proficiency and the various elements that influence speaking skills beyond just pronunciation.
Question 4, question 5 and question 6 are designed to find out receptionists’ interest in pronunciation as well as their experience and frequency of making pronunciation mistakes when speaking English
Questions 7, 8, and 9 highlight common pronunciation mistakes made by receptionists, focusing on their frequent errors with ending sounds and vowel pairs These questions provide specific and realistic insights into the typical challenges receptionists face in their speech.
Question 10 is conducted to inquire receptionists’ opinion about some suggested solutions which can help them avoid pronunciation problems.
Findings and discussion
A recent survey and observational study reveal that pronunciation significantly impacts English speaking skills, particularly highlighting that ending sound errors are the most frequent mistakes made by receptionists at Sea View Hotel The survey identified eight common ending sound errors encountered by these receptionists during their English conversations The following analysis will delve into the collected data and provide a deeper understanding of this issue.
2.3.1.1 Receptionists’ attitudes on English speaking skill in general and pronunciation in particular
Question 1: What is English skill do you like most?
Chart 1: The most favorite skill of receptionists’ at Sea View Hotel
The primary objective of the first question is to identify the preferred English skill among receptionists According to the data presented in Chart 1, all four language skills—listening, speaking, writing, and reading—are emphasized in language learning However, speaking emerges as the most favored skill, with 48% of receptionists preferring it Reading follows as the second favorite at 28%, while writing and listening are less popular, with 13% and 11% respectively This indicates that a significant number of receptionists prioritize speaking English, although the interest in reading is notably high as well To effectively communicate in English, receptionists should focus on enhancing both their speaking and listening skills, despite the fact that the preference for listening is 37% lower than that for speaking.
Question 2: Which factor do you consider the most important in
The article highlights key factors influencing English speaking skills, with receptionists identifying pronunciation as the most significant, accounting for 42% of responses Other contributing factors include vocabulary (31%), grammar (12%), intonation (10%), and spelling (3%), while 2% fall under miscellaneous categories The findings underscore the critical role of pronunciation in effective English communication, a fact recognized by all receptionists surveyed.
Grammar Vocabulary Pronunciation Intonation Spelling Others
Chart 2: The percentages of important factors in speaking
The next question is fulfilled to understand exactly receptionists’ attitude toward the importance of pronunciation in English speaking
Question 3: The importance of pronunciation in English speaking ?
Very important Important Normal Not important
Chart 3: The importance of pronunciation in English speaking
The results from Chart 2 highlight the importance of English pronunciation among receptionists at Sea View Hotel A significant majority of respondents recognize its critical role in effective communication, with 68% rating pronunciation as very important and 28% considering it important However, a small minority of 4% do not acknowledge its significance in speaking Overall, the findings indicate a strong awareness of the value of pronunciation in professional interactions.
2.3.1.2 Receptionists’ interest in pronunciation and their frequency of making pronunciation mistakes
Question 4: How do you like learning pronunciation?
The collected data is presented in chart below:
12% 1% like very much like normal hate
Chart 4: Receptionists’ interest in pronunciation
According to Chart 4, a significant majority of receptionists, 62%, express a preference for pronunciation, with 25% indicating they like it very much Additionally, 12% of receptionists find pronunciation to be average, while only 1% report a dislike for it.
Question 5: Have you ever learnt any pronunciation lesson?
A recent survey reveals that only about 30% of receptionists have taken pronunciation lessons, while over 70% have not participated in any pronunciation courses This lack of training indicates that many receptionists possess limited knowledge and experience in English pronunciation, leading to frequent basic pronunciation mistakes.
70% used to attend pronunciation course have ever attened any course
Chart 5: Receptionists’ experience in English pronunciation
Question 6: How often do you make pronunciation mistakes when speaking English at work?
Chart 6: Receptionists’ frequency of making pronunciation mistakes
Chart 6 highlights that receptionists frequently struggle with pronunciation errors while speaking English in their professional environment Due to their limited knowledge and experience in pronunciation, they are more prone to making mistakes Specifically, 51% of receptionists often encounter pronunciation issues, while 44% experience them occasionally, and 10% face these problems regularly In contrast, only 4% of receptionists rarely make pronunciation mistakes, and a mere 1% claim to never encounter such issues.
Question 7: Which pronunciation mistakes do you tend to encounter when speaking English?
Pronunciation mistakes can take various forms, including issues with word and sentence stress, as well as confusion between short and long vowels However, one of the most prevalent challenges faced by receptionists when speaking English is mispronouncing ending sounds The accompanying chart illustrates this finding.
Chart 7: Receptionists’ common pronunciation mistakes
The chart reveals that the most frequent pronunciation error is the omission of ending sounds, which accounts for 30% of mistakes This is followed by sentence stress at 22% and vowel misunderstanding at 18% Word stress constitutes 17% of common errors, while intonation errors make up 11%, and other mistakes represent 2% In response to additional questions posed by the author, receptionists admitted that they frequently either omit or incorrectly pronounce ending sounds when speaking English.
It is because they find some ending sounds difficult to pronounce and question 7 and 8 are conducted to find out receptionists’ most common ending sounds
Question 8: What are your ending sound mistakes that you often make when speaking English ?
The collected data about receptionists’ ending sound mistakes will be presented clearly in table below:
Table 1: Percentage of ending sounds faced by receptionists
The analysis reveals the five most challenging ending sounds for receptionists, which are /dʒ/, /θ/, /ʃ/, /ð/, and /ʒ/ The sound /dʒ/ is the most problematic, with a significant 85% of receptionists struggling with its pronunciation, followed closely by /θ/ at 82%, /ʃ/ at 80%, /ð/ at 78%, and /ʒ/ at 75% This indicates a common difficulty among receptionists in articulating these sounds, particularly the /dʒ/ ending sound.
For reasons, receptionists find these sounds difficult to pronounce, then they have a tendency to omit these ending sounds or produce them in uncorrected way
Question 9: What are your reasons for difficulties when pronouncing ending sounds?
In order to find out the reason why receptionists having difficulties with ending sounds, the author continues to carry out question 9 The answers will be stated by chart 8
Reason 1 Reason 2 Reason 3 Reason 4 Reason 5 Reason 6 Others Reason
Chart 8: Receptionists’ reasons for difficulties when pronouncing ending sounds
Reason 1: There are no ending sounds in mother tongue
Reason 2: I have not heard about ending sound when learning at high school Reason 3: I have not attended any pronunciation course
Reason 4: It is not important to pronounce ending sounds
Reason 5: I have no habit of pronouncing these sounds
Reason 6: It is difficult to pronounce ending sounds
Understanding why receptionists struggle with pronouncing ending sounds is crucial for addressing this issue A survey revealed six specific reasons for these difficulties, with the most significant being that 30% of respondents identified it as the primary challenge All receptionists surveyed acknowledged the difficulty of pronouncing ending sounds and expressed uncertainty about how to produce them correctly For instance, they often mispronounce the word "finish" as /’finis/ instead of the correct /’finiʃ/.
Reason 1 accounts for a significant 27% of the total, indicating that many Vietnamese receptionists struggle with pronunciation due to the absence of ending sounds in their native language Additionally, 21% of receptionists have not participated in any pronunciation courses, which contributes to their difficulty in articulating these sounds accurately The lack of practice in producing ending sounds has become a detrimental habit for 12% of receptionists In contrast, lower percentages are attributed to reason 2 (5%), reason 4 (2%), and other factors (3%).
Question 10: Which solution do you agree to use in order to avoid pronunciation mistakes?
Transcribing words when learning vocabulary 50% 35% 15%
Doing pronunciation exercises in text books 43% 45% 12%
Table 2: Receptionist’ opinion about solutions to deal with
The data indicates that playing games and singing English songs are the top choices among receptionists, with 100% expressing a preference for these activities These engaging solutions effectively help receptionists overcome pronunciation challenges while also enhancing their interest in learning.
Receptionists have identified several effective solutions for improving their skills, with tongue twisters being particularly popular; 45% find them interesting, while 35% do not However, only 12% agree with using textbook exercises, as 43% find them unengaging Self-recording is favored by 60% of receptionists, though 22% disagree While a significant 92% support reading books, 52% consider it uninteresting, leading to a preference for more interactive activities like dancing and games Consequently, only 40% enjoy reading Additionally, 50% of receptionists recognize the importance of transcribing words for vocabulary learning, though 15% disagree with this method.
In short, receptionists can use a lot of solutions for their pronunciation problems and each ones have their own ways in order to get rid of the issues.
SUGGESTIONS TO DEAL WITH RECEPTIONISTS’
Suggestions to accurately pronounce 5 common ending sounds /d ʒ/, /θ/, /ʃ/, /ð/ and / ʒ /
Among the five common ending sound errors—/dʒ/, /θ/, /ʃ/, /ð/, and /ʒ/—the /dʒ/ sound is particularly challenging for receptionists, leading to frequent omissions during speech These errors account for significant percentages of mispronunciation: 85%, 80%, 78%, 85%, and 75% As a result, receptionists often neglect these final sounds, making it difficult for others, especially native speakers, to comprehend their speech.
To master the pronunciation of the /dʒ/ sound, place the front part of your tongue against the roof of your mouth, then release the air slowly after removing the blockage This voiced consonant involves vibrating your vocal cords, so be sure to practice this technique for accurate sound production.
Figure 4: Production of the sound /dʒ/
Following are some examples to illustrate the sound /dʒ/: Orange, bridge, jelly, juice, jug, vegetables, jam, charge, giant…
The /θ/ sound can be challenging for many receptionists to pronounce correctly To master this sound, it is recommended to place your tongue gently between your teeth and exhale air without using your voice This technique can significantly improve pronunciation skills for receptionists.
Some examples to practice this sound: Teeth, path, with, breath, bath, thumb, three, theatre, month, health, thick…
Receptionists often struggle with the pronunciation of the /ʃ/ sound To master this sound, start by practicing the /s/ sound, which involves placing the tip of your tongue against your upper teeth and exhaling air without using your voice Once comfortable, move the tip of your tongue slightly further back to produce the /ʃ/ sound Use the accompanying picture for guidance and practice.
For instance: Shoes, crush, shell, finish, fish, show, shoot, wish, emotion, fashion, mission…
The challenging ending sound /ð/ can be mastered by first practicing the sound /θ/ and then adding voice to create the desired pronunciation For a clearer understanding of how to articulate this sound, refer to the accompanying image.
Here are some words to practice this sound: Father, clothes, feather, brother, mother, without…
The sound /ʒ/ has the lowest occurrence rate at 72%, indicating it may be easier to produce than the previous four sounds To master this sound, begin by practicing the /ʃ/ sound and then add vocalization to create /ʒ/.
Some suggested to practice this sound: Television, garage, measure, treasure, casual, collision, pleasure…
Suggested solutions to avoid ending sound errors and have good pronunciation
Many receptionists, including those at Sea View Hotel, struggle with speaking English despite years of grammar study, as their learning focuses on passing tests rather than practical communication While they may excel in written grammar, they often lack confidence in speaking due to fear of making mistakes, particularly with pronunciation and stress To address this issue, helpful tips will be provided to enhance their pronunciation and speaking skills.
First tip: Practice listening regularly
Regular listening practice is crucial for learning English, especially for receptionists It helps familiarize them with English sounds, making speaking less daunting over time Engaging with music, videos, and movies creates an immersive English environment, allowing ears to adapt to new sounds Receptionists can easily incorporate listening into their daily routines, such as while bathing, cooking, or cleaning Watching English content that aligns with personal interests not only entertains but also enhances language skills The concept of "language bathing" involves passive listening without the pressure of understanding every word, ultimately leading to improved listening abilities.
Second tip: Learn to talk like a baby
In order to pronounce ending sounds, you need to following three stages: initial, intermediate and final stage For example:
To pronounce the word "look," start by articulating it as two distinct sounds: "lúc kờ." Emphasize the first sound more than the second, gradually elongating the "u" sound As you refine your pronunciation, the "ờ" in "kờ" will fade, resulting in the final pronunciation of "look" as "lu k."
Third tip: Copy native speakers
To improve your English pronunciation, mimic native speakers by listening to foreign programs and movies, and repeat what you hear, even if you don't fully understand it Singing English songs can also be beneficial; by imitating the lyrics, you enhance your intonation and rhythm while enjoying a relaxing activity.
Many English learners believe that speaking too quickly can reinforce negative habits To improve, it's beneficial to practice a few fundamental elements daily Begin with individual sounds, then progress to words, and ultimately combine several words into phrases.
The shadowing technique is an effective method for enhancing English pronunciation by listening to and mimicking spoken sentences This practice is invaluable for mastering standard pronunciation, intonation, and phonics By repeating what you hear in videos, you can capture the natural flow of speech, including voice modulation and emphasis on sounds and words Regular practice with shadowing will lead to noticeable improvements in your speaking skills, making your speech more fluent and natural rather than hesitant and fragmented.
Good pronunciation involves mastering individual sounds, as well as understanding intonation and stress Intonation refers to the rise and fall of the voice, while stress highlights certain sounds in words and words in sentences that are emphasized To enhance your pronunciation, practice reading poems, speeches, and songs aloud, focusing on word stress and intonation.
Six tip: Learn English the way you learn your mother tongue
Many English pronunciation errors stem from learners' strong influence from their native language, which affects their speaking habits and understanding To improve pronunciation, it's essential for learners to recognize the fundamental differences between English and Vietnamese, allowing them to overcome the constraints of their mother tongue This process can be likened to an adventure in decryption, where breaking old stereotypes opens the door to forming new habits By developing fresh listening and speaking techniques, learners can effectively practice and enhance their pronunciation skills.
To achieve excellent pronunciation, receptionists should not only remember effective techniques but also practice pronouncing ending sounds and vowels repeatedly Engaging in pronunciation games can alleviate boredom and enhance their skills, making the learning process enjoyable and dynamic Such games foster an exciting atmosphere, motivating receptionists to improve their pronunciation and English speaking abilities Here are some recommended games to help enhance these skills.
This engaging pronunciation game involves a collection of mixed-up words Participants, such as receptionists, must identify rhyming words and align them side by side This enjoyable activity serves as an effective method for enhancing both English pronunciation and spelling skills.
For instance: some- sum, mouse- house, lake- break, cook- book… on and speaking
This is a rhyming pairs exercise for receptionists With this exercise, they can practice pronunciation, especially vowels and they also learn more new words via pictures
Exercise: Match the pictures that rhyme
This engaging game focuses on enhancing receptionists' pronunciation skills by challenging them to identify and match homophones By dragging corresponding words side-by-side, players can enjoy a fun and interactive way to improve both their English pronunciation and spelling simultaneously.
This game is easy to play and useful It helps receptionists practice not only their pronunciation but also their listening
To play this game, divide the class into three groups, each represented by a column on the board Select three receptionists from each group to be the initial players The receptionists will prepare a list of words, and when the game begins, they will take turns speaking the words aloud The first receptionist will race to the board to write down the words Group members will alternate turns until the game concludes The group with the most correct answers at the end will be declared the winner.
Tongue twister is a sentence or phrase that is difficult to articulate clearly and quickly, such as Peter Piper picked a peck of pickled pepper…
Here are some tongue twisters to practice:
“Betty Botter bought a bit of butter
The butter Betty Botter bought was a bit bitter
And made her batter bitter
But a bit of better butter makes better batter
So Betty Botter bought a bit of better butter
Making Betty Botter's bitter batter better”
Book 1: Ship or sheep by Ann Baker
"Ship or Sheep" by Ann Baker is an essential book for receptionists, as it aids in recognizing and producing English sounds while focusing on stress and intonation This resource can significantly improve their pronunciation, making it an ideal choice for all English learners.
Book 2: New Headway Pronunciation Course- Pre-intermediate by Bill Bowler, Sue Parminter (Cornelsen & Oxford University Press | 2001-12-01)
This book offers a practical and imaginative approach to mastering phonemes that various nationalities often struggle with, alongside essential topics of stress, rhythm, and intonation It effectively incorporates times and dates, making it a valuable addition to the New Headway series.
Our training program empowers receptionists to communicate clearly and confidently by focusing on essential pronunciation skills We offer targeted practice on individual sounds, along with tailored exercises for speakers of specific languages Additionally, our training includes guidance on stress and intonation patterns to ensure effective communication, as well as support in understanding the nuances of connected speech.
Book 3: English Pronunciation Made Simple by Paulette Dale and Lillian Poms
CONCLUSION
To summarize, this graduated paper has been conducted with the aim to investigate the English common pronunciation problem faced by receptionists at Sea View Hotel
The rationale, the aim of the research, the scope of the study and the design of the paper are present in Part 1
In Part 2, we explore key concepts related to English pronunciation, including definitions of consonants and common ending sound errors To identify prevalent pronunciation mistakes among receptionists, a survey questionnaire was conducted, revealing that ending sound errors are particularly common The analysis of survey data highlights five specific ending sounds that receptionists frequently mispronounce in their professional communication Additionally, this section offers practical suggestions to help address these pronunciation challenges.
This research focuses on a specific aspect of English pronunciation mistakes, particularly ending sounds, acknowledging limitations in time, experience, and knowledge It offers solutions for improving English pronunciation and invites reader feedback The author hopes this study serves as a valuable resource for receptionists dealing with pronunciation challenges related to ending sounds.
THE SURVEY QUESTIONNAIRE FOR RECEPTIONIST
Dear receptionists at Sea View Hotel, this survey aims to assess your attitudes and awareness regarding the significance of pronunciation in English speaking, as well as to identify common pronunciation mistakes encountered in your classes Your responses will contribute to my research titled “A Study on Common Pronunciation Mistakes and Recommended Solutions to Improve Receptionists’ English Speaking Skills at Sea View Hotel.”
Thank you for your cooperation in completing my survey questionnaire Please answer these following questions:
1) Which English skill do you like most?
2) Which factor do you consider the most important in English speaking? onunciation
3) How important is pronunciation in speaking English?
4) How do you like learning pronunciation?
5) Have you ever learnt any pronunciation lesson? s, I have
6) How often do you make pronunciation mistakes when speaking English in work?
7) Which pronunciation mistakes do you tend to encounter when speaking English?
8) What are your ending sound mistakes that you often make when speaking English?
9) What are your reasons for difficulties when pronouncing ending sounds? t high school
10) Which solution do you agree to use in order to avoid pronunciation mistakes?
Doing pronunciation exercises in text books yourself when speaking English
Thank you for your cooperation!
1 Barbara A H., Brian B (1997) The Status of Final Consonant Clusters in
English Syllables: Evidence from Children Journal of Experimental Child Psychology Volume 64, Issue 1, p 119-136 University of New England,
New South Wales, Australia Retrieved January 16, (2009)
2 Harper Collins, Collins English Dictionary, (2003) Dulay,
3 Burt and Krashen, Language Two, Oxford University Press, (1982)
4 Ellis, Second Language Acquisition, Oxford University Press, (1997)
5 Marianne, Donna and Janet, Teaching Pronunciation, Cambridge
6 Oxford Advanced Learner’s Encyclopedic, Oxford University Press,
7 Oxford Advanced Learner’s Dictionary, Oxford University Press, (2008)
8 Rachael- Anne Knight, Understanding English Variation, Week, (2003)
9 Peter Roach, English Phonetics and Phonology, Cambridge University
10 Richards, Error analysis and second language strategies, International
Center for Research on Bilingualism, (1971)
11 Rebecca Treiman, The internal structure of the syllable, Kluwer
13 Dyson & Paden (1983), as cited in Treiman, (1989)
15 AMEP Fact sheet by the Department of Immigration and Multicultural and Indigenous Affairs