Pronunciation errors made by fourthyear students of English at TMU and suggested solutions

Pronunciation errors made by fourthyear students of English at TMU and suggested solutions THUONG MAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER TOPIC PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS Supervisor DO THI BICH DAO, M A Student BUI MINH ANH Class K53N4 Student Code 17D170184 HÀ NỘI 2015 GRADUATION PAPER PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS Supervisor DO THI BICH DAO, M A Student BUI MINH ANH Class K53N4 Student Code 17D170184 HANOI, 2021 HÀ.

THUONG MAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER TOPIC: PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS Hanoi, 2021 HÀ NỘI - 2015 ABSTRACT Nowadays, when English is used on a larger and larger scale as an international language, it is an essential duty of education that users of English should communicate GRADUATION PAPER successfully with the target language It is common knowledge that phonetics is a subject that helps students of English to pronounce MADE well in learning PRONUNCIATION ERRORS BY and FOURTH communicating in English However, teachers of AT English have complained and YEAR STUDENTS OFmany ENGLISH THUONG MAI many learners have self-criticized about their pronunciation.SOLUTIONS So have students of UNIVERSITY AND SUGGESTED English at Thuong Mai University Indeed, despite being taught basics phonetics right in the first year of learning English, many fourth-year students of English at Thuong Mai University are weak at pronouncing in English This has much influence on their learning their subjects such as: listening, speaking, reading, interpreting, etc as well as creates many limitations in their talking with native- speakers of English In this research, the author studied typical pronunciation errors made by fourth-year students HANOI, 2021 of English at Thuong Mai University, then suggested the students of English in general and fourth-year students of English, in particular, some ways to improve their pronunciation as much as possible Questionnaire data were collected from 100 students from fourth-year English major students at TMU The findings point out that fourth-year students tend to make pronunciation errors with consonants and ending sounds They have not had any real effective method to improve their pronunciation errors yet Therefore, the author, as a fourth-year student, somehow, hopes that this paper will partly help fourth-year students to be better at pronouncing in English HÀ NỘI - 2015 GRADUATION PAPER ACKNOWLEDGEMENT PRONUNCIATION ERRORS MADE BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS HANOI, 2021 In the process of completing this graduation paper, I have received a great deal of help, guidance, and encouragement from many teachers and friends First of all, I would like to express my deepest thanks to my supervisor, Mrs Do Thi Bich Dao, M.A who has given me suggestions on how to shape the study always been most willing and ready to give me valuable advice, helpful comments as well as correction of my graduation paper Next, I would like to express my gratitude to other teachers in English Faculty HÀ NỘI - 2015 for their previous lectures and instructions during four years which help me much in completing this study I would also like to send my sincerest gratitude to all fourthyear English major students who have enthusiastically participated in the study Their participation has been important to this research GRADUATION PAPER Finally, I would like to thank my family and my friends who have always encouraged, supported and helped me to complete this study Without the PRONUNCIATION MADE encouragement of them, I could not ERRORS have got this far BY FOURTH YEAR STUDENTS OF ENGLISH AT THUONG MAI UNIVERSITY AND SUGGESTED SOLUTIONS HANOI, 2021 TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii HÀ NỘI - 2015 LIST OF ABBREVIATIONS v LISTS OF TABLES, FIGURES, DIAGRAMS, CHARTS AND IMAGES vi CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale 1.2 Previous studies 1.2.1 In the world 1.2.2 In Vietnam 1.3 Aims of the Study 1.4 Research Subjects .4 1.5 Scope of the Study .4 1.6 Research methodology 1.6.1 Setting .5 1.6.2 Sampling 1.6.3 Data collection 1.6.4 Procedures for data collection and analysis 1.7 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 English Pronunciation 2.1.1 Definition of Pronunciation .9 2.1.2 The Importance of Correct Pronunciation 10 2.1.3 Aspects of Pronunciation .10 2.2 English Pronunciation Errors 20 2.2.1 Definition of Pronunciation Errors 20 2.2.2 Factors Affecting English Pronunciation of Students 20 CHAPTER 3: RESEARCH FINDINGS 23 3.1 Result from survey questionnaire 23 3.1.1 Background information about learning English of major students 23 3.1.2 Student’s attitudes toward English pronunciation .23 3.1.3 Student’s pronunciation errors .26 3.1.4 Factors affecting English pronunciation learning .30 3.1.5 Student’s opinion on pronunciation solutions 31 3.2 Result from personal interview 32 CHAPTER 4: RECOMMENDATION AND SUGGESTIONS 34 4.1 Major findings of the study 34 4.2 Suggestions for the Improvement of the Pronunciation Errors 34 4.2.1 Suggestion to accurately pronounce common ending sounds and consonant sounds /dʒ/, /θ/, /ð/, /ʃ, and /ʒ/ 35 4.2.2 Suggested solutions to avoid consonant sounds errors and ending sounds errors and have good pronunciation 37 4.3 Limitation of the study and suggestion for further research 42 CONCLUSION 44 REFERENCES I APPENDIX III APPENDIX VI LIST OF ABBREVIATIONS TMU : Thuongmai University E.g : example gratia etc : et cetera EFL : English as a Foreign Language ESL : English as a Second Language N, V, A : Noun, Verb, Adjective LISTS OF TABLES, FIGURES, DIAGRAMS, CHARTS AND IMAGES  LIST OF TABLES Table 1.1: Participants from six classes Table 2.1: Example final consonants Table 3.1: Learning English of students major at TMU background information Table 3.2: Percentage of making mistakes frequency in these ending sounds and consonant sounds faced by fourth-year students Table 3.3: Student’s opinion about solutions to deal with pronunciation errors Table 4.1: Example of homophones matching games  LIST OF FIGURES Figure 2.1: Places of articulation (Roach, 1983:8) Figure 2.2: The vocal tract showing the places of articulation Figure 2.3: Classification of English consonants (Cawley, 1996) Figure 3.1: Student’s interest in pronunciation Figure 3.2: Student’s frequency of making pronunciation errors Figure 4.1: Production of the sound /dʒ/ Figure 4.2: Production of the sound /θ/ Figure 4.3: Production of sound /ʃ/ Figure 4.4: Production of sound /ð/ Figure 4.5: Production of sound /ʒ/ Figure 4.6: Example of homophones exercise Figure 4.7: Bingo games Figure 4.8: Game about rhyming words match  LIST OF DIAGRAM Diagram 2.1: The manner of articulation  LIST OF CHARTS Chart 3.1: The percentages of the importance levels of factors in English speaking Chart 3.2: The importance level of pronunciation in speaking English Chart 3.3: Student’s experience in English pronunciation Chart 3.4: Student’s common pronunciation mistakes Chart 3.5: Factors affecting student’s English pronunciation  LIST OF IMAGES Image 4.1: Example of sound /dʒ/ Image 4.2: Definition of homophone Image 4.3: Music CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale In recent years, English has become a very popular language in the world and Vietnam as well People use English for communication, travel, culture and trade exchanges and so many other fields in life Vietnam is one of the countries which use English as the second language and as a result, English has been adopted as one of the most important subjects in many schools in Vietnam Four English skills are essential for every English learner of all ages, nonetheless, learners seem to focus on reading, writing, listening rather than speaking They spend a lot of time learning grammar for weekly tests and examinations each semester, meanwhile, they are quite afraid of speaking English One of the problems that learners of English face are how to pronounce It is easily seen that during the time of studying at TMU, the author recognizes that there are many pronunciation errors that fourth-year students of English make such as word stress, sentence stress, intonation, length of vowel sounds, ending sounds, and liking sounds, etc To help better English pronunciation for students of English at TMU, it is essential to research the most typical pronunciation problem of them, which are, in this research, errors with consonant sounds and ending sounds Secondly, although they are common errors made by learners, not all teachers pay attention to them The above conclusion results partly from personal observation supporting this research It is possible because the final consonants, for example, are not pronounced so clearly as other sounds in an utterance so they are less noticed by both learners and teachers Furthermore, pronunciation is an integral part of foreign language learning since it directly affects learners’ communicative competence as well as performance Limited pronunciation skills can decrease learners’ self-confidence, restrict social interactions, and negatively affect estimations of a speaker’s credibility and abilities Added to this, for fourth-year students in Business English of TMU who will use English as their main occupation, or become future teachers, it is extremely significant to realize their pronunciation errors Following that, they can self-correct their English pronunciation to be confident enough to jobs relating to English or teach their students in the future It is obvious that some students notice their pronunciation errors when they pronounce them erroneously, other students, on the other hand, not recognize their problem with pronouncing English words The author believes a particular study on English pronunciation errors will help students become well aware of their pronunciation problems to which they might not have paid any attention before Then, the researcher mentions some solutions to help students practice pronunciation individually and in groups From the reasons mentioned above, the author has decided to carry out this study entitled “Pronunciation errors made by fourth-year students of English at TMU and suggested solutions” 1.2 Previous studies 1.2.1 In the world Researching errors in general and errors in pronouncing, in particular, has been done by many authors around the world Firstly, the research about “Teaching English Intonation to ESL/EFL Students”, Mehmet Celik, (2001), Hacettepe University, Turkey put forward a framework of English intonation as a second or foreign language to non-native speakers of English It is proposed that a framework of English intonation should include four major intonational features in meaningful contexts with realistic language and point out the need to consider intonation, not as a luxury but a necessity for an efficient interchange in English Although this framework in the field of ESL/EFL (English as a Second Language/ English as a Foreign Language), it seems to be rather general and theoretical Next, “English pronunciation errors made by Saudi Student” (Islam Ababneh, 2018) This paper dealt with English pronunciation errors made by two groups of native Saudi Arab speakers In particular, the author selected female students from two departments at the University of Tabuk (one group majoring in English and the other group is non- English major) and then asked the participants to pronounce a set of words and phrases The study uses a mixture of quantitative and qualitative approaches This study identified the pronunciation errors made by Saudi students in pronouncing words of problematic nature to Arabs in general The students in both groups made vowel insertion and confusion, orthography, stress, intonation, errors; but the more trained students in group made fewer errors than the students in group 2 The other study is “Factor affecting the pronunciation Abilities of Adult Learners of English” (Karin Richter, 2018) In this paper, the author suck to shed light on the question as to why some learners are more successful when it came to pronunciation mastery than others In this project, the changes in the perceived degree of the foreign accent of a group of adult university students (N=55) were tracked over the entire duration of their Bachelor studies The learners were recorded twice, once at the beginning and then again at the end of their studies, reading a text and narrating a picture story Also, questionnaires were designed to explore the impact of individual factors that may have played a role The statistical analysis of the data obtained revealed that the overwhelming majority of the learners managed to ameliorate their accent, yet no single factor could be identified as the most influential driver of pronunciation learning 1.2.2 In Vietnam The study on the difficulties in perceiving and producing the minimal pairs of phonemes experienced by the second-year students at college of foreign languages – Danang University (Pham Hoai Nhi, 2010) In the research written by Pham Hoai Nhi, she gave out the minimal pairs of phonemes such as /p/ - /b/, /t/ - /d/, /k/ - /g/, /s/ - /z/ experienced by the second- year students of College of Foreign Languages - Danang University The results data was collected from the questionnaires and diagnostic test The statistical analysis of the data showed that many students not define minimized sound pairs (52%) 83% of students had trouble distinguishing between different sound pairs and 63% said they could not pronounce correctly because the sounds in each minimum sound pair sound too similar 1.3 Aims of the Study Initially, the researcher wants to find out the attitudes of fourth-year English major students at TMU and then, the most common pronunciation errors made by them Next, the researcher desires to help fourth-year students at TMU realize their consonants errors and ending sounds errors It also helps students have awareness of affecting factors toward pronunciation and give some suggestions to deal with their consonants errors and ending sounds errors More specifically, the study is an attempt to answer the four research questions: Some examples to practice this sound: thick, thin, thanks, bath, health, teeth, so on The next sound that students finding difficult to pronounce is /ʃ/ To pronounce this sound, you touch your upper teeth with the tip of the tongue, then blow out the air between the teeth and the tongue without using voice Next, move the tip of the tongue further back to pronounce the sound /ʃ/ Figure 4.3: Production of sound /ʃ/ (Source: https://enmota.com/cach-phat-am-tieng-anh-am-s-nang-va-z-nang/) For instance: finish, wish, fish, etc The fourth difficult sound is /ð/ In order to pronounce this sound, you should practice the sound /θ/ first Then add voice to it to produce the target sound You can see the image below to know more about how to pronounce this sound Figure 4.4: Production of sound /ð/ (Source: http://www.voalearningenglish.net/) The final sound /ʒ/ has the lowest percentage of making mistake frequency “Always” (7%) This sound seems to be easier than the four sounds above When you pronounce /ʒ/, the teeth are very close together but not touching, the lips move clearly 36 forward The steam slowly exits through the narrow gap between the teeth, together with the vocal cords vibrate, creating a / ʒ / sound Figure 4.5: Production of sound / ʒ / (Source: https://elight.edu.vn/) For example: usually, measure, pleasure, fusion, etc 4.2.2 Suggested solutions to avoid consonant sounds errors and ending sounds errors and have good pronunciation 4.2.2.1 Playing pronunciation games and exercises In order to have good pronunciation, students should not only remember the suggested techniques mentioned above but also practice pronouncing endings sounds and consonant sounds many times However, if they just pronounce without passion, they with bored and depressed little by little Therefore, playing pronunciation games is a perfect solution for this problem It can help students have better pronunciation and also makes them feel interesting and animated Indeed, learning and playing games usually create an exciting atmosphere for students They will feel inspired and enjoyable to learn more The following games are provided to have better pronunciation Game 1: Homophones Matching Game 37 Image 4.2: Definition of homophone (Source: https://www.pinterest.com/pin/85498092899617019/) This game aims to develop student’s pronunciation skills To proceed with this game, it is necessary to prepare homophone cards, then mix them up Finding the homophones that match each other, and drag them side-by-side are all things students need to in this kind of game It is a really fun way to improve your English pronunciation and your spelling as well Example 1: Match each sound on the right column to a sound on the left one I Two here Hear our Hour to Eye tail their there Tale Table 4.1: Example of homophones matching games (Source: https://www.englishclub.com/esl-games/pronunciation/matching-homophones.htm) Answer keys: I- eye; here- hear; our- hour; to- two; tail- tale; there- their Example 2: Match the picture to the correct homophone 38 Figure 4.6: Example of homophones exercise (Source: https://tpet.co.uk/downloads/homophones-picture-matching/) Game 2: Bingo games Figure 4.7: Bingo games (Source: https://www.englishclub.com/) Bingo is always a great go-to game for teaching English In this version, students will practice their listening accuracy, since good listening is key to good pronunciation Give each student a blank bingo board and have them write different target sounds in the open spaces You might want to give them a list to choose from Then, rather than calling numbers, you will say a word to your class If that word contains one of the sounds on their board, they mark it When someone has five squares in a row marked, he calls out “Bingo!” He should then bring his board to you 39 to see if he correctly marked the sounds that he heard If he is right, write out the words you said on the board, pointing out spelling versus word sounds Game 3: Rhyming Pairs This is one kind of pronunciation game Many words are prepared and mixed up Students need to find the words that rhyme and drag them side-by-side It is another fun way to improve English pronunciation and spelling The following picture will be one of these typical games about these forms Figure 4.8: Game about rhyming words match (Source: https://www.englishclub.com/) Answer keys: map- cap; car- jar; rag- bag; log- frog; bed- fed 4.2.2.2 Tongue twisters Tongue twisters are a phrase or series of phrases that are purposefully hard to pronounce and often cause humorous mistakes Tongue twisters exist in many different languages and sometimes seem to sound like short poems or songs They can rhyme or include alliteration, where the same 40 letters or sounds are repeated Often the content of the phrases is fanciful or doesn’t make any sense Here are some tongue twisters to practice: “There was a fisherman named Fisher who fished for some fish in a fissure Till a fish with a grin, pulled the fisherman in Now they're fishing the fissure for Fisher.” “She sells sea shells on the sea shore; The shells that she sells are sea shells I'm sure So if she sells sea shells on the sea shore, I'm sure that the shells are sea shore shells.” 4.2.2.3 English songs Indeed, students of all ages are into music and nobody can deny how powerful music is or that it affects our feelings and energy levels Songs have become an integral part of our language experience, and as such are a very useful tool in the foreign language classroom They are a great way to improve language skills, especially speaking skill in general and pronunciation particularly Besides, singing songs will make students feel interested in lessons Therefore, using English songs to practice pronunciation receives much supports from students The piece of the song below will be a perfect example to practice pronunciation including sounds /dʒ/, /θ/, /ʃ/, /ð/ and /ʒ/ Image 4.3: Music (Source: https://www.freepik.com/free-photos-vectors/music) Breathless by Shayne Ward …… 41 “You leave me breathless You’re everything good in my life You leave me breathless I still can’t believe that you’re mine You just walked out of one of my dreams So beautiful you’re leaving me Breathless And if our love was a story book We would meet on the very first page The last chapter would be about How I’m thankful for the life we’ve made And if we had babies they would have your eyes I would fall deeper watching you give life You don’t even know how very special you are” …… 4.3 Limitation of the study and suggestion for further research Despite attempting to validate research methods and collect and analyze data with careful consideration, the researcher still recognizes a few limitations Firstly, the number of participants is limited Data is collected from 100 students of classes Therefore, the results of the study cannot be generalized for all fourthyear English major students at TMU Using a convenient sampling procedure makes it difficult for the researcher to collect information and data due to the different schedules of participants and the researcher Secondly, due to the limitation of time and expertise of the researcher, this study focused on analyzing common errors about ending sounds and consonant sounds Other factors such as word stress, sentence stress, intonation, linking words, or vowels are not deeply exploited In short, the need for more in-depth research into students’ pronunciation problems cannot be ignored A thorough analysis of students’ pronunciation problems should be conducted in order to find ways to help low oral proficiency students pronounce words more accurately As much as it is important to know why students have pronunciation problems, it is of equal if not more important 42 that ways on how these pronunciation problems can be corrected are dwelt into In addition, special programs should also be introduced and implemented to help students improve their pronunciation 43 CONCLUSION The role of English as the lingua franca nowadays makes it especially relevant the fact of being able to successfully communicate in English This communication depends on the fact that mutual intelligibility or comprehensibility exists, and pronunciation is crucial in this respect From the different aspects analyzed throughout this paper and from the results obtained in its corresponding research, it seems relevant to note that many students make pronunciation mistakes related to consonant sounds and ending sounds Specifically, the sounds that students often make mistakes include /dʒ/, /ʒ/, /ð/, /θ/, /ʃ/ Therefore, the researcher has proposed some solutions for those pronunciation errors such as playing pronunciation games, singing songs, attending an English course, using English apps, recording and listening to student’s voices, so on The author is glad to receive comments from readers Finally, the researcher hopes that this study will be useful for the fourth- year students of the English Faculty at TMU, and any students who are fond of this research field 44 REFERENCES AMEP research centre (2002), Fact sheet - What is pronunciation?, Retrieved April 19, 2019 from http://www.ameprc.mq.edu.au Barbara A H., Brian B (1997), The Status of Final Consonant Clusters in English Syllables: Evidence from Children Journal of Experimental Child Psychology Volume 64, Issue 1, (p 119-136) University of New England, New South Wales, Australia, Retrieved January 16, 2009 Celce-Murcia, M (1996), Teaching Pronunciation, Cambridge: Cambridge University Press Celik, M (2001), Teaching English Intonation to EFL/ESL Students, Retrieved April 9, 2019 from http://iteslj.org/Techniques/Celik-Intonation.html Crozier, J (2003), Collins English Dictionary (2nd ed), Glasgow: HarperCollis Dulay, Burt and Krashen (1982), Language Two, Oxford: Oxford University Press Ellis R (1990), Instructed Second Language Acquisition, UK: Basil Black Well Ellis R (2008), The Study of Second Language Acquisition, New York: Oxford University Press Marianne, Donna and Janet (1996), Teaching Pronunciation, Cambridge: Cambridge University Press 10 Morley, J (1991), Intelligible pronunciation is an essential component of communicative competence, Retrieved March 25, 2019 from https://www.academia.edu 11 Nguyen Thi Thuy (2018) Some typical pronunciation errors made by first- year English major student at Thuong Mai University (Published Graduation Paper) Thuongmai University, Hanoi 12 Oxford Advanced Learner’s Dictionary, Oxford University Press, (2008) 13 Oxford Advanced Learner’s Encyclopedic, Oxford University Press, (1992) 14 Paul, J.L (2008), Questionnaire, Retrieved April 9, 2019 from https://methods.sagepub.com 15 Pham Thi Cam Chi (2009) Errors 1st year student at E.D, HULIS, VNU make with ending sounds and strategies to overcome using communicative teaching (Unpublished Graduation Paper) Vietnam National University, Hanoi 16 Rachael- Anne Knight (2012), Phonetics, Cambridge: Cambridge University Press 17 Roach, P J (1995), English Phonetics and Phonology, Cambridge: Cambridge University Press 18 Roach, P.J (2000), English Phonetics and Phonology, Cambridge: Cambridge University Press 19 Sarah M.S (2012), Personal Interview Survey, Retrieved April 16, 2019 from https://explorable.com 20 Spolsky, B (1989), Conditions for second language learning, Oxford: Oxford University Press APPENDIX Pronunciation errors made by fourth-year English major student at Thuong Mai University I am Bui Minh Anh from class K53N4 I am doing a study on the above topic for the graduation paper I would like to ask for your help with this questionnaire, which serves as the major source of data for my paper There would be no " right" or "wrong" answer, and all the information received from this questionnaire will, by all means, be strictly kept confidential Therefore, please answer the questions as sincerely as possible Thank you for your cooperation in completing my survey questionnaire -What is your name? …………………………………………… What is your class? ……………………………………………… Part A Background Information about Learning English of Major Students 1) How many years have you been learning English? □ years □ 5-7 years □7-10 years □ More than 10 years 2) Where you come from? □ In the Northern of Vietnam □ In the Central of Vietnam □ Others Part B Student’s Attitude towards English Pronunciation 3) How you evaluate the Importance level of the following factors in English speaking? Factors Not important A little importan t Important Grammar Vocabulary Pronunciation Spelling Intonation 4) How important is pronunciation in English speaking? Very important (1: not important-> 5: very important) Not important □ □ □ □ □ Very important 5) How you like learning pronunciation? □ Like very much □ Like □ Normal □ Do not like Part C: Student’s Pronunciation Errors 6) Have you ever learned any pronunciation lessons? □ Yes, I have □ No, I haven’t 7) How often you make pronunciation errors when speaking English in class? □ Always □Often □ Sometimes □ Rarely □ Never 8) Which pronunciation mistakes you tend to encounter when speaking English? □ word stress □ sentence stress □consonants □ intonation □ ending sounds □ others 9) How often you make mistakes in these ending sounds and consonant sounds when speaking English? always often sometimes /dʒ/ /ð/ /θ/ /ʒ/ /ʃ/ seldom never Part D: Factors Affecting English Pronunciation 10) In your opinion, what factors affecting your English pronunciation? □ The influence of native language factor □ Weak pronunciation ability □ Lack of motivation and concern for good pronunciation □ Negative Attitude □ Insufficient Instruction □ The insufficient amount of exposure □ Others Part E: Solutions that can help Students avoid Pronunciation Problems 11) Which solution you agree to use in order to avoid pronunciation errors? □ Playing pronunciation games □ Practicing tongue twisters □ Singing English songs □ Doing pronunciation exercises in textbooks □ Recording yourself when speaking English □ Using English apps like ELSA Speaking, Cake, etc □ Attend extra English pronunciation classes □ Imitating native speakers □ Others APPENDIX SOME QUESTIONS FOR PERSONAL INTERVIEW Do you think English pronunciation is one of the Important English skills? Have you ever taken part in any English pronunciation courses or lessons? Why (not)? What aspects you often make the mistakes (stress, intonation, ending sounds, consonants, vowels, etc)? Which activities you often use to improve your English pronunciation? ... What are typical pronunciation errors that fourth-year English major students of TMU often make? - What are the factors affecting fourth-year English major students at TMU in learning pronunciation? ... be rather general and theoretical Next, ? ?English pronunciation errors made by Saudi Student” (Islam Ababneh, 2018) This paper dealt with English pronunciation errors made by two groups of native... knowledge that phonetics is a subject that helps students of English to pronounce MADE well in learning PRONUNCIATION ERRORS BY and FOURTH communicating in English However, teachers of AT English