INTRODUCTION
Rationale
In recent years, English has gained immense popularity in Vietnam, serving as a crucial tool for communication, travel, culture, and trade As one of the countries where English is recognized as a second language, it has become a vital subject in many Vietnamese schools While all four English skills—listening, speaking, reading, and writing—are essential for learners of all ages, students often prioritize reading and writing over speaking This focus leads to excessive time spent on grammar for tests, leaving many students feeling anxious about speaking Consequently, high school students receive less attention on speaking practice in class, resulting in difficulties when communicating in English Additionally, a lack of vocabulary and grammar knowledge contributes to their shyness and reluctance to engage in conversation.
Pronunciation plays a crucial role in speaking English, alongside factors like intonation, grammar, linking, rhythm, and context Many students, particularly beginners, struggle with pronunciation during class and speaking tests After extensive observation, it has been noted that ending sounds are the most frequent pronunciation errors among first-year English majors at Haiphong Private University.
To achieve correct and fluent English speaking, students must focus on pronunciation Unlike Vietnamese, which often features single words without ending sounds, English pronunciation relies heavily on these final sounds This difference creates challenges for Vietnamese learners, particularly first-year English majors at HPU, who struggle with English pronunciation, especially with ending sounds.
To thoroughly investigate the challenges encountered by first-year English majors at Haiphong Private University, this study aims to enhance students' understanding of previously overlooked issues It also proposes effective solutions to address these problems, ultimately aiding in the improvement of their pronunciation skills.
Aim of the study
This study aims to assist first-year students at Haiphong Private University in identifying and addressing their ending sound errors in English pronunciation By raising awareness of common pronunciation challenges, the research focuses on two main objectives: first, to identify the most frequent ending sound errors made by students, and second, to propose effective solutions for overcoming these pronunciation difficulties.
Research questions
These followings are three research questions of this study:
1) What is the most common pronunciation mistake that first year students at HPU tend to make when speaking English?
2) What are ending sound errors that students are likely to face?
3) What are solutions to help students avoid pronunciation mistakes and solve their problems?
Scope of the study
First-year English students often struggle with various pronunciation mistakes, particularly concerning ending sounds This study focuses specifically on the most common errors made by first-year English majors at HPU, based on a survey of 38 students from NA1701 While the research does not address all pronunciation issues due to the limited abilities and resources of the author, it aims to highlight five prevalent mistakes The author hopes this study will serve as a valuable resource for students seeking to improve their pronunciation skills.
Design of the study
This study consists of three parts:
This section outlines the rationale, objectives, methodologies, scope, and design of the study, serving as a foundation for the subsequent chapters Theoretical insights into English pronunciation and common errors related to ending sounds will be discussed in the following section.
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 first year English majors at HPU 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 first year English majors This chapter also is about some suggestions to avoid student’s pronunciation problems which are mentioned above and solutions in order to help students have good pronunciation
The results from the investigation about ending sound problems of first year English majors at Haiphong Private University in part 2 will be concluded in this part.
THEORETICAL BACKGROUND
Introduction
This chapter aims to explore the theoretical background of English ending sound errors, providing essential knowledge to help students deepen their understanding of pronunciation and its significance It will define key concepts such as pronunciation and pronunciation errors, facilitating a comprehensive grasp of the related issues.
Pronunciation
For English learners, mastering pronunciation is essential as it forms the foundation for effective communication Understanding how to accurately pronounce words is crucial before delving into other aspects of the language This section will define pronunciation, offering valuable insights for all students seeking to improve their English skills.
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 standards of a specific dialect.
The AMEP Fact sheets, funded by the Department of Immigration and Multicultural and Indigenous Affairs, define pronunciation as the production of sounds used to convey meaning This encompasses the specific sounds of a language, known as segments, as well as suprasegmental aspects such as intonation, phrasing, stress, timing, and rhythm Additionally, it includes voice quality and the use of gestures and expressions that enhance verbal communication Each aspect of pronunciation is summarized, with references provided for further exploration.
Wikipedia Dictionaries indicates another definition of pronunciation:
Pronunciation involves the correct use of stress, rhythm, and intonation in spoken language It can vary significantly among individuals or groups based on factors like regional background, current location, speech disorders, ethnicity, social class, and education level.
Besides, pronunciation was also put as “the way in which a language is spoken” (Oxford Advance Learner’s Encyclopedic, 1992:718) The Oxford Advanced Learner’s Dictionary, 8 th end (2008) makes clear pronunciation is
“the way in which a language or a particular word or sound 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 students often overlook its importance, focusing instead 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 it is integral to memorizing new words in second-language learning Establishing a solid foundation in correct pronunciation early on can significantly enhance overall learning outcomes.
Research from the AMP Research Centre highlights that learners with good English pronunciation are more easily understood, even with grammatical errors, while those with poor pronunciation struggle to be comprehended, regardless of their grammar proficiency Many adult learners find pronunciation challenging and require explicit guidance from teachers Surveys indicate that students consistently express a desire for pronunciation practice in class, making it essential to incorporate pronunciation work into the curriculum.
According to the Higgs Graph of Learner Needs, pronunciation is crucial for beginners as it enhances their comfort in speaking The significance of pronunciation cannot be overstated, as it is one of the key factors influencing effective English communication.
Hence, students should take pronunciation into account in order to have good speaking.
What is English pronunciation error?
Mistakes in pronunciation are a natural part of learning any language, particularly for new English learners According to Pham Cam Chi, referencing Jenkins (2006), pronunciation errors are variations that hinder mutual understanding between communicators Dulay, Burt, and Krashen (1982) define an error as a deviation from the established norms of proficient language use, highlighting the flawed aspects of a learner's speech or writing.
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 knowledge of language rules Similarly, Ellis (1997) argues that errors indicate gaps in a learner's understanding, occurring when the learner is unaware of the correct form In contrast, mistakes represent temporary lapses in performance, happening when the learner is unable to execute what they already know.
Every English learner inevitably makes pronunciation mistakes during their speaking practice, as each individual faces unique challenges It is crucial for students to identify and address their pronunciation issues promptly to improve their speaking skills effectively.
Consonants
Many students at HPU frequently struggle with pronunciation errors in English, particularly with ending sounds These mistakes can significantly impact their clarity and comprehension when speaking By focusing on the common issues related to ending sounds, we can help students improve their overall pronunciation and communication skills.
Before studying about ending sounds, students have to learn about consonants first In this chap, students 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 in the alphabet They are produced when the airflow is partially or completely obstructed by the speech organs, creating distinct sounds in language.
In English phonetics and phonology, consonants are defined as sounds created when airflow is obstructed as it moves from the larynx to the lips Specifically, consonant sounds occur when one articulator moves toward another or when two articulators come together, preventing the free passage of air.
1.4.2 Classification and description of consonants
Marianne, Donna and Janet (1996:42,43) presented that the consonants system was classified according to place and manner of articulation
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 produced when the tongue tip or blade approaches the area between the back of the alveolar ridge and the front of the hard palate Examples of 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 created when airflow is obstructed in the oral cavity, while the soft palate remains lowered, allowing air to escape through the nose.
Plosives are speech sounds created when airflow is halted in the oral cavity, with the soft palate raised to obstruct the nasal passage This blockage is released when the articulators separate rapidly, allowing air to escape through the mouth The plosive sounds include /p, b, t, d, k, 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/, and /h/.
Affricates: are the sounds which are produced when a stop is immediately followed by a fricative / tʃ , dʒ/
Lateral sounds are produced when the airflow is blocked at a specific point in the center of the oral cavity, while there is incomplete closure between one or both sides of the tongue and the roof of the mouth, exemplified by the sound /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 end of a word, specifically consonant sounds, which can include single consonants or consonant clusters These sounds are technically known as "codas."
“The coda is the final consonant or consonant cluster.” (Barbara and Brian,
1997) According to Rachael-Anne Knight, 2003, University of Surrey– Roehampton (Understanding English Variation, Week 3)
A coda can consist of up to four consonants, and when no consonants are present at the end of a word, it is referred to as a zero coda The final consonant is the single consonant found at the end of a word, and it can be any consonant except for "h," "r," "w," and "j."
Example: Final consonant sounds in English are listed as below:
/t/ - start, smart, seat, meat, wet
/f/ - leaf, belief, roof, half, sniff
/v/ - leave, arrive, live, love, five
/s/ - stress, goes, rice, bus, six
This article explores various phonetic sounds in English, focusing on specific examples for clarity The /tʃ/ sound is illustrated with words like "teach," "watch," and "much." The /dʒ/ sound features examples such as "bridge," "large," and "village." Moving on, the /m/ sound can be found in "come," "some," "warm," and "time," while the /n/ sound appears in "than," "man," "sun," "tin," and "cone." The /ŋ/ sound is represented by words like "sing," "spring," "wrong," and "wing." Additionally, the /l/ sound is showcased in "pool," "smile," "veil," "call," and "girl." The /ʒ/ sound is highlighted with "message," "garage," and "massage," and finally, the /g/ sound is exemplified by "beg," "dog," "clog," and "bag." This overview emphasizes the diversity of sounds and their practical applications in everyday language.
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 Pham Cam Chi's research on first-year students at E.D, Hulis, builds on this concept by categorizing these errors based on Treiman's (1989) classifications, which include Cluster Reduction and Cluster Simplification.
Epenthesis, Coalescence, Omitting nasal and liquid sounds and phonetically possible spelling
Hereunder is introduction about 6 types of ending sounds errors according toTreiman (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/) precede a final consonant, these sounds are frequently omitted This phenomenon occurs in combinations such as (/m, n, l, r/ + final consonant), as noted 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 occurs when an English consonant is replaced by a phonetically similar Vietnamese sound This study will analyze findings from recorded student tapes and observations, focusing on three identified types of errors.
THE STUDY
Participants and purposes of the survey questionnaire
Data for this study were collected through a survey questionnaire administered to first-year English majors in the NA1701 class at Haiphong Private University These students were selected for two primary reasons: first, the critical role of pronunciation as the foundation for advancing to higher levels of language proficiency, making it essential in learning to speak English; and second, the observation that first-year students often lack sufficient knowledge of pronunciation, leading to frequent mistakes.
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 student’s attitude about English pronunciation and its importance
To get information of student’s pronunciation problems in reality
To inquire about student’s opinions on suggested techniques in order to solve the problems.
Design of the questionnaire
This study utilizes a survey questionnaire to gather insights from students regarding the common pronunciation mistakes encountered by first-year English majors at Haiphong Private University The questionnaire consists of 10 targeted questions aimed at identifying these challenges.
Question 1, question 2 and question 3 are about student’s attitude toward English speaking skill in general and the importance of pronunciation in particular
Question 4, question 5 and question 6 are designed to find out student’s 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 faced by first-year students, focusing on specific ending sound errors and vowel pair misunderstandings These questions provide valuable insights into the realistic challenges students encounter while speaking.
Question 10 is conducted to inquire student’s opinion about some suggested solutions which can help them avoid pronunciation problems.
Findings and discussion
A recent survey and observation reveal that pronunciation significantly impacts English speaking skills, particularly among first-year English majors at Haiphong Private University The findings indicate that students in the NA1701 cohort frequently struggle with five specific ending sound errors while speaking English This article will analyze and discuss the collected data to provide a deeper understanding of these pronunciation challenges.
2.3.1.1 Student’s 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 first year English majors students
The primary objective of the first question was to identify the English skill that students prefer the most According to the results displayed in Chart 1, all four skills—listening, speaking, writing, and reading—are emphasized in language learning However, speaking emerged as the favorite skill among first-year English majors, with 43% of students favoring it Reading followed as the second most preferred skill at 25%, while writing garnered 12%, and listening was the least favored at only 10% This indicates that a significant number of students enjoy speaking English, although the interest in reading is also notable To effectively communicate in English, students should focus on improving both their speaking and listening skills, despite the fact that the number of students who prefer listening is 23% lower than those who prefer speaking.
Question 2: Which factor do you consider the most important in English speaking?
The author identifies key factors influencing English speaking, with first-year English majors ranking pronunciation as the most crucial element, accounting for 42% of responses Other significant factors include vocabulary at 31%, grammar at 12%, intonation at 10%, and spelling at 3%, while 2% is attributed to other aspects This data underscores the vital role of pronunciation in English speaking, highlighting students' awareness of its importance.
Chart 2: The percentages of important factors in speaking
The next question is fulfilled to understand exactly student’s attitude toward the importance of pronunciation in English speaking
Question 3: How important pronunciation in speaking English?
Chart 3: The importance of pronunciation in English speaking
The results from chart 2 reveals a positive point It proves how much students care about English pronunciation The result in this chart shows the
45% grammar vocabulary pronunciation intonation spelling others
80% very important important normal not important very important important normal not important level of the importance of pronunciation which was answered by English majors students at Haiphong Private University
The significance of pronunciation is widely recognized among questionnaire respondents, with 68% deeming it very important and 28% considering it important for effective communication However, a small minority of students, accounting for 4%, still do not value the role of pronunciation in speaking.
2.3.1.2 Student’s 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:
Chart 4: Student’s interest in pronunciation
According to Chart 4, a significant majority of first-year students, 62%, express a preference for pronunciation in English, with 25% indicating they enjoy it very much Additionally, 12% of students find pronunciation to be average, while only 1% dislike it This strong interest in English pronunciation among first-year English majors is a positive outcome.
1% like very much like normal hate
A survey conducted among first-year English majors revealed that only about 30% of students have taken pronunciation lessons, while over 70% have not attended any pronunciation courses This indicates a significant lack of knowledge and experience in English pronunciation among these students, which contributes to their frequent pronunciation mistakes, including fundamental errors.
Chart 5: Student’s experience in English pronunciation
Question 6: How often do you make pronunciation mistakes when speaking English in class?
Chart 6: Student’s frequency of making pronunciation mistakes used to attend pronunciation course have ever attended any course
60% always often sometimes rarely never
First-year students frequently struggle with pronunciation errors when speaking English in class, as illustrated in Chart 6 Their limited knowledge and experience in pronunciation, coupled with a lack of focus on practicing it during high school, contribute to these challenges Notably, 51% of students often encounter pronunciation mistakes, while 44% experience issues occasionally, and 10% consistently face such problems Conversely, only 4% of students rarely make pronunciation errors, and a mere 1% never confront pronunciation difficulties.
Question 7: Which pronunciation mistakes do you tend to encounter when speaking English?
Pronunciation mistakes are common among first-year English majors, particularly in areas such as word and sentence stress, as well as the distinction between short and long vowels However, one of the most prevalent issues they encounter is with ending sounds The chart below illustrates these findings.
35% word stress sentence stress vowel misunderstanding intonation ending sounds others
The chart reveals that the most prevalent pronunciation mistake among students is the omission or incorrect pronunciation of ending sounds, accounting for 30% Following this, sentence stress errors represent 22%, while vowel misunderstandings make up 18% Word stress issues are noted at 17%, with intonation errors at 11%, and other mistakes comprising 2% In response to additional questions from the author, students acknowledged their tendency to overlook or mispronounce 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 student’s most common ending sounds
Question 8: What are your ending sound mistakes that you often make when speaking English?
The collected data about student’s ending sound mistakes will be presented clearly in table below:
Table 1: Percentage of ending sounds faced by first year students
The table includes all enwinding sounds that was given out and there are five ending sounds with highest percentages chosen by students They are /dʒ/,
The sounds /dʒ/, /θ/, /ʃ/, /ð/, and /ʒ/ are commonly mispronounced by students, with /dʒ/ being the most challenging, occurring in 85% of cases Following closely are the sounds /θ/ at 82%, /ʃ/ at 80%, /ð/ at 78%, and /ʒ/ at 75% This widespread difficulty is evident in words such as "passenger," "large," "edge," "village," and "damage," highlighting the need for targeted pronunciation practice.
For reasons, students 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 students having difficulties with ending sounds, the author continues to carry out question 9 The answers will be stated by chart 8
Chart 8: Student’s reasons for difficulties when pronouncing ending sounds
Reason 1Reason 2Reason 3Reason 4Reason 5Reason 6Other reasons
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 first-year students struggle with pronouncing ending sounds is crucial for addressing this issue A survey revealed six specific reasons for these difficulties, with 30% of students identifying the complexity of ending sounds as the primary challenge All participants acknowledged the difficulty in producing these sounds correctly, often mispronouncing words like "finish" as /’finis/ instead of the correct /’finiʃ/.
A significant factor affecting English pronunciation among students is the absence of ending sounds, attributed to the Vietnamese language's structure, which lacks these sounds This challenge is highlighted by the fact that 27% of students acknowledge this issue Additionally, 21% of students have not participated in any pronunciation courses, leading to difficulties in producing accurate ending sounds The lack of practice in incorporating ending sounds into their spoken English has become a detrimental habit for many, accounting for 12% of the responses Other reasons for pronunciation challenges are less prevalent, with reason 2 at 5%, reason 4 at 2%, and various other factors making up 3%.
2.3.1.4 Student’s opinion on pronunciation solutions
Question 10: Which solution do you agree to use in order to avoid pronunciation mistakes?
Transcribing words when learning vocabulary
Doing pronunciation exercises in text books
Table 2: Student’s opinion about solutions to deal with pronunciation mistakes
The data indicates that playing games and singing English songs are the top choices among students, with 100% expressing a preference for these activities These engaging methods not only help students overcome pronunciation challenges but also enhance their interest in learning English.
Many students have identified effective solutions for improving their skills, such as tongue twisters, exercises, self-recording, reading books, and transcribing words Notably, 45% of students find tongue twisters interesting, while 35% do not, and 20% disagree entirely In contrast, only 12% of students support textbook exercises, with 43% finding them uninteresting and 45% enjoying them Self-recording appears to be a popular choice, with 60% approval and 22% disagreement While an impressive 92% of students agree on the value of reading books, 52% still find it uninteresting Overall, students today are leaning towards more engaging and interactive activities.
Approximately 40% of students enjoy reading, and transcribing words is a crucial method for English learners to acquire new vocabulary This practice is essential for effectively studying new words Interestingly, 50% of students express interest in transcribing, while 15% do not agree with this approach.
In short, students 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 STUDENT’S
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 poses the greatest challenge for students, who often struggle with its pronunciation These sounds account for significant omission rates in spoken English, with percentages of 85%, 82%, 80%, 78%, and 75% This tendency to overlook difficult final sounds can lead to misunderstandings, particularly among native speakers, as incorrect pronunciation hinders effective communication.
To accurately pronounce the consonant sound /dʒ/, press the front part of your tongue against the roof of your mouth Release the air slowly after removing the blockage, ensuring your vocal cords vibrate as this is a voiced sound Refer to the accompanying figure for guidance and practice this sound effectively.
Figure 4: Production of the sound /dʒ/
Following are some examples to illustrate the sound /dʒ/: Orange, bridge, jelly, juice, jug, vegestables, jam, charge, giant…
The /θ/ sound can be challenging for many students to pronounce To help with this, a useful technique involves placing your tongue between your teeth and blowing air gently without using your voice This method can assist students in mastering the correct pronunciation of this sound.
Some examples to practise this sound: Teeth, path, with, breath, bath, thumb, three, theatre, month, health, thick…
Students 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 further back to articulate the /ʃ/ sound Refer to the accompanying picture for guidance and practice this technique regularly.
For instance: Shoes, crush, shell, finish, fish, show, shoot, wish, emotion, fashion, mission…
The fourth challenging ending sound is /ð/ To master this sound, start by practicing the unvoiced sound /θ/ and then add vocalization to create the desired sound Refer to the image below for guidance on proper pronunciation.
Here are some words to practise this sound: Father, clothes, feather, brother, mother, without…
The final sound /ʒ/ is produced with a lower frequency of 72%, indicating it may be easier to articulate compared to the previous four sounds To master this sound, start by practicing the /ʃ/ sound, then incorporate your voice to create the /ʒ/ sound effectively.
Some suggested to practise this sound: Television, garage, measure, treasure, casual, collision, pleasure…
Suggested solutions to avoid ending sound errors and have good pronunciation
Many students, including those at HPU, struggle with speaking English despite years of grammar study, primarily focusing on passing tests rather than practical usage While some achieve good exam results and can construct grammatical sentences, they often lack communication skills This issue stems from a fear of making mistakes, particularly in pronunciation and stress To address this challenge, several effective tips will be shared to enhance students' pronunciation and speaking abilities.
First tip: Listen to yourself
To effectively improve your pronunciation, it's essential to first identify any issues you may have One effective method is to record your speech and compare it with that of native speakers This practice will help you recognize your pronunciation problems and make the necessary adjustments for clearer communication.
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 saying it as two distinct sounds: "lúc kờ." Emphasize the first sound more than the second Gradually extend the "u" sound, while the "ờ" in "kờ" fades away, resulting in the final pronunciation of "look" as "lu k."
Third tip: Copy native speakers
To improve your English pronunciation, one of the most effective methods is to mimic native speakers Engage with foreign programs and movies, repeating what you hear, even if you don't fully understand the dialogue Additionally, singing along to English songs can be beneficial; it allows you to imitate the lyrics while enhancing your intonation and rhythm, all while making the learning process enjoyable and relaxing.
Many English learners believe that speaking too quickly can reinforce poor habits To improve, it's essential to practice a few basics daily Begin with individual sounds, progress to words, and ultimately combine several words into phrases.
Effective pronunciation involves not only mastering individual sounds but also grasping the nuances of intonation and stress Intonation refers to the rise and fall of the voice, while stress highlights certain sounds within words and specific words in sentences that are pronounced more clearly or loudly To enhance your pronunciation and speaking skills, practice reading poems, speeches, and songs aloud, focusing on word stress and intonation.
To achieve good pronunciation, students must practice ending sounds and vowels repeatedly while maintaining enthusiasm to avoid boredom and disappointment Engaging in pronunciation games offers an effective solution, making the learning process enjoyable and dynamic Such games not only enhance pronunciation skills but also foster a motivating atmosphere for students, encouraging them to learn more The following games are designed to improve both pronunciation and English speaking abilities.
This engaging pronunciation game involves a collection of mixed-up words, challenging students to identify and pair rhyming words side by side It's an enjoyable method to enhance English pronunciation and spelling skills.
For instance: some- sum, mouse- house, lake- break, cook- book…
This is an rhyming pairs exercise for students With this exercise, they can practise pronunciation, especially vowels and they also learn more new words via pictures
Exercise : Match the pictures that rhyme
This engaging game is designed to enhance students' pronunciation skills by utilizing homophone cards Teachers can prepare by mixing these cards, allowing students to match homophones and place them side-by-side This interactive activity not only makes learning enjoyable but also effectively improves English pronunciation and spelling simultaneously.
Another kind of pronunciation game is bingo It helps students learn more vocabulary and reaction
To play this game, first of all, teacher will prepare some words, about 30-
To enhance vocabulary skills, write 35 words on individual cards Divide the class into two groups, providing each group with the cards The teacher will call out a word, and the group that identifies it first wins.
This game is easy to play and useful It helps students practise not only their pronunciation but also their listening
To play this engaging classroom game, the class is divided into three groups, each represented by a column on the board Three students from each group are selected as the initial players The teacher prepares a list of words and announces them one by one as the game begins The first students race to the board to write down the words correctly, with group members taking turns until the game concludes The group that accumulates the most correct answers is declared the winner, fostering teamwork and competition.
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 practise:
“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”
“Swan swam over the pond, Swim swan swim!
Swan swam back again - Well swum swan!”
“How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could, And chuck as much wood as a woodchuck would
If a woodchuck could chuck wood”
Book 1: Ship or sheep by Ann Baker
The essential book for students is "Ship or Sheep" by Ann Baker, which aids in recognizing and producing English sounds while focusing on stress and intonation This resource can significantly improve students' 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, along with essential topics of stress, rhythm, and intonation It effectively incorporates lessons on times and dates, making it a valuable addition to the New Headway series.
The program empowers students to communicate clearly and confidently by focusing on essential pronunciation skills It includes targeted practice on individual sounds, offering tailored exercises for speakers of various languages Additionally, training covers stress and intonation patterns to ensure accurate and effective communication, while also addressing the nuances of connected speech.
Book 3: English Pronunciation Made Simple by Paulette Dale and Lillian Poms
This book serves as a comprehensive guide to standard American English sounds, covering essential elements such as rhythm, stress, intonation, consonant clusters, plurals, contractions, and past tense verbs It is particularly beneficial for teachers, offering a wealth of classroom exercises, although the included CDs may not fully articulate all words and exercises for student use Additionally, the book aids in learning the International Phonetic Alphabet (IPA) by incorporating IPA symbols to clarify American English pronunciation.
Obviously, students of all ages have strong interest in music and nobody can deny how powerful music is or that it affects our feelings and energy levels
Music creates desired moods- to make us feel happy, enjoy movements and dance, to help us relax and focus Therefore, it is a resource that should be taken into account
CONCLUSION
To summarize, this graduated paper has been conducted with the aim to investigate the English common pronunciation problem faced by first year English majors at Haiphong Private University
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, the article explores key concepts related to English pronunciation, including definitions of consonants and common ending sound errors A survey questionnaire was conducted to identify prevalent pronunciation mistakes among first-year students, revealing that ending sound errors are particularly common The analysis of survey data provides insights into these mistakes, highlighting five specific ending sounds that students frequently mispronounce during English classes Additionally, the article offers practical suggestions to address these pronunciation challenges.
This study focuses on a specific aspect of English pronunciation mistakes, particularly ending sounds, acknowledging limitations in time, experience, and scope It offers solutions for improving pronunciation and invites feedback from readers The author hopes this research serves as a valuable resource for students seeking to address issues related to ending sounds in their English pronunciation.
THE SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to assess your awareness and attitude towards the significance of pronunciation in English speaking, along with identifying common pronunciation mistakes encountered in class Your responses will contribute to my research titled “A Study on Common Pronunciation Mistakes Faced by First-Year English Majors at Haiphong Private University.” Thank you for your participation in this survey.
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?
3) How important is pronunciation in speaking English?
4) How do you like learning pronunciation?
5) Have you ever learnt any pronunciation lesson?
6) How often do you make pronunciation mistakes when speaking English in class?
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?
There are no ending sounds in mother tongue
I have not heard about ending sound when learning at high school
I have not attended any pronunciation course
It is not important to pronounce ending sounds
I have no habit of pronouncing these sounds
It is difficult to pronounce ending sounds
10) Which solution do you agree to use in order to avoid pronunciation mistakes?
Transcribing words when learning vocabulary
Doing pronunciation exercises in text books
Recording yourself when speaking English
Thank you for your cooperation!
INFORMAL INTERVIEW QUESTIONS FOR STUDENTS 49 REFERENCES
1 Why do you like speaking English?
2 What are your other factors that affect to English speaking?
3 Did you often find out how to pronounce a word before learning a new word?
4 Did your high school teachers teach how pronounce a word?
5 Which activities do you want to do in learning English speaking?
- Doing exercises in text books
6 What is your expectation on dealing with pronunciation problems?
Barbara A H and Brian B (1997) conducted a study published in the Journal of Experimental Child Psychology, Volume 64, Issue 1, pages 119-136, examining the status of final consonant clusters in English syllables among children The research, conducted at the University of New England in New South Wales, Australia, provides valuable insights into children's phonological development The article was retrieved on January 16, 2009.
2 Harper Collins, Collins English Dictionary , 2003
3 Dulay, Burt and Krashen, Language Two , Oxford University
4 Ellis, Second Language Acquisition , Oxford University Press, (1997)
5 Ha Cam Tam, Common pronunciation problems of Vietnamese learners of English http://123doc.vn/document/1032608-tai-lieu-bao-cao-common- pronunciation-problems-of-vietnamese-learners-of-english-docx.htm
6 Marianne, Donna and Janet, Teaching Pronunciation, Cambridge
7 Oxford Advanced Learner’s Encyclopedic, Oxford University Press, 1992
8 Oxford Advanced Learner’s Dictionary, Oxford University Press, 2008
9 Rachael- Anne Knight, Understanding English Variation, Week , 2003
10 Peter Roach, English Phonetics and Phonology , Cambridge University Press, 2000
11 Richards, Error analysis and second language strategies , International Center for Research on Bilingualism, 1971
I don't know!
13 Rebecca Treiman, The internal structure of the syllable , Kluwer Academic Publisher, 1989.