Justification of the study 2
English has emerged as the world's most powerful international language, serving as the official language of 45 nations and being spoken as a mother tongue by many Its widespread use spans various fields, including entertainment, technology, education, and communication The majority of TV programs, magazines, newspapers, and books are published in English, and a significant portion of online content is also in English, facilitating global access to information and knowledge This growing prevalence has led to an increasing demand for English learning, as many seek to enhance their communication skills and tap into the vast resources of human knowledge.
The significance of pronunciation in communication is a crucial reason for this research Effective communication in a foreign language hinges on clear pronunciation, as poor articulation can lead to misunderstandings Common errors among English learners include issues with word and sentence stress, intonation, and vowel length Notably, Vietnamese learners often struggle with pronouncing ending sounds, which can hinder effective communication This challenge is exacerbated by the influence of the Vietnamese language, where consonant sounds are less emphasized, leading to frequent omissions or mispronunciations of ending sounds Consequently, it is essential for language teachers to address these pronunciation issues to enhance learners' communication skills.
9 to grammar, reading skill, writing skill instead of pronunciation in general and ending sounds in particular
From the reasons above, it is essential to study the errors of ending sound pronunciation made by high school students in this thesis.
Aims of the study 2
The study reported in this thesis aims to:
- Identify the pronunciation errors of English ending sounds made by high school students
- Analyze the major causes and sources of errors made by high school students
- Suggest some activities and sollutions for teaching and learning pronunciation of English ending sounds.
Methods of the study 2
In the study, we use both qualitative and quantitative methods
First, we search for information, read books, materials related to the study
Then, we collect the data of errors made by students when pronouncing the English ending sounds
Next, we find and analyze the errors
Lastly, we give some applications and suggestions to learners and teachers about ending sound pronunciation.
Scope of the study 2
The study focuses on the errors made by high school students when pronouncing the English ending sounds
In order to conduct the research, we observe the students’ pronunciation at class and collect data related to the errors with ending sound pronunciation.
Format of the study 2
The study is divided into three main parts:
This part deals with the justification, aims, methods, scope and format of the study Part B: Development
This part is presented in three chapters:
This chapter gives theoretical background of the study including theory of pronunciation and phonetics as well as errors in language learning process
This chapter examines the errors students commonly make when pronouncing English ending sounds, providing a detailed analysis of these mistakes Additionally, it presents statistical data to support the findings.
In this chapter, we propose some findings and suggestions in teaching and learning ending sound pronunciation
In this part, we summarize major findings of the study and give some suggestions for further study
Theoretical background 4
Pronunciation in English 4
The author aims to explore pronunciation errors related to ending sounds in English, making a clear definition of English pronunciation essential To conduct an effective error analysis, it is crucial to establish a standard for English pronunciation as a reference point.
According to Crowther and Jonathan (1992), pronunciation is simply put as “the way in which a language is spoken” As Houghton Mifflin (2001), pronunciation as
“a way of speaking a word, especially a way that is accepted or generally understood” ( as cited in Nguyen, 2008:06)
Standard English is the preferred accent in social settings and education due to its neutrality and ease of imitation compared to regional accents, making it prevalent in media like radio and TV Introduced by H.C Wyld in 1914, the term “Received Pronunciation” (RP) signifies an accent widely accepted in high society, often associated with BBC broadcasting However, English has evolved into a global means of communication, leading to diverse pronunciations across different regions While the concept of Standard English is shifting towards a universally intelligible language, many non-native learners still aspire to achieve a native-like pronunciation.
Standard English pronunciation encompasses various widely accepted dialects, notably Received Pronunciation (RP) in the UK and General American (GA) English in the US These two dialects are prominent in international broadcasts and are respected in social and business contexts In contrast, Vietnamese speakers often adopt a non-rhotic accent, which influences their English pronunciation.
Received Pronunciation (RP) English is characterized by the absence of the /r/ sound at the end of words, making it a more suitable standard for pronunciation analysis This thesis will utilize RP English as the benchmark for evaluating students' pronunciation Additionally, the International Phonetic Alphabet (IPA) will be employed to transcribe speech samples throughout the study.
According to Houghton Mifflin (2000): Phonetics is the branch of linguistics that deal with the sounds of speech and their production, combination, description, and representation by written symbols
The English language comprises 44 distinct sounds, categorized into two main groups: 20 vowel sounds, which encompass vowels, diphthongs, and triphthongs, and 24 consonant sounds This study focuses specifically on the analysis of ending sounds, with a detailed overview of the English sound system provided to support the subsequent analysis.
Vowels are “sounds in the production of which there is no obstruction to the flow of air as it passes the larynx to the lips” (Roach, 2000:10)
Monothongs are pure vowel sounds, when we produce them, the organ of speech remain unchanged
Monothongs are classified according to four criterias the shape of lips, the position of the tongue, the length of sounds and the highest part of the tongue
- Position of the tongue in the mouth:
- The highest part of the tongue:
- The leghth of the sounds:
According to Kelly (2003) diphthong is “a combination of vowel sounds” Also Kelly (2003) classifies diphthongs into two groups: closing and centering diphthongs They are presented as follow:
- Glide to /i/: ɔi, ai, ei
- Glide to /ə/: iə, uə, eə,
Consonants are defined as speech sounds produced when the organs of speech create a barrier, stopping the airstream before it exits the mouth, with vocal cord vibration varying (Roach, 2000) It's important to note that consonant sounds differ from consonant letters; for instance, the global variety of consonants in languages far exceeds the number of consonant letters in any single alphabet Some letters, such as c, q, and x, represent different sounds in various contexts, with the letter c corresponding to both k and s sounds in words like "cereal," "city," and "cent," while q appears in "kw" combinations, as seen in the word "backwards."
The classification of consonants is based on many criterias Based on the manner of articulation, consonants are classified into 6 groups:
When we produce these sounds, the airstream is completely stopped and then suddently released with a light explosion
These sounds are produced when the airstream is partially stopped and gradually released with audible friction
These sounds are made with the airstream completely stopped and gradually released + Nasal: /m/, /n/, /ŋ/
These sounds are produced when the airstream escapes through the nose
This sound is produced with the airstream escaping along the sides of the tongue
These sounds are produced with the little friction
Based on the place of articulation, consonants are classified into 9 groups:
The bilabial consonants are sounds produced with two lips combining together
These sounds are made with the lower lips touch the upper teeth
Dentals are produced with the tip of the tongue touches the upper teeth
These sounds are produced with the tips of the tongue touches the alveolar
This sound is made with the tip of the tongue touches the part behind the alveolar
When producing these sounds, the tip of the tongue raises between the alveolar and hard palate
The front of the upper surface of the tongue nearly touches the hard palate
These sounds are produced with the bank of the tongue touches the soft palate at the bank of the mouth
This sound is produced with rapid closing of the glottis
Based on the state of vocal cords, consonants are divided into 2 groups: voiced and voiceless
If the vocal cord vibrates, the sounds produced are voiced
If the vocal cord does not vibrate, the sounds produced are voiceless: /p/, /t/, /k/,
Here is the table of consonant sounds:
Stress in language is straightforward; for instance, the first syllable is stressed in words like "father," "open," and "camera," while the middle syllable is emphasized in "potato," "apartment," and "relation." Additionally, the final syllable receives stress in words such as "about," "receive," and "perhaps." Most people have a basic understanding of stressed versus unstressed syllables, even if their explanations vary.
According to Roach (2000), we can study stress from the point of view of production and of perception; the two are obviously closely related, but are not identical
Numerous experiments on stress perception reveal that various sound characteristics contribute to recognizing stressed syllables, which stand out due to their prominence Roach (2000) identifies four key factors that enhance a syllable's prominence: loudness, length, pitch, and quality.
Roach (2000) identifies three levels of stress in English: tonic strong (primary), non-tonic strong (secondary), and unstressed, which signifies the absence of noticeable prominence These levels are essential for understanding English stress patterns.
18 noting that unstressed syllables containing /ə/, /i/, /u/ or a syllabic consonant will sound less prominent than an unstressed syllable containing some other vowel
1.4.3 Placement of stress within the words
In order to decide on stress placement, it is necessary to make use of some or all of the following information:
- Whether the word is morphologically simple, or whether it is complex as a result either of containing one or more affixes or being a compound word
- The grammatical category to which the word belongs
- The number of syllables in the word
- The phonological structure of those syllables
Rhythm refers to the occurrence of significant events at regular time intervals, evident in phenomena like a heartbeat, a flashing light, or musical compositions In English, the concept of stress-timed rhythm suggests that stressed syllables appear at consistent intervals, regardless of the presence of unstressed syllables between them.
‘Walk ‘down the ‘path to the ‘end of the ca ‘nal
In this sentence, the stressed syllables are given numbers: syllable 1 and 2 are not separated by any unstressed syllables, 2 and 3 are separated by one unstressed syllable,
3 and 4 by two and 4 and 5 by three
The stress-timed rhythm theory posits that the intervals between stressed syllables remain consistent, regardless of the number of unstressed syllables that occur in between.
Assimilation is a phonetic process in which the speech sound influences a neighboring sound making it become similar or identical
Assimilation is likely to be found in rapid and casual speaking
Under certain circumstances, especially in rapid speech, some sounds disappear This phenomenon is called ellision
- Loss of weak vowels after /p/, /t/, /k/
- When /l/, /n/, /r/ preceded by a weak vowel becomes syllabic consonants
- Avoidance of complex consonant clusters
For example : George the sixth’s throne (5)
- Loss of final /v/ in “of” before consonants
For example : lots of them /lɔts əv δəm/ (6)
In our hypothetical “mechanical speech” all words would be separate units placed next to each other in sequence; in real connected speech, however, we sometimes link words together
For ESL (English as a Second Language) learners, "ending sounds" refer to the final consonant sounds in words, which can include one or more consonants known as consonant clusters In English pronunciation, these sounds are crucial as they appear at the end of words and are technically referred to as "codas." The coda represents the last consonant or cluster of consonants in a word.
There can be up to 4 consonants in a coda:
- If there are no consonant at the end of the word, it has a zero coda
- A single consonant is called the final consonant Any consonant except /h/, /r/, /w/ and /j/ may be a final coda
Eg: Final consonant sounds in English are listed as below:
/p/ -rip, keep, sleep /s/ -this, miss
/b/ -rib, nib /z/ -these, has, was
/t/ -right, start, cat /ʃ/ -crash, splash, smash
/f/ -leaf, chief /m/ -lamb, room, gloom
/v/ -leave, naive /n/ -than, man, happen
/θ/ -earth, wreath /ŋ/ -sing, spring, ceiling
/δ/ -wreath, breathe /l/ -pool, file, smile
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
Eg: help, bank, edge, belt, blind, books, six etc
+ Pre-final plus final plus post-final (e.g helped, banks, bonds, twelfth)
+ Final plus post-final plus post final /s/, /z/, /t/, /d/, /θ/ (e.g fifths, next, lapsed)
Pre-final Final Post-final
Pre-final Final Post-final1 Post-final2
+ Most are pre-final plus final plus post final plus post-final e.g twelfths, prompts
+ Occasionally there is one final and three post final consonants e.g sixths, texts
Pre-final Final Post-final1 Post-final2
Pre-final Final Post-final1 Post-final2 Post-final3
In Vietnamese, the number of available codas is limited, with only six consonants and two semi-vowels permitted in word-final positions This information is supported by Nguyen (2007) and further detailed by Doan (1999) as cited in Nguyen's work.
- /n/: in words like Ăn (eat)
- /N/: there are 3 allophone of this phoneme:
[Nm]: proceded by round vowels /u,o/
-/p/: with no air released after pronunciation, in words like: Úp (up-side-down)
-/t/: pronounced shortly and sharply without aspiration such as:
The phoneme /k/ occurs at the end of syllables when represented by the letters "c" or "ch." Linguists widely agree that this phoneme has three allophones that appear in complementary distribution.
[kp] this ending sound is bilabialisted if the consonant is preceded by rounded vowels /u, o/
-[c]: preceded by front vowels /i, e,/ performed by letters “ch”
-/u^/: only appear in form of letters “u” ỏ “o” which follows vowels to make diphthongs or triphthongs: Đau (hurt)
-/i^/: appears in form of “i” or “y” and is preceded by vowels to make diphthongs and triphthongs:
The influence of non-final consonants on the production of errors with final codas will be explored later in this study Vietnamese final consonant sounds are limited to nasal sounds (/m/, /n/, /N/) and three voiceless, unaspirated plosives (/p/, /t/, /k/), differing significantly from English phonetics, where consonants are typically aspirated.
Errors in language learning process 17
Error is an inevitable phenomenon in language learning process To recognize an error one should first of all know what is meant by term “error”
Corder (1971) uses the term “erroneous” to mean those utterances which are either superficially deviant or inappropriate in term of the target language grammar
Errors are viewed as outcomes of performance failures, with Hendrickson (1987) defining them as utterances, forms, or structures deemed unacceptable by language teachers due to inappropriate usage or lack of presence in real-life discourse Additionally, Carl James (1998) contributes to the understanding of errors in language.
An "error in language learning and use" refers to an unintentional deviation from standard language that the speaker cannot correct themselves According to Richards et al (1992), an error is defined as a linguistic mistake that occurs during the process of language acquisition or usage.
In the context of second or foreign language acquisition, an error is defined as the incorrect use of linguistic elements, such as words, grammatical structures, or speech acts, which fluent or native speakers perceive as indicative of inadequate or faulty learning.
Identifying errors involves more than just defining what an error is; it requires understanding the difference between an error and a mistake Linguists emphasize this distinction, making it essential to clarify the definitions of these two concepts.
According to Richards et.al (1992), a learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness or some other aspects of performance
Mistakes can be corrected when pointed out, while errors reflect a fundamental misunderstanding of language rules, as recognized by fluent or native speakers Unlike mistakes, errors arise from a lack of knowledge about what is correct, making them uncorrectable by the learner themselves.
In "Errors in Language Learning and Use," Carl James (1998) emphasizes the importance of intention in distinguishing between errors and mistakes He defines a mistake as a slip of the tongue or handwriting, while an error arises from the speaker or writer's semantic and structural intentions If a learner can correct their output, it indicates that the form used was an intended mistake Conversely, if the learner is unable to correct it, the form is considered an intentional error.
According to Corder (1967), mistakes in language learning are not indicative of a lack of knowledge but rather stem from performance failures, and learners typically recognize and correct these mistakes with confidence Both native speakers and language learners can make mistakes In contrast, errors are significant in the language learning process, as they reflect a gap in knowledge that learners cannot self-correct, and are primarily made by second language learners.
The distinction between "error" and "mistake" can be subtle Mistakes refer to incorrect forms that learners can correct when their errors are identified, while errors are incorrect forms that learners cannot rectify, even when pointed out by a teacher Understanding this difference is crucial for effective language learning and teaching.
Errors often stem from a lack of knowledge, suggesting that dedicating more time to educating students can help address these mistakes Conversely, inattention, carelessness, and various performance-related factors can also lead to errors To effectively correct these mistakes, it is essential to remind students of their errors.
(Student knows and usually says “I went to school”)
(Student does not know the form “see” in past tense)
To sum up, an error is inappropriate use of language which the students are not aware of, whereas mistake originates from the incorrect use of language in performance
2.3 The concept of error analysis
Error analysis, a key area of applied linguistics that emerged in the 1960s, focuses on studying and analyzing the mistakes made by second language learners This approach highlights how learners' errors can provide valuable insights into the underlying processes of second language acquisition According to Corder (1971), by describing and classifying these errors linguistically, we can identify the specific language features that pose challenges for learners Consequently, error analysis is essential for enhancing the quality of language learning and teaching.
Error analysis is carried out in five successive stages as mentioned by Pit Corder
- Identification of errors: to recognize an error, one should first of all know what
“error” means and distinguish “error” and “mistake”
- Classification of errors: classifying errors can help us to diagnose learner’s learning problems at any stage of their development
- Explanation of errors: in this step, we have to explain why the student makes errors and what causes of errors are
- Evaluation of errors: based on data of survey, we will know how many percents of students do well or badly
Teachers play a crucial role in correcting student errors and providing effective feedback It is essential to understand the types of errors made and determine whether each one requires intervention Error analysis is a vital tool in addressing these concerns, as it helps educators identify the best strategies for correction and feedback, ultimately enhancing the learning process.
2.4 The significance of error analysis
Error analysis is significant for teachers and learners of English as well as syllabus designers and material producers
Assessing both the teaching effectiveness and student learning is crucial for educators, as it allows them to plan future lessons effectively Recognizing that learners cannot immediately reach native speaker proficiency enables teachers to appreciate and accept the diverse language variations produced by their students.
Second, errors assist researchers in finding how language is learnt or acquired, what strategies the learners are using in the process of language acquisition
Marking errors is essential for students as it aids in their understanding of the language they are learning This practice helps them recognize and address their mistakes, ultimately enhancing their language skills.
Syllabus designers and material producers can significantly benefit from error analysis studies, as these insights allow them to effectively align target language items with learners' needs, thereby avoiding mismatches in their educational materials.
2.5 Factors causing foreign language learners to make errors
Error provides valuable insight into the language learning process By classifying and seeking the errors, one could build up a picture of the features of language which cause learning problems
Learners' commitment to errors can stem from various factors Richard (1971:174) identifies two main types of errors: "interlingual errors," which arise from the influence of a learner's mother tongue, and "intralingual errors," which occur independently of the learner's native language.
Richards (1995) defines interlingual errors as being the result of laguage trasfer, which is caused by the learner’s first language
The study 24
Research questions 24
This thesis investigates the pronunciation errors made by high school students regarding English ending sounds It aims to identify the specific errors, explore their underlying causes, and provide actionable suggestions to enhance the teaching and learning process for improving pronunciation skills.
Research setting 24
The research conducted at Nguyen Cong Tru High School in Ha Tinh province reveals that students receive three 45-minute English lessons each week, totaling 60 periods over a 20-week term in their three-year program.
The subject 23
The subject for this study includes 100 students in two classes at Nguyễn Công
At Trứ High School, each class typically consists of around 50 students who study English as a mandatory subject With an average of six years of English instruction, students possess a strong grasp of grammatical concepts Consequently, all students are well-prepared to participate in the upcoming English proficiency test.
Data collection 25
In order to collect data for study, a test was designed It consists of 3 sections: Section 1: Students are required to realize the words pronounced differently from the rest
Section 2: Students are asked to read the list of words given
Section 3: Students are asked to read the sentences given
Procedure 25
The procedure for error analysis is distinguished through 5 stages However, for the characteristics of this particular study, its procedure can be described in details as follows:
A total of 100 students participated in the test, which was conducted over three self-selective periods, with each period focusing on one exercise Students had 15 minutes for the first exercise and 45 minutes for the subsequent ones, and they were prohibited from using reference materials or dictionaries under the supervision of the researcher The collected data were analyzed using descriptive statistics to assess participants' performance and the frequency of pronunciation errors related to ending sounds, following the theoretical framework on learner errors discussed in chapter 1.
Predictable errors and mistakes made by high school students 25
Based on the theory of pronunciation and error analysis discussed in the previous chapter, I propose that the pronunciation errors made by Vietnamese high school students can be categorized into two primary types: errors involving codas and errors related to linking sounds.
- Errors with codas can be subdivided into 3 types:
Type 1: Reduction (omiting the final consonants or one element of a cluster)
Type 2: Insertion (inserting a consonant to the ending words)
Type 3: Subtitution (replacing the target consonant by a phonetically similar or Vietnamese sounds)
- Errors with linking sounds : lack or wrong linking sound
Preliminary results and data analysis 26
In Section 1, students were tasked with identifying the word that was pronounced differently from the others, aiming to assess their ability to recognize distinct words This section emphasized the similar ending sounds of various words As discussed in Chapter 1, students appeared to struggle with accurately identifying the differing words.
With 100 students, there are 26 full correct answers in this task More than half of them could give the right answer in some pairs of words
In the recent assessment, 72% of participants achieved a passing score by answering 3 to 5 questions correctly, while 28% struggled with recognizing the various pronounced sounds Notably, 26% of the individuals attained the highest marks.
Number of students giving the correct answer
Table 2.1 Results of students’ performance in doing section 1
Diagram 2.1 Results of students’ performance in doing section 1
In Task 1, students committed three types of codas errors: reduction (Type 1), insertion (Type 2), and substitution (Type 3) Notably, 91 students made the most errors in Type 1, representing 58.70% of the total, while Type 2 had the fewest errors, with only 7 instances, accounting for 12.93% Additionally, 5 students were responsible for Type 2 errors The following table details the number of errors by type and the corresponding number of students involved.
Type of errors Quantity of errors Percentage Number of students making errors
In section 2, students were tasked with reading a list of words on the board, focusing on correctly pronouncing the ending sounds This proved challenging, as only a few students managed to pronounce all the words accurately While many students were able to provide the correct pronunciation, the overall number of those who succeeded was limited.
Number of students giving correct pronunciation
Table 2.3 Results of students’performance in doing section 2
Diagram 2.2 Results of students’ performance in doing section 2
According to the data presented in Diagram 2.2, only 6% of students were able to pronounce the ending sounds correctly, while 25% managed to pronounce some words accurately Encouragingly, 78 students successfully pronounced more than five words correctly However, 22 students struggled with mastering the rules for pronouncing English ending sounds.
In analyzing student errors, reduction errors (type 1) were the most prevalent, accounting for 54% of the total, with 134 instances reported and 54 students affected Substitution errors (type 3) followed, comprising 35.8% of the errors, impacting 12 students.
Type of errors Quantity of errors Percentage Number of students making errors
To effectively complete this task, students must possess strong English skills and an understanding of linking sounds in pronunciation As a result, the number of students able to pronounce words correctly is significantly higher than in sections 1 and 2 Out of 100 participants, many demonstrated accurate pronunciation, with only 3 struggling to achieve correct pronunciation.
Total correct sentences and phrases
Number of students giving correct pronunciation
Table 2.5 Results of students’ performance in doing section 3
Diagram 2.3 Results of students’ performance in doing section 3
The bar chart illustrates that a small percentage of students struggled with mastering the pronunciation of linking sounds Specifically, 23 students, representing 23%, pronounced the linking sounds correctly in all five phrases and sentences Additionally, 25 students, or 25%, achieved correct pronunciation in four phrases and sentences A total of 41 students, accounting for 41%, successfully pronounced three phrases or sentences correctly, while only 11 students managed one or two correct pronunciations.
In this analysis of pronunciation errors, we focus on linking sounds, specifically the absence of linking sounds and incorrect linking sounds The findings reveal that out of a total of 163 errors identified, 124 were due to a lack of linking sounds, representing 76.1% of the errors In contrast, the remaining 39 errors, accounting for 23.9%, were attributed to incorrect linking sounds made by 41 students.
Type of errors Quantity of errors Percentage Number of students making errors
Errors and their causes 32
8.1 Errors and their causes in section 1
This section includes five groups of words aimed at assessing students' knowledge of ending sound pronunciation, particularly focusing on the -ed and -s, -es endings Students are tasked with identifying the correct ending sounds in the underlined segments.
The correct answer is A, highlighting the importance of understanding the differences in ending sounds of words Unfortunately, 55 students lacked this knowledge, leading to incorrect answer choices This suggests that inadequate language comprehension may have contributed to their mistakes Additionally, students mistakenly selected one of three other options, believing they all ended with "age," indicating a failure to recognize the distinctions among the words.
The pronunciation of "age" in "massage" is /ʒ/, contrasting with the /ʤ/ sound found in three other words This discrepancy may lead to errors among students, often stemming from a combination of limited language knowledge and incorrect assumptions about pronunciation.
The correct answer is B, with 72% of students selecting it, indicating a strong understanding of the topic In contrast, 28% chose other answers This suggests that students have effectively learned about the –s and –es ending sounds.
40 pronunciation Moreover, these are common words that are familiar to students Participants who did not choose the correct answer because they do not know that
“gh” in “laugh” is pronounced /f/ Therefore the errors in number 2 might be caused by the poor language knowledge
It seemed to be easy for students to choose B because they know that –ed in
The pronunciation of the –ed ending varies, with "filled" pronounced as /d/ while three other words feature the /t/ sound Among students surveyed, only 22% did not select option B, indicating that 78% provided the correct answer This discrepancy suggests that many students may struggle with the pronunciation rules for –ed endings in English, leading to errors that reflect a lack of language knowledge and improper application of these rules.
Similar to question 3, students found it straightforward to select option A, as they recognized that the –ed in "played" is pronounced /d/, while the –ed endings in three other words are pronounced /id/ Notably, the percentage of students who opted for B remained significantly high at 78%.
In contrast, only 22 (22 %) students gave the wrong answer Like number 3, the errors might have been caused by the poor language knowledge and incomplete application of the rules
The correct answer is D In this group of word, students were expected to recognize the “th” ending sounds of these words “th” in A, B, C are pronounced /θ/
41 but “th” in D is pronounced /δ/ Only 26 students could give the correct answers The number of students who could not choose the correct answers is quite high, reaching
A significant 74% of students struggle with the correct pronunciation of the "th" ending sound due to its difficulty This challenge is largely attributed to mother tongue interference; in Vietnamese, "th" is pronounced as /th/, while in English, it can be /δ/ or /θ/ As a result, many Vietnamese speakers tend to pronounce the "th" sound as they would in their native language This mispronunciation exemplifies how negative interference from one's mother tongue can lead to errors in English pronunciation.
In conclusion, our investigation into the pronunciation of ending sounds reveals that students commonly make errors due to several factors, including interference from their mother tongue, misconceptions about language rules, incomplete understanding of the pronunciation guidelines, and insufficient language proficiency.
The table 2.7 below shows that interlingual errors occupies 74 one (approximately
37 %), compared to intralingual 57 errors (28.3 %) and 70 ones of poor language language knowledge (about 35 %)
Type of error causes Q1 Q2 Q3 Q4 Q5 Total Percentage
Table 2.7 Number of error causes in section 1
8.2 Errors and their causes in section 2
In section 2, students participated in an activity where they read a list of words aloud at the board This exercise aimed to assess their pronunciation of ending sounds, specifically focusing on the -ed, -s, and -es sounds.
In the first pair of word: missed dreams
The correct pronunciations are "missed" /mist/ and "dreams" /dri:mz/, yet 15% of students mispronounced them Despite the presence of the –ed and –s, -es sounds, most students managed to pronounce these endings correctly However, errors arose from misapplying pronunciation rules, leading to incorrect pronunciations such as "missed" /misid/ or /misd/ and "dreams" /dri:ms/ or /dri:miz/ These mistakes can be attributed to insufficient language knowledge and mother tongue interference, as students often applied Vietnamese pronunciation patterns In conclusion, the errors in these pronunciations stem from a lack of understanding of ending sound rules and the influence of their native language.
In the next pair of word: health promise
The second pair of words differs from the first by lacking the –ed, –s, and –es ending sounds, making them challenging for students to pronounce correctly The correct pronunciations are health /helθ/ and promise /prɔmis/ Unfortunately, the majority of students struggled with these pronunciations, indicating a need for further practice and improvement.
65 students committing errors, among whom only 35 participants could pronounce them correctly In this pair, the most common error occurs with the pronunciation of
/θ/ because it is a difficult sound to pronounce Some students reduce /s/ sound in
“promise” that caused the error These errors resulted from poor language knowledge The second error cause was mother tongue interference, many students pronounced
“th” sound as /th/ in Vietnamese instead of /θ/ in English The error might also have been caused by false concept hypothesized
In the third pair of word: protects stayed
In this study, the pronunciation of words ending in –ed, -s, and -es was assessed, revealing that 94% of students pronounced them correctly, such as "protects" /prətekts/ and "stayed" /steid/ However, six students struggled with pronunciation, primarily due to mother tongue interference and incomplete understanding of pronunciation rules Common errors included the misapplication of the ending sounds, with some students omitting the /s/ sound in their attempts.
High school students often struggle with English pronunciation, particularly with the /s/ sound, leading to its omission Additionally, a lack of understanding of the rules governing the pronunciation of -ed and -s/-es endings contributes to their errors Ultimately, these issues stem from incomplete application of language rules, false concept hypotheses, and general ignorance of the correct pronunciation guidelines.
In the forth pair: resources visited
Students demonstrated a strong understanding of the pronunciation rules for words ending in -ed, -s, and -es, with 96% (96 students) achieving correct pronunciations, such as /risɔ:siz/ for "resources" and /vizitid/ for "visited." Only 4% of students made errors, likely due to incomplete application of the pronunciation rules, particularly with the misapplication of -s and -es endings.
Many students struggle with pronouncing the word "resources," particularly with the reduced ending sound This issue often stems from misconceptions about pronunciation rules, especially regarding the endings -ed, -s, and -es Additionally, a lack of understanding of these phonetic rules contributes to their errors.
44 a cause of error in this case Some students ignored the –ed sound pronunciation that why they omitted it or could not pronounce it correctly
In the fifth pair of word: enough massage
The correct pronunciation is : enough /inʌf/, massage /mӕsa:ʒ/ It was difficult for students to pronounce these words well, especially the ending sound because “gh” in
Findings and discussion 44
Research question review 44
What errors do high school students commit in pronouncing the ending sounds in English?
The study reveals that students frequently struggle with pronouncing ending sounds, particularly in the coda positions of words Common errors include reduction errors, where final consonants or elements of clusters are omitted; insertion errors, which involve adding consonants to the ends of words; and substitution errors, where target consonants are replaced with phonetically similar sounds from Vietnamese Additionally, linking sound errors are prevalent, stemming from confusion and a lack of awareness about proper linking sound pronunciation Overall, many students do not recognize the significance of accurate ending sounds in both word and sentence pronunciation.
What might be the causes and sources of the errors in pronouncing the ending sounds?
A recent survey revealed that many students struggle with recognizing and correctly pronouncing ending sounds, leading to numerous errors These errors can be categorized as interlingual, stemming from language transfer, and intralingual, arising from insufficient knowledge and improper use of various elements of the target language Understanding the causes of these errors is essential for effective language learning.
Mother tongue interference is the primary source of errors among students, accounting for 74 out of 201 errors in section 1, 86 out of 186 errors in section 2, and 103 out of 163 errors in section 3 The second most common issue is false concept hypothesized, which contributes to 49 errors in section 1, 84 errors in section 2, and 25 errors in section 3.
What suggestions can be made in learning and teaching process in order to help students master the pronunciation of the ending sounds?
A comprehensive investigation reveals that students struggle with pronouncing ending sounds in English To address this issue, it is essential to provide focused guidance and instruction on ending sound pronunciation By analyzing the types and causes of errors made by students in three specific tasks, we can propose effective strategies for enhancing their skills in English ending sound pronunciation.
- Giving basic knowledge of ending sound pronunciation
- Using communicative language teaching, providing students more time to speak using target language and without the control of teachers
- Communicative teaching should be used in accompany with the traditional method of giving instruction
2 Implications for teaching and learning ending sound pronunciation
To enhance students' understanding of ending sound pronunciation and minimize errors, we propose effective strategies for teaching and learning this crucial aspect of English pronunciation.
2.1 Suggestions for teaching ending sound pronunciation
This article highlights the common pronunciation errors learners make with ending sounds and offers recommendations for using Communicative Language Teaching (CLT) to improve this aspect of language learning By implementing CLT strategies, educators can effectively address and reduce the seriousness of issues related to ending sounds in pronunciation.
Effective pronunciation learning requires significant student engagement with the target language; however, in many Vietnamese classrooms, teacher talk time often overshadows student participation This results in limited speaking opportunities for most students, leading to anxiety, especially among those with less proficiency To address this issue, a communicative approach can be implemented, allowing students more freedom to practice speaking without constant teacher control While it is essential for students to have clear examples and guidance to avoid mispronunciation, particularly with challenging ending sounds, combining communicative methods with traditional instruction can enhance learning This approach promotes increased student talk time through pair and group activities, ensuring that every student has the chance to participate and improve their pronunciation skills.
In teaching ending sound pronunciation in English, the following steps should be applied:
First, teacher says the sound in the word containing the sound while students listen without speaking
Then, teacher says the sound in insolation clearly two or three times so that students can listen, observe his mouth shape and perceive the model
Teacher says it again in some words and allows students to repeat
The teacher writes the word on the board
Teacher shows a picture of the tongue, lips and mouth shape for the sound and explains how it is made
Teacher gets students to repeat the words again in chorus two or three times, in group and then individually
Teacher contrasts the sound taught with the similar sounds
Students are divided into two groups and then repeat the minimal pairs after teacher for several times
Teacher uses pictures to show students the different mouth shapes for these two sounds
To help students do their spoken exercises in concrete situation, the teacher should:
- Create some recognition tasks by asking students to listen and pick out the sound in words said in disorder by teacher
- Ask students to practice the sound in group of words, in sentences and then in tongue twisters and in dialogue
- Predict the errors that students may make and be flexible in correcting their mistakes Teacher should have a suitable treatment for each student, which depends on their levels
In summary, teachers play a crucial role in helping students master the pronunciation of ending sounds by delivering systematic presentations and providing clear explanations with contextual examples Additionally, anticipating common errors and addressing them directly with students is essential for effective learning.
In addition to the essential explanations provided, offering learners a variety of activities is an effective method to enhance their pronunciation of ending sounds in speech This section outlines several recommended exercises to practice and improve ending sound pronunciation.
The teacher writes a word or a list of words on the board and pronounces some of them correctly and others incorrectly, having students say “correct” or “incorrect” after each one
In this lesson, the teacher encourages students to brainstorm words that feature the target sound Once students share their list of words, they engage in communicative activities designed to practice the sound effectively This approach helps students concentrate on the phonetic elements and enhances their awareness of the target sound.
The example 21 is a brainstorming task to teach the ending sound /t/:
- Ask students to find any verb that ends with /t/
In English, the /t/ sound at the end of words is aspirated and distinctly audible, which contrasts with its pronunciation in Vietnamese It is essential to recognize this difference when pronouncing words like "set," "sit," "meet," "suggest," "comment," "flight," "commit," and "result." Mastering the clear articulation of the final /t/ sound can significantly enhance English speaking skills.
The teacher says short sentences or phrases in which one word is missing The students guess the words, which contains the sound that the teachers wishes students to practice
Teacher: say a word to fill in the gaps:
The teacher illustrates two items on the board, such as "bat" and "bad." She instructs the students to "Point to the bat" or "Point to bad boy," guiding them to identify the words Subsequently, the teacher highlights each word and encourages the students to pronounce them accurately Finally, she shows pictures without words, prompting the students to articulate the corresponding terms for each image.
The primary goal of learning a foreign language is effective communication, which leads to the production stage of language use Vietnamese students often struggle with pronouncing English ending sounds To improve their pronunciation, it is essential to provide students with real-life situations that they encounter in their daily lives.
The below are some activities:
In turn, learners contribute sentences containing words or phrases with the sounds being practiced to make a story
Each student receives a paper with a word featuring the target ending sounds The first student starts the story by crafting the initial sentence, while the remaining students contribute additional sentences using their assigned words As each student reads their sentence aloud, the others actively brainstorm ways to continue the narrative, fostering collaboration and creativity in storytelling.
Demonstrate a sound by exaggerating the actions and position of the tongue, teeth, lips and mouth
This activity is used to revise those sounds studied in previous lessons
Divide the class into small groups, where each member selects a flashcard featuring a word with a specific target ending sound Each participant should exaggerate the sound to help their group members guess the final sound on their flashcard This process continues until everyone in the group has had a chance to speak.
This is a pair work activity Prepare a pair of cards for each pair of students in the class the two pictures are similar but for some differences