INTRODUCTION
Rationale of the study
In recent years, English proficiency has become crucial for education and career prospects, yet many Vietnamese speakers struggle with clear pronunciation, hindering effective communication with foreigners Serious pronunciation errors can lead to communication breakdowns, making it vital to investigate these challenges and develop appropriate strategies to address them.
Errors in final consonant clusters are a significant pronunciation challenge for English language learners, as their inability to articulate these clusters can result in incomprehensible speech (Avery & Erhlich, 1992) Supporting this, Celce-Murcia, Brinton, and Goodwin (1996) noted that incorrect pronunciation of consonant clusters can hinder native speakers' understanding, especially when learners resort to epenthesis to separate clusters or omit consonants entirely (as cited in Arnold, 2009).
Problems with final clusters are a common pronunciation error among Vietnamese learners of English This issue has been highlighted in previous research, such as the Australian Government publication Asian Language Motes (1978; as cited in Pham, 2009), which underscores the significance of addressing these pronunciation challenges for improved language proficiency.
Initial consonant clusters are generally manageable for Vietnamese students; however, they struggle significantly with final clusters According to Deshayes (2005), the challenges Vietnamese learners face with English consonant clusters stem from the absence of these combinations in their native language, coupled with the diverse syllable structures they produce.
Final cluster errors are prevalent among Vietnamese learners, yet they often receive insufficient attention from teachers This may be due to the less distinct pronunciation of final sounds compared to other sounds in speech, making them less noticeable to both students and educators Furthermore, there is a lack of research focused specifically on these final cluster errors The most recent significant study on this topic, conducted by Pham (2009), failed to thoroughly analyze students' final cluster errors or propose effective strategies for their correction.
As an English teacher at Phuong Dong University (PDU), I have observed that many students struggle with pronouncing English final clusters, despite their proficiency in producing single consonants This observation has prompted me to undertake research titled “Strategies to Correct Errors in Pronouncing English Final Clusters Made by Second-Year English-Majored Students at PDU.”
The research hopes to find answers to the following questions:
What are the English final cluster errors that second-year English-majored students at PDU often make?
What are some strategies to correct those errors?
Aims of the study
This study focuses on examining the pronunciation errors related to final clusters among second-year students in the English Department at PDU The goal is to identify these errors and propose effective strategies for teachers to assist students in overcoming their challenges with final clusters in pronunciation.
Scope of the study
There are many pronunciation errors that Vietnamese students are likely to make However, within the limit of a minor thesis, this study focuses on analyzing the students‟
This study was implemented for a group of 30 English-major second-year students at Phuong Dong University who are working with the course book “Let‟s talk 2” by Leo Jones (2002).
Method of the study
A study involving 30 second-year English majors from class 509701A2 utilized recording and observation methods to gather data on pronunciation errors related to final clusters Initially, students' mid-term oral test speeches were recorded for detailed analysis, focusing on the types, frequency, and severity of errors A group of three English teachers assisted in identifying these errors, leading to the creation of tables and charts for clearer data representation In the subsequent phase, the analysis results informed the development of an observation checklist, where each student read words aloud The observational data was then compared with the recording analysis to formulate effective solutions for addressing the students' pronunciation challenges.
Thesis Design
This thesis consists of three parts, namely Introduction, Development and Conclusion
Part 1, the Introduction, presents the rationale, the aims, the scope and the method of the study
Part 2 is the development with four chapters Chapter 1 (Literature review) introduces some key concepts necessary for understanding this research including Standard English Pronunciation, English final consonants & consonant clusters, Vietnamese final consonants, Errors vs mistakes, Pronunciation errors and Error correction Also, it reviews some previous studies related to the topic Chapter 2 (Setting) gives an overview of
Chapter 3 of the article outlines a comprehensive methodology for teaching and learning English pronunciation at PDU, detailing the processes for selecting subjects, research instruments, and data collection and analysis procedures Meanwhile, Chapter 4 presents the findings from recordings and observations, accompanied by discussions that provide insights into these results.
Part 3, the Conclusion, discusses the major findings and limitations of the research as well as provides suggestions for further study.
DEVELOPMENT
This chapter presents a comprehensive literature review essential for understanding the study, highlighting key concepts such as Standard English Pronunciation, English final consonants and consonant clusters, Vietnamese final consonants, and the distinctions between errors and mistakes Additionally, it addresses pronunciation errors and strategies for error correction, drawing on previous research related to these topics.
Standard English Pronunciation refers to a widely accepted dialect of English that is recognized globally, characterized by its lack of significant regional variations According to Strevens (1983), it serves as the primary educational target in English language teaching and can be articulated with various accents Thus, Standard English pronunciation encompasses any commonly used dialect that meets these criteria, making it an essential aspect of effective communication in English worldwide.
English has two primary dialects used in international broadcasts and professional contexts: Received Pronunciation (RP) in the UK and General American (GA) English in the US Vietnamese speakers typically adopt RP, where the /r/ sound is silent at the end of words Therefore, this study will analyze students' pronunciation based on RP English standards.
Pronunciation encompasses various elements, making it a complex concept Key components include vowels, consonants, word stress, rhythm, and intonation, along with connected speech features such as assimilation, elision, linking, and intrusion Understanding these aspects is essential for mastering pronunciation.
LITERATURE REVIEW
English pronunciation
Standard English Pronunciation refers to a widely accepted dialect of English that serves as a global educational standard Defined as a non-localized form of English, it allows for various accents while maintaining a consistent linguistic framework According to Strevens (1983), it is recognized as the appropriate target for teaching English, emphasizing its significance in global communication Thus, Standard English pronunciation encompasses any dialect that is commonly used and accepted worldwide.
English has two primary dialects used in international broadcasts and business: Received Pronunciation (RP) in the UK and General American (GA) in the US Vietnamese speakers often adopt RP English, where the /r/ sound is typically not pronounced at the end of words Therefore, this study will use RP English as the standard for evaluating students' pronunciation.
Pronunciation is a multifaceted concept encompassing various elements such as vowels, consonants, word stress, rhythm, intonation, and aspects of connected speech like assimilation, elision, linking, and intrusion The English sound system is primarily divided into two categories: segmental and suprasegmental Segmental features refer to individual vowels and consonants, while suprasegmental elements include stress patterns in words, phrases, and sentences, as well as pitch contour and rhythm (Seferoglu, 2005, p.304, as cited in Abuseileek, 2007, p.4).
Consonants are defined as sounds produced with an obstruction to the airflow from the larynx to the lips, as noted by Peter Roach (2000, p.19) These sounds occur when two articulators come close together, creating a blockage that prevents the air stream from flowing freely.
Consonants can be described in terms of the manner of articulation, the place of articulation and voicing Kelly (2000) and Roach (2000) categorized the 24 consonants into 6 groups:
The following is the table of consonant sounds:
Table 1: Table of consonant sounds
In phonetics, a stop is a sound that interrupts airflow through the mouth or nose, categorized into oral stops, known as plosives (/b, p, d, t, g, k/), and nasal stops, referred to as nasals (/m, n, ŋ/) English also features fricatives, which include sounds like /f, v, θ, ð, s, z, ʃ, ʒ, h/, and approximants such as /j, w, r/, along with the lateral sound /l/ Additionally, affricates are unique sounds that combine a stop and a fricative sharing the same place of articulation, with English containing two affricate sounds: /tʃ/ and /dʒ/.
1.1.2.2 English final consonants and consonant clusters
Any consonant except h, r, w and j may be a final consonant Final consonant sounds in English are listed as below:
/k/ - back, cook /tʃ/ - church, catch
/g/ - bag, pig /dʒ/ - large, age
When there are two or more consonants at the end of the word (called final cluster), the terms
“pre-final” and “post-final” consonants are used
Two consonant clusters: o Pre-final followed by a final consonant o Consonant plus post-final E.g.: think, important, help, health, cats, etc
Three consonant clusters: o Pre-final plus final plus post-final (e.g helped, twelfth, banks, etc.) o Final plus post-final plus post-final (e.g text, fifths, lapsed, etc.)
Four consonant clusters: o Most are pre-final plus final plus post-final plus post-final e.g prompts, twelfths o Occasionally, there is one final and three post-final consonants e.g sixths, texts
The table below presents the consonant clusters, extracted from Pham (2009):
Pre-consonant Stops, fricatives & affricates
Max 1 of 1 of Max 3 of
Table 2: Component of consonant clusters
1.1.2.3 A comparison between English and Vietnamese final consonants
Vietnamese consonants differ significantly from English consonants, as Vietnamese features only six consonants and two semi-vowels that can appear at the end of words (Nguyen, 2007, p.4) According to Doan (1999, as cited in Nguyen, 2007, pp.4-7), the final consonants in Vietnamese include /m/, as in em [ɛm] (I, younger sibling), lượm [lɯ ɤːm] (pick up), and nghiêm [ŋiem] (strict); /n/, found in words like ăn [an] (eat), làm [laːm] (do), and phiên [fien]; and /ŋ/, which has three allophones.
[ŋ͡ m]: bilabialized, proceded by rounded vowels /u, o, ɔ/ xong [soŋ͡ m] súng [ʃuŋ͡ m] không [xoŋ͡ m]
In Vietnamese phonetics, the sound [ɲ] corresponds to the letters "nh" and occurs before front vowels such as /i, e, ɛ/, as seen in words like "bệnh" [beɲ], "tình" [tiɲ], and "nhanh" [ɲ ɑ ɲ] The sound [ŋ] appears in other contexts, exemplified by words like "tặng" [taŋ], "thiêng" [tʰ ieŋ], and "chuộng" [cuoŋ] Additionally, the sound /p/ is pronounced without any air release, as demonstrated in the word "úp" [up].
In Vietnamese, the final consonant sounds differ significantly from English The [t] ending is pronounced sharply and without aspiration, as seen in words like ớt [ɤːt], giết [ziet], and ghét [ɡ ɛt] Additionally, the sound [k] occurs at the end of syllables represented by the letters "c" and "ch." Linguists agree that this phoneme has three allophones that appear in complementary distribution.
[k͡ p]ː this ending sound is bilabialized if the consonant is preceded by rounded vowels /u, ɒ, ɔ/ ngọc [ŋɔk͡ p] cốc [k͡ p] nhục [k͡ p]
[c]ː preceded by front vowels /i, e, ɛ/, performed by letters “ch” nghịch [ŋic] lệch [lec] sách [saːc]
In the Vietnamese language, the final semi-vowel /w/ is found in the letters "u" or "o" when they follow vowels, creating diphthongs or triphthongs, as seen in examples like đau [daːw], vào [vaːw], and đều [dew] Similarly, the semi-vowel /j/ occurs with the letters "i" or "y" when preceded by vowels, forming diphthongs and triphthongs, illustrated by words such as tay [taːj] and dài [daːj].
Vietnamese final consonants are limited to nasal sounds (/m/, /n/, /ŋ/) and three unaspirated voiceless plosives (/p/, /t/, /k/), with only one final consonant permitted per word In contrast, English allows for consonant clusters at the end of words, which can include up to four consonants This fundamental difference can create challenges for Vietnamese learners of English, as they are not accustomed to these complex consonant combinations in their native language.
Making mistakes is an essential aspect of the learning process, especially in language acquisition Errors are unavoidable and play a crucial role in how individuals develop their language skills According to Dulay, Burt, and Krashen (1982), as referenced by Pham (2009), systematic errors are a fundamental part of learning a new language, highlighting that one cannot truly master a language without first navigating through these mistakes.
Many researchers have made a clear distinction between errors and mistakes, such as Brown
Mistakes and errors are distinct concepts in language learning A mistake is a performance error, such as a slip of the tongue, indicating a failure to utilize a known system correctly In contrast, an error signifies a noticeable deviation from established grammar, showcasing the learner's competence (Brown, 2007) According to Ellis (1997), errors highlight gaps in a learner's knowledge, occurring when the correct form is unknown Conversely, mistakes arise from occasional lapses in performance, reflecting a learner's inability to execute what they already know.
Mistakes in writing or speaking often arise from factors like inattention, fatigue, or carelessness and can typically be self-corrected In contrast, errors stem from a learner's incomplete understanding, leading to the possibility of continuing to communicate incorrectly without awareness, making self-correction impossible.
According to Nguyen (2007), errors in pronunciation are defined as the incompetence in language and incorrect pronunciation that may affect intelligibility in communication Jenkins
Pronunciation errors are defined as variations in speech that hinder mutual understanding between communicators (Nguyen, 2007) Jenkins' definition is particularly relevant in the context of English as a global means of communication, highlighting the importance of clear pronunciation for effective interaction.
Results of some studies of errors with consonant sounds can be classified into 6 types:
1 Cluster reduction This is the “deletion of one or more consonants from a target cluster so that only a single consonant occurs at syllable margins” (Grunwell, 1987, p 217, as cited in Treiman, 1989)
2 Cluster simplification The error occurs when one/some elements of a cluster being is/ are produced in a different manner from the target phoneme (Grunwell, 1987, as cited in Treiman, 1989) e.g green – pronounced as [gwin]; bread – pronounced as [bwed]
3 Epenthesis This is the insertion of some vowel (normally a schwa) between cluster elements (Dyson & Paden, 1983, as cited in Treiman, 1989) e.g drive /draiv/ pronounced as [dəraiv]
Error correction
Errors are an inevitable part of language learning, indicating that genuine learning has occurred However, simply identifying errors in students' speaking is not beneficial unless they are addressed effectively Therefore, it is crucial for teachers to comprehend error correction strategies and the principles involved in addressing both general speaking errors and specific pronunciation mistakes.
1.3.1 Definition and types of error correction
Correction is defined by Julian Edge (1989) as a method to remind students of Standard English forms, emphasizing that it should not be viewed as criticism or punishment Nguyen et al (2003) further describe correction as a set of pedagogical techniques aimed at helping students refine their expression (Nguyen, 2009).
According to Edge (1989), error correction can be categorized into three types: self-correction, peer-correction, and teacher-correction Self-correction encourages students to identify and rectify their own errors, fostering critical thinking and problem-solving skills; Edge emphasizes that "the best form of correction is self-correction" (1989, p 24) When students struggle with self-correction, peer-correction can be employed, allowing classmates to assist each other, which promotes greater class engagement However, this method may face challenges if students are not accustomed to correcting one another Lastly, when self-correction and peer-correction are ineffective, teacher-correction becomes necessary, where teachers provide the correct expressions to guide students in articulating their intended meanings.
Richards (1998) identifies two types of error correction: delayed correction and immediate correction Delayed correction occurs at the end of an activity, where the teacher monitors group discussions and notes significant errors to address with the entire class afterward This method is particularly effective during the production stage Conversely, immediate correction takes place as soon as an error is made, and is recommended during the practice stage when precise language use is essential The choice between immediate and delayed correction depends on several factors, including the lesson's objectives, class dynamics, learner attitudes and expectations, motivation levels, and the teacher's assessment of whether a mistake or error has occurred.
There are various types of error corrections, each with distinct advantages and disadvantages Consequently, educators must thoughtfully evaluate which correction method is most appropriate for different contexts to effectively meet the needs of their students.
Error correction methods vary significantly, as highlighted by Doff (1988, as cited in Hadinata, 2006), who identifies three primary approaches used by teachers The first approach involves immediate correction of student mistakes, which can hinder fluency development, as making errors is a natural part of the learning process The second approach suggests that teachers should selectively correct errors based on the teaching context; for instance, corrections are necessary during focused practice but less so during freer activities Lastly, the third approach advocates for minimal correction to allow students to express themselves in English without the fear of making mistakes.
Techniques to deal with final clusters
Tench (1981) highlights that challenges with consonant clusters often stem from articulation issues, where learners may articulate individual sounds correctly but struggle with their sequential combination To address these difficulties, he recommends techniques such as demonstration, association, and explanation While demonstration is typically effective, teachers may need to incorporate association or explanation if it falls short For example, when practicing final stop sequences like /-pt/, learners should maintain closure of the first stop while closing for the second; for /-kt/, the back of the tongue must stay raised during the alveolar closure In practicing fricative sequences like /-θs/, students should hold the tongue in the /θ/ position, prolong the sound, and then sharply retract the tongue.
Deshayes emphasizes the importance of identifying the specific areas in the mouth where sounds are produced to address final cluster errors He asserts that by helping students recognize the necessary transitions in their mouth movements, they can make the adjustments needed for improved pronunciation.
In 2005, it was suggested that specific techniques can enhance pronunciation skills, including reading aloud lists of words with consonant clusters Additionally, breaking down these clusters and gradually modifying sounds, such as transitioning from "six" to "sixth" and then to "sixths," can be effective strategies for improvement.
Simplifying final consonant clusters in connected speech is a common phenomenon among native speakers, as noted by Avery and Ehrlich (1992) For example, in the phrase "This sweater was hand-made," the word "hand" may be pronounced as "han," omitting the final /d/ This simplification is not random; it often occurs less frequently when the following word begins with a vowel sound, as seen in "hand out." In contrast, English learners may inappropriately simplify these clusters, which can lead to misunderstandings Therefore, pronunciation teachers should introduce simplification strategies to their students Two effective activities include practicing with pairs of words containing challenging consonant clusters and incorporating grammatical endings to aid in mastering these clusters.
According to Celce-Murcia, Brinton, and Goodwin (1996), native English speakers utilize simplification strategies to facilitate the pronunciation of consonant clusters Two common strategies include cluster reduction, where one consonant is omitted, and resyllabification, which involves breaking up a final consonant cluster when followed by a vowel sound Typically, in the case of cluster reduction, a middle consonant is dropped in final clusters of three or four consonants This approach is frequently applied to simplify clusters formed by grammatical endings, such as the transformation of "asked" /ɔskt/ to /ɔst/.
/fổkts/ to /fổks/ It is regularly employed when pronouncing fractions such as sixths
The reduction of consonant clusters, such as /siksθs/ to /siks/ and /fifθs/ to /fifs/, is a common phenomenon in spoken English It's essential for students to understand that third person singular present tense and plural endings are crucial grammatical markers that should not be omitted to simplify clusters Another effective strategy involves transferring the final consonant of a cluster to the following syllable, as demonstrated in the phrase "She moved it," which native speakers often pronounce as /ʃi.muːv.dɪt/ Experts recommend that gradually building up these clusters helps students achieve mastery over complex final clusters of three or four consonants (Celce-Murcia, Brinton & Goodwin).
/ŋ/ /ŋk/ /ŋks/ thing think thinks Clusters of four:
/k/ /ks/ /ksθ/ /ksθs/ sick six sixth sixths
Pham (2009) emphasizes the importance of Communicative Teaching strategies to address ending sounds errors in language learning She identifies three key techniques—information gap, role-play, and task-based activities—that encourage student interaction and enhance language competence Furthermore, she provides a variety of sample activities for practicing ending sounds, such as brainstorming, chain stories, exaggeration, and sound picture exercises.
Deshayes (2005) illustrates the application of Communicative Teaching to address final cluster errors by suggesting a less controlled activity In this exercise, teachers can distribute a calendar of the current month, prompting students to engage in asking each other questions related to the calendar.
For an engaging information gap activity, teachers can utilize a blank calendar where one student interviews their partner to fill in the details of their schedule for the thirty-first This interactive exercise not only fosters communication skills but also encourages collaboration among students.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Take dog to the vet
Choir concert at the school
Research by Arnold (2009) indicates that pronunciation training significantly improves the accuracy of final three-segment consonant clusters The study highlights an instructional approach that utilizes native English speaker modeling, choral repetition, and self-correction through audio recordings of participants reading target words This method leads to a reduction in consonant cluster simplification strategies, such as articulatory feature change, consonant cluster reduction, and substitution, when pronouncing words with final three-segment consonant clusters.
According to Kelly (2000, p.58), effective techniques for teaching final consonant clusters include isolating the clustered sounds by writing the word in phonemic script for students to repeat slowly, conducting drilling exercises, and connecting the sounds to familiar words that contain the cluster, which can then be integrated into various activities and drills.
In conclusion, various techniques exist for addressing final clusters in language learning It is crucial for teachers to recognize their students' errors related to final clusters and to tailor activities and strategies to match both the students' proficiency levels and the objectives of the lesson.
AN OVERVIEW OF TEACHING AND LEARNING
The syllabus
Pronunciation plays a crucial role in effective spoken communication, making it a fundamental component of the English language curriculum for first-year students at Phuong Dong University The university offers two dedicated courses, Pronunciation 1 and Pronunciation 2, over the first two semesters These courses aim to equip students with essential pronunciation skills and enhance their overall communicative competence Spanning 90 periods, with three sessions each week, these courses provide a comprehensive foundation in pronunciation.
The course is divided into two semesters, each lasting 45 minutes per session The first semester emphasizes English vowels, while the second semester concentrates on English consonants It's important to note that the final assessments conducted by administrators at the end of each semester are separate from the 15 weeks of study.
"Ship or Sheep? An Intermediate Pronunciation Course" by Ann Baker (1977) serves as a comprehensive textbook featuring a clear and concise style, accompanied by illustrations and diverse activities Each unit introduces a sound through illustrations and production notes, followed by minimal pairs, recognition tests, word lists, dialogues, stress and intonation exercises, and group conversations However, the textbook has limitations; it is designed for a global audience rather than specifically for Vietnamese learners at Phuong Dong University, failing to focus on the particular sounds that first-year students struggle with Additionally, the presence of repetitive exercises and an overload of tasks in some units leaves students with insufficient time for practice in class Therefore, it is essential to adapt the pronunciation activities to better align with students' needs and the course objectives.
The learners
First-year students at the English department of Phuong Dong University, aged 18 to 20, demonstrate flexibility and dynamism, allowing them to quickly imitate native-like accents While they have studied English for at least three years in high school, this background presents both advantages and challenges in their college studies A significant issue is that if their pronunciation skills are poorly developed, it becomes challenging to correct them later Compared to their proficiency in reading, writing, speaking, listening, and grammar, their pronunciation is often lacking This is primarily due to the limited focus on pronunciation in high school, where most assessments were written, leading teachers to prioritize grammatical structures and literacy skills over oral language development.
The teachers
The English department at Phuong Dong University boasts a team of over 20 young and enthusiastic teachers aged between 25 and 40 While they are eager and supportive, many have recently graduated from Vietnamese colleges and lack experience in teaching pronunciation Consequently, they may face challenges in addressing students' pronunciation errors and effectively implementing pronunciation activities in the classroom.
The teaching and learning conditions
The English department provides modern learning facilities, including a language laboratory, cassette recorders, computers, and projectors, creating an ideal environment for language education With class sizes limited to 25 to 30 students, learners benefit from personalized attention and ample opportunities to practice pronunciation However, the absence of native teachers restricts students' chances to engage in pronunciation practice with native speakers.
This article examines how various components of a course impact the pronunciation errors of second-year English major students at PDU Subsequent chapters will outline the methodology for identifying these errors, the data analysis process, the findings, and strategies to address common pronunciation mistakes related to English final clusters.
METHODOLOGY
Research questions
The research was carried out in the first semester of the school year 2010-2011 to find answers to the following questions:
What are the English final cluster errors that second-year English-majored students at PDU often make?
What are some strategies to correct those errors?
Subjects of the study
The study involved 30 randomly selected second-year students from class 509701A2 of the English Department at PDU All participants had completed two Pronunciation courses during their first year, equipping them with foundational knowledge of pronunciation rules and an awareness of their own pronunciation challenges, which may have been addressed by their instructors.
The research focused on English majors aged 19 to 21 at PDU University, utilizing the textbook "Let's Talk 2" by Leo Jones (2002) to enhance their speaking skills For the third term, students are allocated a total of 45 class hours dedicated to speaking practice The mid-term oral test is scheduled for week 8 or 9, featuring consistent speaking topics for the K509 class.
Data collection procedure
The data collection was divided into two steps as follows:
The mid-term oral test, which accounts for 40% of the total semester score, required students to deliver a three to five-minute presentation on a specific topic To ensure optimal audio quality, their presentations were recorded using an mp3 recorder placed on the table in the test room These recordings were subsequently analyzed at home to identify and categorize the students' errors.
The study involved participants reading aloud a list of mispronounced words with final clusters, collected from previous recordings This stage aimed to test the hypothesis that students experience similar pronunciation issues during assessments and in their everyday speech The goal was to identify effective strategies for correcting these errors As participants read, they focused on their mispronunciations, while the researcher documented any errors related to final clusters on a checklist (refer to Appendix 3 for the observation checklist).
Data analysis procedure
The data analysis procedure included two phases:
Phase 1: All information collected from the subjects during the oral test was used for analysis
The study analyzed student errors by categorizing them based on type, frequency of sounds, and severity The researcher systematically classified these errors and presented the findings in a structured format.
FINDINGS AND DISCUSSIONS
Findings from recordings and discussions
Analysis of recording data identified the prevalent pronunciation errors made by second-year English Department students at PDU The findings highlighted the most frequent errors based on the number of students who committed them and their occurrence during presentations.
4.1.1 Overview of the errors with final clusters of 2 nd year English-majored students at PDU
Analysis of the recorded data revealed a total of 230 pronunciation errors associated with final clusters, consisting of 200 reduction errors and 30 substitution errors The accompanying chart illustrates the percentage distribution of these two error types.
The chart clearly indicates that reduction errors, occurring 200 times, are significantly more prevalent than substitution errors, which appeared only 30 times This suggests that reduction errors are the primary challenge faced by second-year students at PDU.
Based on the analysis of student errors, consonant reduction emerged as the most prevalent issue, with all 30 students exhibiting this mistake Additionally, 60% of the students, totaling 18, experienced substitution errors.
Interestingly, no insertion error was found in the data although this error still appeared in some previous researches (Pham, 2009; Treiman, 1989)
4.1.2 Details of the errors with final clusters of 2 nd year English –majored students at PDU
Reduction errors are the most prevalent mistakes made by second-year students at PDU, as highlighted in the previous section The following table illustrates the specifics of these reduction errors.
No of subjects with errors
/nt/ or /nts/ /t/ or /ts/ 23 39
/nd/ or /ndz/ /d/ or /dz/ 22 43
/kt/ or /kts/ /t/ or /ts/ 9 11
/ks/ or /kst/ /s/ or /st/ 5 6
Table 3: Reduction errors found in the data from recordings
Table 3 highlights the frequent occurrence of final clusters /nt(s), nd(z), st/ among the subjects, indicating common pronunciation errors The analysis also notes the frequency of these clusters in the subjects' speech for corrective purposes Furthermore, certain sounds, such as /θ/ and /dʒ/, are particularly challenging for Vietnamese learners, leading to their omission in pronunciation Detailed observations of these two types of final clusters are provided.
Considering the first case (Pre-final + Final + (Post-final)), there were two tendencies to which the final clusters are mispronounced basing on the pre-final consonants:
Deleting the final or post-final sounds
In a study examining phonetic errors, it was found that the liquid sound /l/ is often omitted when it appears as a pre-final consonant This omission occurred in 33% of the subjects, specifically among 10 students For instance, words like "child" were pronounced as /tʃaid/, "help" as /hep/, "film" as /fim/, "world" as /wɜːd/, and "old" as /əud/.
The consonant following /l/ is also deleted (accounting for 53%) e.g difficult /difikəlt/ /difikəl/ health /helθ/ /hel/ else /els/ /el/ self /self/ /sel/
When nasal sounds such as /n/, /m/, and /ŋ/ appear as pre-final sounds, students often exhibit a tendency to either delete all sounds or retain only the first and last sounds in a cluster, omitting the middle ones This phenomenon was observed in 100% of the subjects For example, the word "went" is pronounced as /wen/, "environment" as /invairənmən/, "friends" as /fren/, "think" as /θɪŋ/, and "find" as /faɪn/.
Thirdly, when the pre-final sound is a fricative /s/, the students tend to delete the final sounds
26 students commit this error (87%) e.g fast /fa:st/ /fa:s/ first /fɜːst/ /fɜːs/ ask /aːsk/ /aːs/ last /laːst/ /laːs/ past /paːst/ /paːs/
In the analysis of final consonant clusters, it is observed that while the final consonant is rarely omitted, the second consonant in two-element clusters and the third consonant in three-element clusters are frequently dropped Many students tend to pronounce only the first consonant of these long clusters, resulting in the omission of subsequent consonants For example, the word "next" is pronounced as /nek/, with the /s/ and /t/ deleted, and "mixed" is articulated as /mik/, omitting the /s/ and /t/.
There were a few cases of deleting a second element of three-element clusters For example, accepts /əksepts/ was pronounced as /əkseps/ (/t/ was deleted)
The analysis indicates that students frequently commit sound omission errors, particularly with final consonant clusters This can be attributed to the nature of Vietnamese as a monosyllabic language, where consonant clusters are not typically pronounced Additionally, the tendency to "swallow" ending sounds in their native language negatively transfers to their pronunciation in English, inhibiting their ability to articulate final sounds and clusters effectively.
Of the two common final clusters errors that the subjects committed, the substitution error comes second The following table incorporates the data on students‟ substitution errors found from recordings
Consonant clusters Sound(s) No of subjects Repetition times substituted with errors
/nz, mz, dz, vz, lz, ŋz/ z = s 14 21
Table 4: Substitution errors found in the data from recordings
Table 4 illustrates that subjects often substitute English sounds with Vietnamese equivalents, particularly the English sound /θ/, as in the word "health" pronounced /helθ/ This substitution occurs because the /θ/ sound is unfamiliar to Vietnamese speakers, leading them to replace it with a similar sound from their native language due to the influence of their mother tongue.
Sound confusion commonly occurs with the mispronunciation of /s/ and /z/, with errors noted 21 times For example, "loves" is often pronounced as /lʌvs/ instead of /lʌvz/, and "kids" may be mispronounced as /kids/ instead of /kidz/ This tendency to substitute /z/ with /s/ appears to stem from students exerting excessive airflow through their mouths during pronunciation.
The mispronunciation of the /dʒ/ sound as /z/ among students may stem from carelessness and a lack of effort to understand tongue positioning Many students tend to group similar sounds together, leading to consistent mispronunciations, as highlighted in this study Additionally, the difficulty in articulating the /θ/ sound, particularly at the end of words, contributes to its mispronunciation as /t/.
Findings from observation and discussions
The data collected from taking note of each student‟s reading out loud their final cluster errors found from recordings are shown in the following table:
Table 5: Errors from reading out loud the 230 errors from recordings
Observation data reveals that subjects frequently made mistakes while reading single words, with reduction errors being the most prevalent Additionally, insertion errors were also noted among the subjects.
Details of errors from observation are as follows:
Types of errors Consonant clusters Notes
- /nts, pts, kst, ndz, kts, nθs, lvz, lvd, fts/
- The middle sound of a three-consonant cluster is deleted
Insertion /ld, pt/ - /ə/ is inserted into the middle of a cluster
Substitution /lθ, ʃt, ndʒ, dz/ θ = t, ʃ = s, dʒ =z, z=s
Table 6: Details of errors from observation
Table 6 reveals that students predominantly struggled with long clusters and those containing challenging sounds This difficulty may stem from insufficient practice time in the aforementioned pronunciation course Additionally, the teacher may not have adequately highlighted the importance of these specific clusters, as well as clusters in general, to the students.
Comparison of the two findings
The chart below is created to compare the results from recordings with those from observation
(I: Errors from recordings; II: errors from observation)
Chart 2: Comparison of two results from recordings and observation
Chart 2 shows that students make fewer errors when reading word by word compared to delivering a speech, indicating that while some mistakes can be self-corrected, others require teacher intervention It highlights that reduction errors are the most frequent among second-year students at PDU Notably, minor insertion errors were observed that did not appear in recorded speeches.
Strategies to correct final clusters errors
Previous discussions indicate that challenges with final clusters often stem from teacher oversight, student negligence, and the adverse effects of the mother tongue In this research, I propose specific activities and techniques aimed at addressing the final cluster errors encountered by the thirty second-year students at PDU.
Research indicates that students frequently struggle with final cluster errors in real speech compared to isolated words, highlighting the necessity of developing consistent pronunciation habits Effective habit formation requires regular practice To assist students in mastering final clusters, a variety of activities have been compiled and adapted from the works of Pham (2009), Deshayes (2005), and Celce-Murcia, Brinton & Goodwin (1996).
To enhance pronunciation skills, encourage students to brainstorm words that feature the target sound of the lesson Once they generate a sufficient list, engage them in communicative activities that allow for practice and reinforcement of the sound using the identified words.
The following example is a brainstorming task to practise the final cluster /nt(s)/:
- Ask students to find at least five words containing the final cluster /nt(s)/
E.g went, plant, excellent, want, important, parents, restaurants, spent
- Follow-up activity: Work in pairs Tell your partner what you did last summer holiday using at least five words that you have just listed above
Last summer, I traveled to Hue with my parents for three days, immersing ourselves in the city's rich history and culture We explored iconic sites like Thien Mu Pagoda and Khai Dinh Mausoleum, and enjoyed a scenic boat ride along the romantic Huong River in the evening The local cuisine, particularly the delicious "Bun Bo Hue" and "Che Hue," added to our memorable experience Overall, our trip to Hue was fantastic, and I look forward to returning soon.
Teachers can enhance language learning by providing students with a targeted word list to create their own dialogues in pairs This collaborative activity encourages students to practice and refine their conversations, reinforcing their understanding of the lesson's focus sound.
Ted: I couldn‟t finish the sixth problem
Joe: That‟s because you forgot to reduce 6/6/ (six/sixths) to 1
In a short oral presentation activity, teachers encourage students to identify at least five English words featuring final consonant clusters related to a specific topic Each student then shares their personal list with the class and delivers a brief presentation incorporating at least five of the selected words Classmates are tasked with assessing the speaker's pronunciation of consonant clusters, focusing on accuracy, naturalness, and clarity of speech.
Deshayes (2005) proposes an engaging calendar activity that can effectively enhance teaching pronunciation, particularly focusing on final clusters To optimize learning outcomes, it's essential to align these activities with the specific objectives of the lesson.
The research findings reveal that participants struggled with pronouncing long clusters, particularly three-element clusters, as well as those containing challenging sounds like /ʃt/ and /ndʒ/, and clusters involving the consonant "l" followed by other consonants To address these final cluster pronunciation errors, I incorporated teaching strategies from various researchers, including Deshayes (2005), Kelly (2000), Celce-Murcia, Brinton & Goodwin (1996), Avery & Ehrlich (1992), Kenworthy (1987), and Tench (1981) It is hoped that these strategies will help alleviate some of the students' difficulties.
Demonstration and explanation are crucial techniques for helping students accurately pronounce difficult final consonant clusters For instance, when dealing with clusters that include the consonant "l" as the pre-final sound, it is important to prevent insertion errors between "l" and subsequent consonants, except for /θ, t, d, s, z, n/ To achieve this, instructors can guide students to prolong the /l/ sound, gradually close their lips while maintaining the /l/, and then open their lips while still producing the /l/ Additionally, learners should consciously keep their tongue in the /l/ position until it seamlessly transitions into the following sound.
To effectively practice the final consonant cluster /ld/, such as in the word "field," students can start with the phrase "feel down." This approach allows learners to progressively reduce the second word, enhancing their pronunciation skills and mastery of the cluster.
Feel down feel dow feel d field
Breaking down consonant clusters: Add and change sounds gradually to practice long clusters, for instance, „six‟, „sixth‟, sixths‟ Practice slowly at first and then speed up as confidence increases
Teachers can help students understand how native speakers simplify final consonant clusters in casual conversation By raising awareness of these simplifications, educators can provide targeted practice that allows students to learn appropriate ways to navigate consonant clusters, ultimately enhancing their spoken language skills.
Students should be aware of key phonetic deletions in speech Firstly, when two or more fricatives appear together, one may be lost, such as the /θ/ in "asthma" and the /ð/ in "clothes brush." Secondly, in informal speech, /t/ and /d/ can be deleted when they occur between two consonants, as seen in words like "friends," "best man," and "child's." Lastly, the /k/ sound may also be omitted in similar contexts, exemplified by the word "asked."
A sample dialogue can be used for students‟ practising cluster simplification strategies as follows:
Vet: What seems to be the problem with Peppy?
Pet owner: Well, he just isn‟t very peppy, Doc He acts so tired all the time He just lifts his head up and sighs
Two months ago, the pet owner noticed a change in Peppy, their guard dog, particularly in his energy levels Despite being known for his bursts of energy, Peppy recently fetched only part of the newspaper, leaving three-fourths of it on the doorstep The owner seeks insights from the vet's medical textbook regarding this behavior.
Vet: Well, let me look it up under “listless dogs.” It says here that
A significant portion of dog listlessness, approximately 80%, can be attributed to inadequate nutrition Instead of resorting to medication, consider enhancing your dog's diet to boost their energy levels and overall well-being Regularly feeding your pet a balanced diet may lead to noticeable improvements in their behavior and vitality within a week.
CONCLUSION
Summary of major findings
The major findings of this study can be summarized as follows:
Second-year students at PDU commonly encounter three types of errors related to final clusters: Reduction, Substitution, and Insertion The Reduction error occurs frequently due to the influence of their mother tongue, leading students to omit one or more consonants in final positions, as they believe only one consonant should be present Substitution errors arise when students mistakenly replace English sounds with Vietnamese ones or confuse similar sounds, often mixing up /z/ with /s/, /ʃ/ with /s/, or /dʒ/ with /z/ Lastly, Insertion errors, while not evident in students' spoken language, manifest during reading aloud, where they incorrectly add sounds to final clusters.
To address the second research question, several effective strategies are proposed for the student participants, including brainstorming, dialogues, short oral presentations, information gap activities, demonstrations, and explanations Additionally, practicing with two-word combinations, breaking down consonant clusters, and simplifying these clusters in colloquial speech are emphasized These strategies aim to enhance students' pronunciation of final consonant clusters.
Limitations and suggestions for further study
Due to limited time of the study, it was acknowledged that there were some limitations that could not be avoided
The data collected from students' mid-term oral tests is inevitably influenced by psychological factors like anxiety and nervousness, which can lead to mistakes Additionally, some recordings lack clarity, making it difficult to identify all the errors and final clusters that students may have committed.
The data analysis revealed that all subjects struggled with pronunciation issues related to final clusters, affecting not only final positions but also initial and medial positions Additionally, challenges were noted with specific vowels, consonants, pitch, intonation, and aspects of connected speech However, due to the study's scope, these additional problems will be addressed in future research.
To effectively address the common final cluster errors made by students, it is crucial to implement personalized strategies Conducting action research would be beneficial in identifying the patterns of these errors and evaluating the effectiveness of the proposed strategies in improving student outcomes.
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Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you like living in an extended family or in a nuclear family?
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Topic What is your favorite sport? Give some reasons
Topic Do you think what the qualities of a good friend are?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Which job best fits your personality? Explain why
Topic Describe the person you admire most Explain why you admire him/her
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Talk about your first day or primary school?/ secondary school?/ high school?/ college?
Topic Talk about your last holiday
Topic Do you want to be a famous person? Why or why not?
Topic What is your favorite sport? Give some reasons
Topic Describe the person you admire most Explain why you admire him/her
Topic Talk about your last holiday
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Do you think what the qualities of a good friend are?
Topic Which job best fits your personality? Explain why
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you like living in an extended family or in a nuclear family?
Consonant Mispronounced words Types of errors Repetition clusters Reduction Insertion Substitution times
Topic Do you want to be a famous person? Why or why not?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your first day of primary school?/ secondary school?/ high school?/ college?
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Do you like living in an extended family or in a nuclear family?
Consonant Mispronounced words Types of errors Repetition clusters Reduction Insertion Substitution times
Topic Which job best fits your personality? Explain why
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Describe the person you admire most Explain why you admire him/her
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your last holiday
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you want to be a famous person? Why or why not?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your first day or primary school?/ secondary school?/ high school?/ college?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic What are the qualities of a good friend?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Consonant clusters Mispronounced words Types of errors Repetition times
Topic What is your favorite sport? Give some reasons
Consonant clusters Mispronounced words Types of errors Repetition times
CHECKLIST FOR OBSERVATION Speakers Consonant clusters Words Types of errors
/kt/ react /nts/ students /nd/ misunderstand spend
/nt/ spent went /vd/ arrived
/kt/ walked looked /ndz/ islands /lz/ hills
/ndz/ friends /nts/ parents /lvz/ themselves
/nz/ generations /nd/ understand /nts/ arguments /nt/ different /dz/ attitudes /lt/ difficult
/dz/ besides /fts/ gifts /vz/ relatives /ndz/ friends
/nd/ friend find /ndz/ friends
Speaker Consonant clusters Words Type of errors
/mp/ camp /mz/ problems /st/ most /nd/ husband kind weekend /dz/ kids
/nd/ spend /nt/ entertainment /nd/ find
/ŋk/ think /st/ honest first /ls/ else /kt/ affect
/st/ almost lost /kt/ react
/nts/ restaurants /lf/ yourself /st/ cost /nd/ spend /lθ/ health
/mz/ items /nd/ brand /st/ First
/nt/ spent went /vd/ arrived /kt/ walked looked
/lz/ hills /lt/ felt /ft/ raft /nd/ returned
/nz/ fans /st/ latest /nt/ want
/st/ best /nz/ reasons /lps/ helps
/ks/ relax /nd/ find /nt/ equipment /st/ released last cost
/lp/ help /kt/ expect respect
/lps/ helps /lθ/ health /nd/ kind /lv/ solve
/st/ last /nt/ went /ks/ six /st/ past /nd/ friend /kst/ next /nd/ island /kt/ shocked
/ŋz/ things /nd/ ground /st/ cost
/st/ interest /nt/ important /ks/ makes
/st/ best first /nd/ stand /kt/ fact /nt/ want
/nt/ extent /st/ most /nts/ parents /dz/ needs
/nz/ fans /zd/ recognized /nts/ servants
/nt/ went /gd/ hugged /st/ first /nd/ happened /tʃt/ watched
/ŋk/ junk /st/ waste /nz/ reasons
/bz/ jobs /ŋk/ think /st/ most tourist /nt/ important /st/ impressed /nt/ confident
/lps/ helps /vz/ gives /st/ first /nt/ important /dz/ words /ld/ old /st// best /nd/ friend /ndʒ/ change
25 /st/ last practised /nd/ husband /st/ most /dz/ besides
/vd/ loved /nz/ fans /lps/ helps /sk/ ask
/nd/ attend /st/ best /dz/ goods