BACKGROUND TO THE STUDY
The role of pronunciation in spoken language
Learning a language involves mastering its components—grammar, vocabulary, and sound system—as well as developing essential skills like listening, speaking, reading, writing, and pronunciation While these elements form an integrated system, specific skills may be prioritized depending on the context For instance, non-native learners can write coherently with a solid grasp of grammar and vocabulary, without needing advanced pronunciation skills Conversely, effective oral communication requires a good command of pronunciation, vocabulary, and grammatical structures In this context, grammar serves as the 'skeleton' of discourse, vocabulary as its 'flesh,' and pronunciation is crucial for conveying ideas clearly Ultimately, the success of spoken communication hinges on the intelligibility of the messages exchanged.
The experience of not being understood is common among second or foreign language learners, as highlighted by Avery and Ehrlich (1996) Misunderstandings can arise from factors such as background noise, abrupt topic changes, incorrect assumptions about listeners' knowledge, ambiguous delivery styles, and listener inattention Typically, these issues are resolved through elaboration or repetition during conversations Additionally, language components like grammar, vocabulary, and pronunciation significantly contribute to comprehension challenges While grammar and vocabulary errors can often be inferred from context, pronunciation mistakes are more detrimental, as they hinder understanding entirely Thus, pronunciation is a crucial element in effective oral communication, allowing non-native speakers to convey their messages clearly.
Miscommunication is a common aspect of the communication process, affecting both native and non-native speakers This issue can be further intensified by pronunciation difficulties faced by English as a Foreign Language (EFL) learners.
The pronunciation syllabus
1.1.2.1 The pronunciation syllabus for EFL learners in high schools and at universities
Pronunciation is a crucial skill in foreign language education and is a key component of university curricula for language majors This study focuses on an EFL pronunciation syllabus, noting that all EFL learners have typically studied English for three to seven years before entering university However, the emphasis on pronunciation varies based on the syllabus, allocated time, and college entrance exam requirements.
In high schools, the duration of English learning varies depending on the institution, but all schools primarily use the Grammar Translation method, emphasizing grammar and reading comprehension while neglecting listening and speaking skills The instruction is conducted in Vietnamese by native speakers, limiting students' exposure to spoken English This imbalance arises from the focus on end-of-semester and graduation exams, which prioritize grammar, vocabulary, and reading comprehension, leaving little motivation for teaching or learning spoken English Consequently, students often graduate without the ability to pronounce English accurately or communicate effectively.
1.1.2.2 Pronunciation syllabus at Mekong University
At Mekong University, the emphasis on pronunciation skills is limited compared to other language competencies like listening, speaking, reading, and writing The curriculum includes only two courses related to pronunciation: General Linguistics and Phonetics and Phonology, each consisting of 30 periods General Linguistics focuses on the production of individual vowel and consonant sounds, while Phonetics and Phonology provides a theoretical foundation for understanding speech sounds However, the brief duration of these courses is insufficient for students to effectively practice their pronunciation skills.
1.1.2.3 The methodologies in teaching pronunciation at Mekong University
At Mekong University, the pronunciation courses are taught by Vietnamese instructors, who may lack a native-like accent With only 30 periods of 45 minutes each, the duration is insufficient for teachers to cover essential lessons and provide adequate practice on pronunciation rules Consequently, students find themselves with limited opportunities to apply what they've learned, resulting in class sessions that primarily focus on presenting phonological rules rather than engaging in practical exercises.
EFL learners majoring in English at Mekong University face a significant gap in practical courses that focus on the English sound system, essential for developing their communicative competence Consequently, these students often struggle with accurate pronunciation, leading to common errors that impede effective oral communication This lack of proficiency not only affects their ability to understand others but also hinders their own clarity in expressing themselves.
From the reality of learning and teaching English at Mekong University, I attempted to find out what are pronunciation errors EFL learners at Mekong University who major in English make.
AIMS OF THE THESIS
This research investigates the pronunciation challenges faced by first-year EFL learners at Mekong University, aiming to identify their specific pronunciation errors By doing so, it seeks to provide substantial evidence for the necessity of effective techniques and methodologies to enhance pronunciation both in and out of the classroom Additionally, the study explores the underlying causes of these pronunciation issues and proposes pedagogical solutions to help students improve their pronunciation skills.
The primary objective of this thesis is to assist first-year EFL learners at Mekong University in identifying their pronunciation errors and understanding how these mistakes impact their overall oral communication skills in English By analyzing the intensity and frequency of these pronunciation errors, learners will be encouraged to focus more on improving their pronunciation during their English language studies at the university.
The main focus of the thesis is to answer the questions:
1 What are the pronunciation errors that first-year English majors at Mekong University make when they use English in oral communication?
2 What are the possible causes of these pronunciation errors?
The study examined the pronunciation challenges faced by first-year English majors, utilizing data collected from various sources, including recordings of both student readings and native speakers, as well as responses from questionnaires.
SIGNIFICANCE OF THE STUDY
This research is crucial for both students and teachers as it identifies common pronunciation issues faced by students and offers effective strategies for addressing these challenges within the four-year English syllabus.
This research serves as a foundational step in enhancing English teaching methods at Mekong University, particularly in addressing pronunciation errors Future studies can build upon this work to explore effective strategies for teaching pronunciation, including optimal timing and techniques Consequently, the thesis emphasizes the importance of integrating pronunciation instruction with other skills, such as Listening and Speaking, to improve overall English proficiency.
STRUCTURE OF THE THESIS
The thesis is presented in five chapters:
Chapter 1 outlines the research problem and context of the study, articulates the objectives of the research, and presents the overall structure of the thesis.
Chapter 2 examines key theories related to pronunciation and the factors that affect pronunciation skills It identifies common pronunciation errors among Vietnamese speakers and explores the impact of these errors on intelligibility Additionally, the chapter outlines criteria for identifying and categorizing the pronunciation mistakes made by first-year English majors at Mekong University.
Chapter 3 outlines the methodology employed in this thesis, beginning with the presentation of research questions, followed by the research design and data collection methods It details the materials used to record students' pronunciation errors and the questionnaire, along with justifications for their selection The chapter also describes the procedures for participant recruitment and the collection of information from both the questionnaire and recorded samples Finally, it includes the schemes used to count the occurrences of pronunciation errors among the students.
Chapter 4 analyzes the students' pronunciation errors by categorizing them and presenting their frequency of occurrence It also discusses the potential causes of these errors and suggests remedies to address them.
Chapter 5 presents the study's findings and their implications for English learning and teaching within the Vietnamese context, particularly at Mekong University Additionally, it addresses the study's limitations and offers recommendations for future research endeavors.
LITERATURE REVIEW
SOME VIEWS OF PRONUNCIATION
Language is a vital tool for communication, encompassing both spoken and written forms, with oral communication increasingly becoming the primary focus in language learning and teaching As Bowen (1997:83) notes, "oral communication has come to be one of the central purposes of language study," highlighting the importance of direct interaction with live speakers Consequently, understanding the significance of pronunciation is crucial for effective oral communication.
In the field of English language teaching, Kreidler (1972:3) proposed that
“pronunciation is the way in which an EFL learner learns to pronounce English by imitating the sounds and rhythms of English made by English speaking people.”
Pronunciation is defined by Richard and the Platts (1992:296) as the manner in which specific sounds are produced While articulation focuses on the physical production of speech sounds in the mouth, pronunciation emphasizes how these sounds are perceived by the listener.
Pronunciation encompasses the sounds of language, highlighting two key aspects: the production of these sounds and the perception of speech While one definition emphasizes how sounds are articulated, the other focuses on how they are perceived, illustrating the dual nature of pronunciation in effective communication.
In fact, pronunciation is not an isolated process, i.e., either production or perception Reed and Michaud (2005: viii) express the idea as follows:
‘Pronunciation is an integrated system that consists of speaking and listening (or production and perception) Listening and speaking inform each other and must be discussed together.’
In short, the core of all the above-mentioned definitions is that pronunciation is the process of producing and perceiving speech sounds
2.1.2 What do we mean by learning and teaching pronunciation?
In conclusion, mastering pronunciation in a language involves two key aspects: first, acquiring the ability to produce speech sounds accurately in various contexts, and second, developing and maintaining a new habit of articulating these sounds effectively.
Reed and Michaud (2005) suggest that learners frequently start speaking English before fully internalizing its sound system, leading to a situation where they can produce more language than they can understand.
Pronunciation is a complex system that encompasses both listening and speaking, involving two key levels of understanding According to Reed and Michaud (2005), effective communication requires listeners to grasp both the actual words spoken and the intended meaning behind them The first level focuses on accurately perceiving the speaker's utterance, even when sounds are distorted or altered The second level emphasizes comprehending the underlying message that the speaker aims to convey.
Communicative intent, or illocution, is conveyed through prosodic features such as stress, intonation, and timing, alongside paralinguistic elements like body language and facial expressions Additionally, the intelligibility of a message is influenced by grammatical sounds, including verb and noun endings, as well as consonant and vowel sounds It's important to note that common misconceptions often associate errors in verb or noun endings solely with grammatical issues.
The following diagram can describe the components of pronunciation:
Sound Concepts Rhythm and Music Grammar Sounds Consonants and Vowels
Pronunciation in English extends beyond individual vowel and consonant sounds, as highlighted by Wong (1993), who emphasizes the significance of sound organization in communication EFL learners should focus on rhythm and intonation as key elements of pronunciation The rhythm of English is influenced by varying syllable lengths within words and across word boundaries, with stress determining the lengthening of syllables Stress reflects the effort involved in producing syllables, creating rhythmic patterns in longer utterances Intonation, on the other hand, involves the use of pitch to emphasize important words, characterized by the rises and falls in pitch during speech.
Celce-Murcia et al (1996) emphasize the importance of intonation and stress as the primary components in teaching pronunciation They suggest that, based on recent research, additional focus should be given to processes like vowel reduction, assimilation, syllable restructuring, and palatalization to enhance pronunciation skills.
2 segmental phonemes (distinctive vowel and consonant sounds)
3 relationship between spelling and sounds
Murphy (1991) emphasizes the importance of examining pronunciation through both macro and micro perspectives, highlighting that suprasegmentals such as stress, rhythm, and intonation are fundamental, while vowel and consonant segmentals serve a secondary, supportive role.
All in all, it can be concluded that
Pronunciation encompasses three key types of features: segmental, voice-setting, and prosodic features Segmental features are the smallest sound units with phonetic variations depending on their context within syllables and words, highlighting the specific characteristics of individual sound segments Voice-setting features pertain to the general articulatory traits that define habitual positions of articulation during connected speech In contrast, prosodic features relate to the varying levels of stress and pitch across syllables, words, phrases, and longer speech segments Additionally, coarticulation leads to elisions, contractions, and assimilations of adjacent sounds influenced by stress and intonation.
2.1.4 The importance of pronunciation in EFL learning and teaching is reflected in the relationship between pronunciation and other language skills
Many students and teachers hold misconceptions about learning and teaching English pronunciation According to Wong (1993:115-116), these prevalent myths can be categorized into several key beliefs that influence their understanding of pronunciation education.
Focusing on pronunciation can be ineffective, as many students struggle to distinguish and articulate certain sounds, such as the vowel difference between "ship" and "sheep."
English native speakers can often comprehend what EFL learners communicate, even with pronunciation errors, as they rely on contextual clues to infer meaning Therefore, focusing solely on pronunciation may not be essential for effective communication.
(3) Pronunciation is only necessary for oral communication
Pronunciation is often overlooked in English language learning and teaching, primarily due to teachers' lack of training and understanding of the English sound system Many educators feel unprepared to teach pronunciation effectively, viewing it as a theoretical concept that involves only abstract rules Consequently, the focus tends to be on providing these rules to help students pronounce English correctly, with little regard for its importance in supporting overall language development beyond oral skills.
THEORY IN TEACHING ENGLISH PRONUNCIATION
The above review of literature has attached great importance to the teaching of pronunciation This section will be connected with the teaching of pronunciation
2.3.1 The communicative threshold level of pronunciation
Effective language teaching prioritizes communication, making it essential to focus on using language for interaction in the classroom To achieve this, Celce-Murcia et al (1996) advocate for the communicative approach, emphasizing that all pronunciation teaching techniques should be implemented in a communicative context.
Emphasizing language as a means of communication highlights the critical importance of teaching pronunciation Research and personal experiences suggest that non-native English speakers must reach a certain threshold in pronunciation; failing to do so can lead to significant oral communication challenges, regardless of their proficiency in grammar and vocabulary.
Celce-Murcia et al (1996:7) Celce-Murcia et al (1996:403) suggest six threshold levels of pronunciation
Level 1: Speech is basically unintelligible; only occasional words or phrases can be recognized
Level 2: Speech is largely unintelligible; great listener effort is required; constant repetition and verifications are required
Level 3: Speech is reasonably intelligible, but significant listener effort is required because of the speaker’s pronunciation or grammatical errors, which impedes communication, and distracts the listener; there is an ongoing need for repetition and verification
Level 4: Speech is largely intelligible; although sound and prosodic variances from the NS norm are obvious, listeners can understand if they concentrate on the massage
Level 5: Speech is fully intelligible; occasional sounds and prosodic variances from the NS norm are present but not seriously distracting to the listener
Level 6: Speech is near-native; only minimal features of divergence from NS speech can be detected; near-native sounds and prosodic patterning
2.3.2 The integration criteria in teaching pronunciation
Determining the optimal timing for teaching pronunciation is crucial As noted by Avery and Ehrlich (1995:xvi), effective pronunciation instruction is essential for students to achieve comprehensibility in communication with their interlocutors.
Students need to recognize pronunciation issues that hinder their understandability Additionally, they should practice key elements of the English sound system essential for their improvement It's crucial to engage in meaningful contexts, as learners may articulate sounds correctly in isolation but struggle to incorporate them into everyday conversation.
Murphy (1991) highlights the growing emphasis on the sound system and pronunciation in second language teaching, emphasizing the importance of enhancing students' linguistic accuracy To achieve this, both segmental and suprasegmental aspects of the sound system should be practiced alongside broader communicative activities that promote meaningful exchanges between speakers and listeners A simultaneous examination of the components of oral communication is essential for effective integration.
Bowen (1972) argues that pronunciation instruction in English has not achieved the same success as other teaching aspects, likely due to its treatment as a separate skill rather than being effectively integrated into language courses.
AN OVERVIEW OF PRONUNCIATION ERRORS THAT NATIVE
of Vietnamese might make when using English orally
Vietnamese speakers often face pronunciation challenges when learning English due to significant differences in sound production and intonation patterns between the two languages According to Avery and Ehrlich (1995:153), one primary reason for these difficulties is that Vietnamese is a tonal language, where pitch variations can change word meanings, whereas English relies more on intonation Consequently, this fundamental difference can make it hard for Vietnamese speakers to maintain the correct English stress and intonation.
2 A tone language is a language in which the meaning of a word depends on the tone used when pronouncing it
Vietnamese speakers face unique challenges when learning English due to differences in intonation, syllable structure, and phonetics English intonation patterns span longer stretches of discourse, while Vietnamese words are predominantly monosyllabic, lacking consonant clusters and containing fewer consonants This often leads to difficulties in pronouncing final consonants and consonant clusters in English Additionally, although Vietnamese uses a modified Roman alphabet, many letters have distinct sound values compared to English, resulting in pronunciation variants that diverge from target sounds Lastly, coming from a syllable-timed language, Vietnamese learners struggle to properly stress content words and reduce unstressed syllables, hindering their ability to adopt the stress-timed rhythm characteristic of English.
In the following part, the problematic sounds and features that Vietnamese speakers might encounter are presented in two main groups: segmental aspects (consonant and vowel sounds) and suprasegmental features
2.4.1 Problems related to segmental aspects
Avery and Ehrlich (1995:153) state that Vietnamese speakers may encounter the difficulty in dealing with stop consonants in three ways
In Vietnamese, voiceless stop consonants are not released in final positions and are significantly shorter than their English counterparts This can lead to challenges for Vietnamese speakers in distinguishing between voiced and voiceless stops at the end of words, resulting in pairs like ‘cab’ and ‘cap’ sounding identical due to the short, unreleased /p/ Additionally, since there are no words that begin with /p/ in Vietnamese, speakers often struggle to pronounce initial /p/ sounds, such as in the word ‘pea’.
According to Celce-Murcia et al (1996), initial voiceless stops in Vietnamese exhibit less aspiration compared to English, and may even be unaspirated As a result, English as a Foreign Language (EFL) learners often encounter significant challenges when attempting to produce these initial voiceless stops correctly.
In English, unaspirated /p/ and /t/ sounds often replace their aspirated counterparts, leading to challenges for learners According to Celce-Murcia et al (1996), many learners tend to release and aspirate final stop consonants excessively, while in casual speech, these sounds are typically not released This can create difficulties in distinguishing minimal pairs that end with stop consonants, such as the words 'book' and 'hit,' which may be pronounced with overly aspirated sounds [k h ] and [t h ].
(2) Fricative consonants /f/, /v/, /θ/, /ð/, /s/, /z/, /∫/ and /ჳ/ at the end of words.
According to Avery and Ehrlich (1995), fricatives are absent in word-final positions in Vietnamese, leading to their omission by Vietnamese speakers at the end of words For example, the sentence "The boy always passes the garage on their way home" may be pronounced as "The boy alway pa the gara on their way home."
Vietnamese speakers often replace the English dental fricatives /θ/ and /ð/ with heavily aspirated stops /t/ and /d/, respectively This substitution occurs in words such as "think" and "this," likely due to the influence of the Vietnamese orthographic system, where the letter combination 'th' corresponds to a heavily aspirated /t/ According to Avery and Ehrlich (1995) and Celce-Murcia et al (1996), the absence of these phonemes in Vietnamese contributes to the difficulties faced by Vietnamese speakers when learning English pronunciation.
Vietnamese speakers often mispronounce the sound /tʃ/, typically substituting it with the fricative /ʃ/ in word-final positions According to Avery and Ehrlich (1995:156), this occurs because they have been trained to produce /ʃ/ in those contexts, leading to errors such as saying "marsh" instead of "march."
According to Avery and Ehrlich (1995:156), the absence of the /p/ sound in initial positions in Vietnamese leads speakers to substitute it with /b/ or /f/ Consequently, words like 'put' may be pronounced as 'foot', and 'Peter' may sound like 'beater'.
According to Celce-Murcia et al (1996:67), syllabic consonants can pose challenges for learners, particularly because they often lack awareness of these sounds Vietnamese speakers frequently substitute syllabic consonants with a sequence of 'vowel' and 'consonant,' leading to mispronunciations For instance, the word 'sentence' may be pronounced as [‘sεntεns] rather than the correct [‘sεn?ņs].
Avery and Ehrlich (1995) note that Vietnamese lacks consonant clusters in both initial and final positions, leading Vietnamese speakers to often omit one or more consonants when faced with challenging clusters When pronouncing English words that contain initial or final consonant clusters, these speakers are more likely to delete a consonant from the cluster instead of inserting a vowel For instance, the CCVC word "green" may be articulated as a simpler CVC form.
The pronunciation of CVCC words, such as "past," can often resemble CVC forms like "pat" or even "pa," reflecting the influence of learners' native languages on their speech patterns.
Celce-Murcia (1996) highlighted that EFL learners often struggle with pronunciation, particularly in consonant clusters One common issue is the simplification of English words, where learners may drop final consonants, leading to the omission of crucial grammatical endings For instance, they might say "car" instead of the full pronunciation.
EFL learners often mispronounce words, such as saying [kou] instead of [kould] for 'cold.' Additionally, they may simplify consonant clusters by inserting extra vowels, which breaks up the cluster and increases the number of syllables This simplification can happen externally, at the beginning or end of words, or internally, between consonants in initial and final clusters.
Vietnamese speakers also have a lot of problems with vowels
Avery and Ehrlich (1995) observed that despite Vietnamese having numerous vowel distinctions, Vietnamese learners often struggle with the English tense and lax vowel pairs As a result, they frequently pronounce both vowels in these pairs identically, opting for a sound that falls between the two rather than accurately producing either the tense or lax vowel.
Avery and Ehrlich (1995:157) also reminded that Vietnamese speakers may have difficulty distinguishing between /ε/ and /ổ/
CRITERIA FOR IDENTIFYING PRONUNCIATION ERRORS MADE BY
Learning English pronunciation involves mastering the English sound system to produce sounds consistently in various contexts While a learner may consciously practice a sound, they might struggle to produce it automatically in conversation According to Koutsoudas (1983), persistent difficulties in producing specific sounds indicate a pronunciation problem These issues often arise because EFL learners may represent English sounds differently, leading to variations that can be similar or markedly different from native pronunciation Such deviations from native speech are typically deemed incorrect.
Schachter and Celce-Murcia (1981) identified that language learning errors occur due to discrepancies between the speech of learners and that of native speakers They defined pronunciation issues in English learning and teaching as any phonetic variations that lead to negative interference or deviate from native English pronunciation.
Wolfram and Johnson (1981:187) propose the term 'interference' to describe how patterns from a learner's native language (L1) influence their acquisition of a second language (L2), specifically English.
This study focuses on identifying pronunciation errors in EFL learners that hinder comprehension and may lead to misunderstandings among both native English and Vietnamese speakers It does not aim to enable learners to speak like native English speakers, thus only significant forms of negative interference affecting clarity are examined.
Pronunciation variations are classified as errors when they reflect consistent error patterns This classification is based on the frequency of these errors and the linguistic contexts in which they appear When errors occur frequently and across various contexts, they can be identified as pronunciation errors.
RESEARCH QUESTIONS
The present study seeks to answer two questions:
1 What are the pronunciation errors that first year students major in English at Mekong University make when they use English in oral communication?
2 What are the possible causes of these pronunciation errors?
RESEARCH DESIGN
This study aims to investigate the pronunciation errors made by first-year English majors at Mekong University, focusing on the influence of native language transfer and teaching methods It examines the characteristics of 'public' style speech, commonly used by native English speakers, at both segmental and suprasegmental levels The analysis identifies and categorizes the students' pronunciation errors in both isolated and connected speech, assessing their frequency and potential causes The study concludes with proposed remedies and teaching implications to address these pronunciation challenges.
DATA
There are two types of data:
(1) recordings of learners of learners’ speech that are used for identifying the learners’ pronunciation errors
(2) questionnaires answered by the informants of the study that help to analyze the possible causes of the errors
MATERIALS AND INSTRUMENTS
Materials used in the study were collected from English pronunciation teaching books and the additional tasks for errors’ analysis:
(1) The three reading paragraphs used for recording the learners’ pronunciation errors (see Appendix 2)
Paragraphs 1 and 2 come from the ‘speech profile’ supplied by Grant (2002:13-15)
Paragraph 3 is from American Accent Training by Ann Cook (1991:14)
(2) The criteria for recording the significant errors by Grant (2002:256)
The questionnaire for finding the informants’ pronunciation learning background based on the guidelines in Reed and Michaud (2005:20-25) (see Appendix 1)
The focus of the questionnaires was on:
(2) Students’ English learning experience and background in high schools
A study was conducted with 23 randomly selected English majors from Mekong University, who were asked to read aloud specific passages These passages aimed to encourage spontaneous reading in connected speech, focusing on sound linking, elision, and adjustments The data collected from this exercise helped identify common pronunciation errors made by first-year English majors in their use of connected speech.
THE INFORMANTS
A study involving 68 first-year English majors at MeKong University aimed to explore their backgrounds in learning English While all participants completed questionnaires, only 23 were randomly selected for oral reading recordings by choosing every third student from the list.
The study involved 23 English-major students aged 18 to 21 at Mekong University, all of whom are native Vietnamese speakers These participants hail from the southwestern region of Vietnam, where they share a common accent in their Vietnamese language.
DATA COLLECTION PROCEDURES
A total of 68 first-year university students received questionnaires, with the class teacher available to clarify any questions Students were given 20 minutes to complete the questionnaires, and all responses were collected and recorded for subsequent analysis.
3.6.2 The recordings of the informants’ speech
The paragraphs focused on the pronunciation errors and problems of the participants were taped and categorized
When recording informants' speech, it is crucial to choose between reading aloud and spontaneous speech Spontaneous speech is often avoided for several reasons Firstly, as noted by Kenworthy (1992:21), while some informants may speak freely, others may feel self-conscious and hesitant, leading to inconsistent speech samples Secondly, first-year informants typically have limited exposure to English, resulting in numerous grammar and vocabulary mistakes that can complicate the diagnosis of pronunciation errors Lastly, Avery and Ehrlich (1995:175) highlight that spontaneous speech may not fully expose a student's pronunciation issues.
As a result, the oral reading tasks are chosen in order to avoid such the disadvantages coming from the use of spontaneous speech
3.6.2.1 Steps before recordings the informants’ speech
Celce-Murcia et al (1996:345) suggested the procedures of recording the informants’ speech with explanation as follows
Initially, students engaged in silent reading of three new paragraphs for ten minutes to familiarize themselves with the content Following this, they listened to a native speaker's rendition, providing exposure to authentic English pronunciation and intonation Finally, students practiced the passages before recording to minimize unnatural reading features and enhance their delivery.
Reading aloud passages does not accurately reflect students' natural speech By allowing students to rehearse until they feel confident, teachers can gather a more accurate assessment of individual errors.
Four judges, all teachers from MeKong University, were selected to evaluate the recordings, ensuring they had no prior experience teaching the informants involved in the study Each judge was assigned to listen to eight or fewer informants, which helped maintain objectivity by preventing familiarity with the informants' English speaking styles and reading passages.
3.6.2.3 Steps of assessing the informants’ reading aloud speech
Judges evaluated speech samples from eight informants in two listening sessions During the first session, they transcribed what they heard, which was then compared to the original text to identify features that hindered comprehension In the second session, judges focused on marking pronunciation errors in the original reading passages.
The variants identified by the informants were compared across two listening sessions These variants, deemed to impact the intelligibility of the informants, were documented in the diagnostic profile sheet (refer to Appendix 3) used for each individual.
The pronunciation errors were, then, categorized intonation groups according to their articulatory characteristics and reported with frequency of occurrence of the pronunciation errors made by each informant.
DIAGNOSIS OF SPEECH SAMPLES
The study utilized a diagnostic profile to document the problematic variants reported by each informant This diagnostic profile was adapted from the frameworks established by Avery and Ehrlich (1995) and Reed and Michaud (2005).
Substitution: Is the informant substituting a different consonant for the appropriate one (e.g substituting /t/ for /θ/ so that ‘thought’ sounds like ‘taught’)?
Omission: Is the informant omitting consonants (e.g omitting final consonants such as stops, fricatives, affricates so that ‘pace’ sounds like ‘pay’)?
Articulation: Is the consonant articulated properly? (e.g Is /p/ aspirated word initially?)
Clusters: Are the clusters being simplified? Are the consonants being omitted from clusters (e.g /p/ in ‘property’)? Are the vowels being inserted to break up clusters (e.g ‘speak’ is pronounced as ‘sipeak’)?
Substitution: Is the informant substituting one vowel sound for another (e.g substituting /ε/ for /ổ/ so that ‘tan’ sounds like ‘ten’)?
Reduction: Are the vowels reduced in unstressed syllables? Is stressed vowel articulated as ‘schwa’?
Is the informant use the wrong stress in word?
Can the informant use loudness and length to differentiate between stressed and unstressed syllables?
Can the informant predict stress patterns based on suffixes?
Is the informant incorrectly stressing every word of a sentence equally?
Is the informant having trouble making content words stressed (strong) and function words unstressed (weak)?
Is the informant using appropriate intonation patterns?
Yes-No question (final rising)
Wh-question (final rising- falling)
The informant demonstrates appropriate use of linking words within sentences, effectively connecting identical consonants, such as in "grab bill." Additionally, there is a seamless transition between consonants and vowels, exemplified by "look at," as well as smooth linking between vowels, as seen in "say it." This cohesive linking enhances the overall fluency and clarity of speech.
FINDINGS
A study revealed that the majority of informants, 60 out of 68, had studied English for seven years in high school, while the remaining eight had three years of experience Despite this extensive background, none of the informants received instruction in English pronunciation, as high school curricula primarily emphasized reading and grammar over listening and speaking skills Consequently, all informants acknowledged that listening and speaking were often neglected in their education, leading to a diminished motivation to develop these essential oral skills.
Exposure to English in classrooms poses a significant challenge for students, as instruction is primarily conducted in Vietnamese A survey revealed that 59 out of 68 participants noted minimal use of English during lessons, while only 9 reported a balanced mix of English and Vietnamese Furthermore, all lectures were delivered by Vietnamese English teachers, further limiting students' exposure to native English.
A significant majority of informants, 62 out of 68, lacked a clear understanding of pronunciation, with many unable to define it The few who could offer some explanation still did not grasp the concept fully Additionally, nearly all informants struggled to connect English sounds with their spelling, making it difficult for them to accurately pronounce words based solely on their written form Consequently, this lack of understanding led to challenges in identifying their own pronunciation errors as well as those of their peers.
Based on the diagnostic profile presented in chapter 3 - Methodology, the pronunciation errors English majors at Mekong University made can be summarized in Table 1 below
Pronunciation errors and difficulties Examples Frequency Total %
Not reduce unstressed vowels into ‘schwa’
Be influenced by Vietnamese orthography system
Being unaware of discrepancy between English spelling and sound system leading to mispronunciation of some vowel sounds to /tә/→ /tu/ you /yә/ → /yu/ can /kәn/ → /kổn/ up /∧p/ → /up/ automatic /,ɔ:tә'mổtik/→
Consonants: ắ No pronunciation of final consonants or substitution of other sounds for final consonants:
- Affricates: /t∫/ and /dჳ/ hope, automatic, consonant native, peaks, English,
- Grammar sounds: past tense ‘-ed’ plural count noun and present tense ending ‘-s’ or ‘-es’ ắ Substitution in some groups of sounds:
Substitute Vietnamese /th/ or /th/ for /θ/
- Substitute /o/ or /u/ for ‘vowel+ dark /l/’
Researchers have theorized that the pitch and intonation patterns in English can significantly influence children's language development By focusing on the syllabic /l/ sound and its consonantal variations, educators can improve language skills in a way that is both enjoyable and culturally relevant It is important to pay attention to these elements, as they play a crucial role in social and physical interactions among children.
Omission dark /l/ in final clusters difficult 381
Consonant clusters can be simplified by breaking them into new syllables, particularly in initial and medial positions In final positions, these clusters are often omitted This approach enhances clarity in pronunciation, especially for adults learning to articulate words like "presents," "study," "questions," "first," "lost," "most," and "peaks."
Improper stress patterns can significantly affect speech clarity, particularly in multi-syllabic words It's essential to accurately place stress on the correct syllables to enhance understanding Failing to differentiate between stressed and unstressed syllables, such as treating all words with equal emphasis, can lead to confusion Additionally, neglecting to reduce unstressed function words within sentences can further obscure meaning Proper consonant and accent identification is crucial for effective communication.
Thought groups: ắ Do not pause at the end of a thought group ắ Pause at the wrong place
Adjustments in connected speech: ắ No linking-up between words ắ Do not produce contractions where appropriate
There’s a lot to learn have
Table 1: Summary of pronunciation mistakes and errors that the first- year English majors at Mekong University made
The study revealed that the informants committed a total of 10,911 pronunciation errors, with segmental errors comprising 76.19% of the intelligibility failures, while suprasegmental errors accounted for 23.81% These pronunciation errors can be categorized into distinct types.
Errors in pronunciation of vowels 23.03%
Errors in pronunciation of consonants 47.59%
Errors in pronunciation of consonant clusters 5.57%
Errors involve the adjustments in connected speech 7.16%
ANALYSIS OF THE PRONUNCIATION PROBLEMS AND ERRORS
4.2.1 Pronunciation errors of English final consonants
A key distinction between English and Vietnamese pronunciation is the treatment of final consonant sounds; in Vietnamese, these sounds are typically not pronounced Unlike English, where final consonants can indicate grammatical changes, Vietnamese words maintain their final sounds consistently, and these sounds do not affect the meaning of utterances.
Final consonant sounds in English play a crucial role in distinguishing number, gender, and tense, which enhances message comprehension They provide essential information about noun plurality, subject gender, and verb tense Specifically, the final consonant helps differentiate between singular and plural nouns, as well as various verb forms in the simple present tense Therefore, it is important to pronounce final consonants clearly in English.
In connected speech, the final sounds of English words play a crucial role as they link the preceding word to the following one, creating a smoother flow in conversation This natural adjustment of sounds is essential for maintaining the rhythm and coherence of spoken English, as it often results in the clustering of sounds.
Vietnamese speakers often struggle with pronouncing final consonant sounds in English due to the absence of pronounced final consonants in their native language This study found that while these speakers may shape their mouths to produce English final consonants, they frequently omit or misuse these sounds during connected speech Consequently, they do not link sounds together or make necessary adjustments in their spoken English, leading to pronunciation challenges.
In the context of connected speech in English, particularly in a public speaking style, the final consonant sounds—stops, fricatives, and affricates—play a crucial role in linking words This article examines the pronunciation errors made by EFL learners at Mekong University concerning these specific final sounds.
4.2.1.1 Voiced and voiceless stops /b, d, g/ and /p, t, k/
In English, the voiced stops /b/, /d/, /g/ and voiceless stops /p/, /t/, /k/ are classified as plosives when they occur at the end of words like "hope," "consonant," "speak," "cab," "good," and "bag." These sounds can often be produced with a very weak or even inaudible release According to Prator (1967:75), during the articulation of stop consonants in final positions, speakers typically pronounce only the first half of the stop, creating a closure while allowing their voice to fade before the release.
In Vietnamese, the voiceless stops /p, t, k/ are significantly shorter and never released at the end of words, unlike their English counterparts For instance, in the word ‘đốt’ (burn), the /t/ sound is not articulated; speakers form the shape but do not pronounce it Similarly, in the phrase ‘tôi đi họp,’ the /p/ in ‘họp’ is not pronounced as it would be in English, only exhibiting lip closure without proper air compression Consequently, speakers often pronounce these final sounds insufficiently or substitute them with similar Vietnamese sounds, such as /b/ for /p/ and /d/ for /t/.
Vietnamese language lacks voiced stops at the end of words, leading informants to either omit these sounds or pronounce voiced and voiceless stops identically, such as /b/ and /p/, /d/ and /t/, and /g/ and /k/.
The variants that the informants in the study made in producing these stop consonants were identified from the recordings:
/t / for /d/ as in understand, good
/d / for /t/ as in fat, put, lot, repeat
/ t / for /k/ as in make, pick, think
/ d / for /k/ as in make, pick, think
/t/ is omitted as in weight, ate, eat
/k/ is omitted as in speak, automatic, make, pick
/d/ is omitted as in second, understand, sound
All of the above variants are considered incorrect because their occurrences cause misunderstanding for the judges when they listened to the speeches
For example, ‘hope’ will sound like ‘hob’ when /b/ replaces for /p/, ‘good’ sounds like ‘gut’ when /t/ replaces /d/, ‘fat’ sounds like ‘fad’ when /d/ replaces /t/,
The pronunciation of certain words can lead to common errors, particularly with voiced and voiceless stop sounds in final positions For instance, the word 'pick' can be mispronounced as 'pit' when the /t/ sound replaces the /k/ sound Similarly, 'make' may sound like 'made' when /d/ is substituted for /k/ Frequent mistakes include omitting the /t/ in 'weight,' resulting in 'way,' dropping the /k/ in 'think,' which turns it into 'thin,' and leaving out the /d/ in 'good,' making it sound like 'goo.'
Generally, the frequency of pronunciation errors that the informants in the study made when pronouncing stop consonant sounds in final position is summarized in Table 2
Table 2: The pronunciation errors of voiced and voiceless stops /p/, /t/, /k/ and /b/, /d/, /g/ in final positions
The informants of the study made 906 errors in pronunciation of voiced and voiceless stops in final positions in which the replacement occurred 59.5% while the omission occurred 40.5%
The study revealed a significant difficulty among informants in pronouncing the sound /p/, with a high replacement rate of 95.65% for /b/ at the end of words Additionally, the replacement of /d/ for /t/ was observed at 57.87%, while /d/ was replaced by /k/ at a rate of 65.21% In contrast, the replacement of /t/ for /d/ was minimal, at only 2.17%.
The other way that the informants pronounced the stops in final position was the omission The omission of /d/ occurred 89.13%, the omission of /t/ occurred 39.43%, and the omission of /k/ occurred 13.66%
In final positions, the English fricative consonant sounds /f, s, ∫, θ/ are pronounced with much aspiration than /v, z, ჳ, ð /
“At the end of a word, only voiceless contituants are strongly aspirated.” Thus, the sounds /f, s, ∫, θ/ must be pronounced more clearly than its voiced counterparts /v, z, ჳ, ð /
Vietnamese learners of English often struggle with final fricative consonants, as the Vietnamese language lacks words that end with these sounds.
The omission of certain sounds in English can affect pronunciation and comprehension For instance, the /v/ sound is often dropped in words like "have" and "native." Similarly, the /s/ sound may be omitted in terms such as "accents," "practice," "progress," and "adults." The /z/ sound is frequently left out in words like "sounds," "combinations," and "realize." Additionally, the /ʃ/ sound is sometimes omitted in the word "English," highlighting common pronunciation challenges faced by learners.
The replacement of /s/ for /∫/ as in English
The omission of the voiced labio-dental fricative /v/ in pronunciation leads to negative interference, as demonstrated by informants who read aloud words like 'have' and 'native' without the /v/, causing them to sound incorrect.
The study examined the pronunciation errors of 23 informants, focusing on the words 'hell' and 'natea.' It was found that the first interference altered the intended meanings of the words, while the second interference resulted in a non-existent English form Notably, only one informant correctly pronounced the final sound, /v/, in both words, while the remaining 22 informants omitted this sound.
The pronunciation errors related to the sounds /s/ and /z/, previously discussed in the context of grammar sounds, will be analyzed in detail in the following section.