OVERVIEW OF THE STUDY
RATIONALE
in addition to a variety of local languages spoken and understood by their people in different regions Some languages are spoken by millions of people, others by only a few thousand
In today's globalized world, English has become an essential tool for communication and business, as well as a critical component of education Many countries, including Vietnam, recognize the importance of English, teaching it as a second language even where it is not official With approximately 1.5 billion English speakers and another billion learners worldwide, the demand for English proficiency continues to grow Mastering English opens doors to numerous global opportunities, enabling individuals to connect with others and engage in diplomacy, trade, and advancements in science and technology, underscoring its vital role in today's society.
Vietnam, as a developing country, has a pressing need for English to attract foreign investment and enhance its economy, especially after joining international organizations like APEC, WTO, and ASEAN English education now begins at the age of six, making it crucial for Vietnamese students to develop strong English communication skills for better job prospects and global interaction Despite the growing importance of English, many Vietnamese struggle with pronunciation due to the influence of their mother tongue While speaking, listening, reading, and writing are essential skills, speaking is often prioritized for effective communication Unfortunately, many Vietnamese students face challenges in speaking English, such as lack of motivation, fear of making mistakes, and language transfer issues, which hinder their ability to express themselves despite having the necessary vocabulary At HaTinh University, for example, students commonly report difficulties in speaking, highlighting the need for improved learning environments and support.
Language transfer, particularly the influence of the mother tongue, significantly impacts the process of learning English, especially in speaking The notable differences between Vietnamese and English—encompassing language, culture, and habits—create challenges for students Many learners tend to remain silent during speaking lessons due to their hesitation and fear of making mistakes While they may excel in grammar for reading and writing, expressing themselves verbally in English poses a significant hurdle This difficulty extends to real-life interactions, where students struggle to respond naturally to English speakers If these challenges are not addressed, speaking classes will likely be ineffective, leading to student frustration and disengagement from learning English Common errors stemming from mother tongue interference include incorrect pronunciation, word order, and expressions The long-term effects of these mistakes can become ingrained habits, making them difficult to correct Therefore, addressing language transfer issues is crucial for improving students' speaking abilities in English.
Inspired by various factors, I conducted research on "The effects of mother tongue on English major students at Ha Tinh University in learning speaking skills." My goal is to contribute to improving the quality of teaching and learning speaking skills among Vietnamese students.
Hopefully, this graduation paper might be useful for anyone who is interested in speaking skill.
PREVIOUS STUDIES
English learners often aspire to speak like native speakers but face various challenges in achieving this goal A significant hurdle is mastering the pronunciation, which is influenced by the phonetic systems of their native languages This interference can make it difficult for learners to produce sounds that are not present in their mother tongue, ultimately affecting their overall fluency and communication skills.
English Avery and Ehrich argued that, "the native language affects both the ability to produce English sounds and the ability to hear sounds" (Avery and Ehrich, XV)
Research by Mede et al (2014) highlights a significant likelihood of cross-linguistic influence in second language acquisition, suggesting that this influence can lead to errors resulting from negative transfer.
(2013) stated that mispronunciation and grammatical errors are the most common types of interference between the mother tongue and the target language.
According to Maros, Kim, and Salehuddin (2007), omission and incorrect forms are the most prevalent errors across various categories, with many errors related to mother tongue interference, particularly in the use of determiners and subject-verb agreement Additionally, Cartes (2005) provided an in-depth analysis of errors, identifying other types such as semantic, syntactic, morphological, spelling, vocabulary, and phonological mistakes.
Ashari and Munir (2015) identified sixteen types of grammatical errors stemming from interference, including issues with word order, number, countability, personal pronouns, and more They attributed this interference to insufficient input for students to practice speaking and a lack of knowledge in second language acquisition Conversely, some researchers, like Bhela (1999), argue that the mother tongue can aid second language learning by providing structural familiarity, while Cole (1998) suggests that appropriate use of L1 in monolingual English classes can enhance understanding, particularly for mature learners Kavaliauskiene (2009) found that learners often depend on their mother tongue when learning English, and self-generated back-translation activities can improve awareness of linguistic differences and support language development.
In Vietnam, research on "Mother Tongue Effects" has yielded significant insights into how the Vietnamese language influences the learning of English and other languages Nonetheless, many of these studies primarily build upon findings from earlier international research.
Vo Thi Kieu Oanh, an English teacher at Vo Nguyen Giap High School, conducted a study in 2016 on the positive effects of mother tongue in foreign language acquisition Her research highlights the beneficial transfer from the mother tongue to second languages, illustrating similarities between Vietnamese and English, as well as Vietnamese and French Key areas of focus include grammar, speech acts, sentence structure, and the use of passive voice, demonstrating how understanding one's native language can enhance the learning of foreign languages.
Nguyen Thi To Loan, an English teacher at Hung Vuong University, conducted a study on "native language interference in the writing of first-year English major students" at the Foreign Language Department The research focused on analyzing the L1 interference in the writing of 46 first-year students enrolled in a Writing course during their first semester The study examined three levels of L1 interference: lexis, syntax, and discourse, through samples of students' writing in three formats: friendly letters, narratives, and descriptive pieces Utilizing contrastive analysis and error analysis, the findings revealed that the literal translation of Vietnamese words into English predominantly illustrated L1 lexical interference in the students' writing.
Structural borrowing from the Vietnamese language, including aspects like word order and subject-verb agreement, highlights the influence of L1 syntactic interference Additionally, the use of language style and cultural knowledge in written discourse reflects characteristics of L1 discourse interference.
The level of interference varies across different types of writing, with six primary causes identified by both teachers and students These causes include a limited vocabulary, the tendency of students to translate directly from Vietnamese to English, inherent differences between the two languages, the use of Vietnamese by teachers when instructing English, and a lack of opportunities for students to practice speaking English.
In 2015, Ph.D Nguyen Huy Ky from Hanoi University conducted a study titled "The Influence of Vietnamese on English Acquisition and Use by Hanoians." The research highlighted the prevalent challenges faced by Hanoians in learning English, primarily due to the influence of their native Vietnamese language, as well as specific issues unique to the Hanoian context.
Ha Tam Cam ( 2005) wrote “Common pronunciation problems of Vietnamese learners of English” This study was the foundation and reference for many linguistics when study about pronunciation problems.
AIMS OF THE STUDY
Mastering English pronunciation can be challenging for learners who aspire to speak like native speakers A significant hurdle they face is the influence of their native language, which often affects their ability to pronounce English sounds accurately.
Nowadays, there are lots of articles about mother tongue interference and each of them reveals different aspects of the subject Therefore, this study was done to clarify the issue
The present study aimed at finding the answers of the following questions:
1 What are negative and positive effects of mother tongue on learning speaking skill?
2 How does Vietnamese affect to English majored students of Department ofForeign Languages at Ha Tinh University in learning speaking English ?
3 How can students overcome difficulties and make use of advantages of mother tongue in learning speaking skill ?
RESEARCH SUBJECTS
Learning English presents various challenges, particularly in speaking skills, but also affects other areas Due to constraints such as time and knowledge, addressing all these difficulties is often unfeasible Therefore, this study will concentrate specifically on enhancing speaking skills.
In addition, with my personal experiences as an English learner for a long time, i found out that mother tongue affects to speaking skill more than other skills.
When learning a new language, leaners always focus much on practicing speaking, correcting pronunciation, and trying to have accent like native speaker
This research identifies the factors influencing the transition from Vietnamese to English speaking, highlighting learners' awareness to assist both teachers and students in mitigating negative effects and enhancing the effectiveness of teaching and learning strategies.
SCOPE OF THE STUDY
Ha Tinh University conducted a study involving freshmen to gather objective insights into their challenges, particularly in speaking Most participants had limited experience with spoken English, as their primary language was Vietnamese, and they were learning English as a foreign language.
RESEARCH METHODOLOGY
This study examines the role of the mother tongue in second language acquisition, focusing on participants' perspectives It aims to identify the specific language areas affected by mother tongue interference and assess the extent of its impact on language learning.
The questionnaire was conducted over a week during participants' free time, with data analyzed by calculating the frequency of adverbs used in the Likert-scale responses Charts were created to visually represent the percentage of responses for each item, with all results expressed in percentage form.
Implementing some direct interviews with students and teachers to know more clearly about their opinion which makes the study become more practical and reliable.
THEORETICAL BACKGROUND
THEORIES OF SPEAKING SKILL
Speaking is defined as the oral expression of words for communication, encompassing requests and speeches (Nunan, 1995) Chaney (1998) describes it as the process of creating and sharing meaning through verbal and non-verbal symbols in various contexts According to Brown (1994) and Burns and Joyce (1997), speaking is an interactive process that involves producing, receiving, and processing information Bygate (1987) emphasizes that speaking entails the production of auditory signals that elicit verbal responses from listeners, highlighting the systematic combination of sounds to form meaningful sentences.
Speaking is defined as a two-way process that facilitates genuine communication of opinions, information, or emotions, as noted by Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006) This perspective emphasizes that spoken interactions are collaborative efforts occurring between two or more individuals within a shared context and timeframe.
2.1.2 The importance of speaking skill Language is a tool for communication We communicate with others, to express our ideas and to know others’ ideas as well.
God has equipped us with two eyes and two ears to develop our reading and listening skills, leading to effective writing and speaking abilities Speaking is a crucial skill that requires interaction with others, unlike reading, writing, or listening, which can be done alone It is fundamentally linked to listening, and despite its significance, many students struggle with it Speaking serves as the foundation of culture and is essential in business, as effective communication is vital for sales and interaction Therefore, the importance of speaking skills for language learners cannot be overstated.
Language, when devoid of speech, becomes just a written script, as its true essence is realized within the context of community interactions We utilize language in diverse situations, and without verbal expression, conveying meaning or intent can become challenging and unclear Therefore, speaking is regarded as the most vital form of human communication, as it remains the most effective means to connect and share ideas.
The four fundamental communication skills—listening, speaking, reading, and writing—are interconnected and essential for effective communication Proficiency in each skill is crucial, but speaking, particularly in a second language, offers unique advantages and is often regarded as the most challenging of the four.
Speaking is a crucial skill for effective communication, particularly in English Mastering English speaking involves understanding key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension To communicate easily and effectively, learners must develop a strong proficiency in these areas.
On the other hand, speaking plays an utmost important role among the four language skills since it helps to identify who knows or does not know a language.
Speaking is a crucial language skill that integrates with vocabulary and grammar development, ultimately enhancing writing abilities It enables students to convey emotions, share ideas, narrate stories, and engage in discussions, showcasing the diverse functions of language Pattison (1992) emphasizes that knowing a language is often equated with the ability to speak it Bygate (1987) further highlights speaking as essential for social connections, professional growth, and business interactions For many language learners, mastering speaking is paramount, as success is often measured by the ability to hold conversations effectively.
2.1.2 Characteristics of speaking skill According to Mazouzi (2013), learners’ activities should be designed based on an equivalence between fluency and accuracy achievement Both fluency and accuracy are important elements of communicative approach The first characteristic of speaking performance is fluency and it is the main aim of students in learning speaking skill According to Hughes (2002), fluency is the learners’ ability to speak in understandable way in order not to break down communication because listeners may lose their interest Hedge (2000) expressed that fluency is the ability to answer coherently by connecting the words and phrases, pronouncing the sounds clearly, and using stress and intonation The second characteristic of speaking performance is accuracy Learners should be fluent in learning a foreign language Learners should pay enough attention to the exactness and the completeness of language form when speaking such as focusing on grammatical structures, vocabulary, and pronunciation (Mazouzi, 2013) According to Thornbury (2005), learners’ correct use of grammatical structures requires the length and complexity of the utterances and the well-structured clauses To gain accuracy in terms of vocabulary means to select suitable words in the suitable contexts Learners sometimes apply similar words or expressions in various contexts which do not mean similar things So learners should be able to use words and expressions correctly Thornbury (2005) declared that pronunciation is the lowest level of knowledge learners typically pay attention to it In order to speak English language accurately, learners should master phonological rules and they should be aware of the various sounds and their pronunciations Learners should also know the stress, intonation, and pitch All of these elements help learners speak the English language easily and effectively.
2.1.3 The difficulties students encounter in learning speaking skill
Students often encounter challenges in speaking English, despite possessing a strong vocabulary and writing skills According to Hetrakul (1995), one significant obstacle is the lack of a supportive environment for practicing spoken English This environment includes peers outside the classroom, who may perceive students as trying to show off when they engage in English conversations.
The response that the students get makes them loose their self-confidence to improve their speaking
Grammar plays a crucial role in developing speaking skills, as highlighted by Hetrakul Many students often struggle with word usage, which can lead to confusion To achieve proficiency in English, it is essential for students to understand and apply grammar correctly, enabling them to construct meaningful sentences.
Many learners struggle with motivation when it comes to speaking English, often remaining silent during speaking lessons This reluctance stems from their perception that there is no genuine necessity to learn or communicate in English, which hinders their progress in language acquisition.
In a study, Ur (1996) pointed out 3 main problems:
1 Inhibition, speaking requires real-time exposure to an audience.
Many learners prefer to use their mother tongue in the classroom instead of speaking English due to a fear of making mistakes This anxiety stems from the concern that they might be teased or laughed at by their classmates, leading to feelings of embarrassment when they attract attention from others.
2 Nothing to say It is very common for every learner.They always complain that they cannot think of any idea Although they notice the importance of English, they still have no clear motivation to speak at classroom It is hard for them to express themselves even when being asked to do so Learners complain that they cannot remember anything to say and they do not have any motivation to express themselves Learners often have nothing to say probably because their teachers had selected a topic that is not appropriate for them or they do have enough information about It it is very difficult for learners to answer when their teachers ask them to tell things in a foreign language because they have little opinions about what to say, which vocabulary to apply, or how to use grammar accurately.
3 Mother-tongue use Many learners are too shy to use English in front of the class They tend to prefer using mother tongue than English because they do not have to spend much time to think When some learners share the same mother- tongue, they try to use it in the speaking class because it is very easy for them (Tuan
Learners often resort to their mother tongue in speaking classes for several reasons Firstly, when faced with topics they lack knowledge about, they tend to use their first language to communicate Secondly, using their native language feels natural, and without encouragement from teachers to speak in English, students will default to their mother tongue Lastly, when teachers incorporate the learners' native language in class, it fosters a sense of comfort, leading to more frequent use of the mother tongue Additionally, as most subjects are taught in their native language, English is perceived merely as an academic subject, resulting in limited exposure to the language This issue, particularly evident among Vietnamese students, needs to be addressed as a priority.
GENERAL THEORIES OF MOTHER TONGUE EFFECTS ON LEARNING
2.2.1 Definition of mother tongue There are several definitions of the term “mother tongue” When you were still a very young child, you began acquiring at least one language — what linguists call your L1 — probably without thinking much about it, and with very little conscious effort or awareness Mother tongue or Native language, the first which is normally acquired by human being in early childhood through interaction with other member of his own native speakers This can also be called primary language, it is one’s first language of interaction The first language learned by a baby is his or her mother tongue It is the language which he or she listens to from his or her birth
A first language, often referred to as a native language or mother tongue, is the language a person is exposed to from birth or during a critical developmental period In some regions, this term may refer to the language associated with one's ethnic group rather than strictly the first language learned Children who grow up in multilingual environments can possess multiple native languages, becoming bilingual or multilingual The first language plays a crucial role in shaping an individual's personal, social, and cultural identity, while also influencing the development of effective communication skills and social behaviors Ultimately, it is fundamental in distinguishing one's linguistic competence.
A mother tongue is defined as the language a child speaks fluently before starting school, allowing them to communicate confidently across various aspects of their life This language may not necessarily be the one spoken by both parents, highlighting that a bilingual child can possess two mother tongues.
Sometimes, the term "mother tongue" or "mother language" is used for the language that a person learned as a child at home (usually from their parents).
Children growing up in bilingual homes can, according to this definition, have more than one mother tongue or native language.
A widely accepted definition of native speakers is individuals who are born and raised in a specific country, acquiring the local language during their critical developmental years They qualify as native speakers by being immersed in the language within a family that shares similar linguistic experiences Native speakers are regarded as authorities on their language due to their natural acquisition process, which occurs through personal interaction with the language and its speakers, rather than through formal education While they may not know every grammatical rule, native speakers possess a strong intuition about the language's structure from their extensive experience.
2.2.2 Effects of mother tongue on learning speaking skill The term transfer in language learning is defined by Odlin (1989) as “the influence resulting from similarities and differences between the target language and any other languages that have been previously acquired”.Basically, language transfer could be scientifically classified as positive, negative One’s native language plays a vital role in second language acquisition, and the mother tongue transfer is an unavoidable phenomenon in the second language learning Thus, as a Vietnamese learner, they should take full advantages of the positive transfer of mother tongue and take measures to reduce its negative effects in English learning.
2.2.2.1 Positive effects of mother tongue on learning speaking skill Positive transfer may occur when both the native language and the target language have similar forms It also means the use of prior items to assist the comprehension of the second language It refers to any contributory effects on the acquisition of second language, based on the similarities between the first language and second language That is to say, a previous knowledge is appropriately applied to the learning task When the first language and the second language share the same rules and patterns or have something in common especially sounds or borrow words, the positive transfer will contribute to the acquisition of target language and make the learning easier to learn speaking For example, Vietnamese and Chinese have some same sound words because Vietnamese borrows some words of Chinese therefore Vietnamese study Chinese easier than other languages Another example is English and French share the same alphabet, sometimes use similar grammatical structures and have several words in common According to the FSI study, a native
English speakers typically require 23 to 24 weeks and approximately 575 to 600 class hours to attain proficiency in French This data highlights that positive transfer can significantly accelerate the development of speaking skills in learners.
2.2.2.2 Negative effects of mother tongue on learning speaking skill The negative transfer is also called interference of the first language.
The use of native language rules can result in errors when learning a target language, particularly for Vietnamese learners of English Behaviorists suggest that negative transfer from the mother tongue can hinder and delay second language acquisition Significant differences between Vietnamese and English lead learners to impose their native language structures onto English, creating obstacles in the learning process Linguists argue that the negative transfer effects from Vietnamese outweigh any positive influences This negative transfer manifests at various language levels, including phonetics, where learners may develop a foreign accent due to regional dialects Additionally, common mistakes in word collocation, such as saying "look TV" instead of "watch TV," highlight these challenges Vietnamese learners also struggle with English pronunciation due to unfamiliar sounds and differing pronunciation of ending sounds Ultimately, the negative transfer from the mother tongue can result in errors and barriers that impede the acquisition of spoken English.
Foreign languages are any languages learned other than one's native language, or mother tongue Unlike the initial acquisition of a mother tongue, where a child’s mind is a blank slate, learning a foreign language occurs after the mother tongue is already established Robert Paul highlights this distinction, stating that while first language learning involves direct engagement with the universe, second language learning is filtered through the lens of the already known language Typically, a second language (L2) is learned rather than acquired through social interaction, and it may refer to any additional language beyond the first, often termed a target language (TL), which represents the goal of the learning process.
VIETNAMESE EFFECTS ON LEARNING SPEAKING ENGLISH
Vietnamese is spoken by about 86 million people, which makes it the 17th largest language community in the world
The Vietnamese language incorporates numerous loanwords from Chinese and French due to historical influences, including extensive Chinese domination over a millennium and nearly a century of French colonial rule from 1885 to 1954 Notable examples of French loanwords in Vietnamese include "sơ mi," derived from "chemise," meaning shirt, and "búp bê," originating from "poupée," meaning doll.
Vietnamese is characterized by three main dialects: Northern (Hanoi), Southern (Ho Chi Minh), and Central (Hue) While these dialects are largely mutually intelligible, Hue is often considered challenging for speakers of the other two The Northern dialect is noted for its sharpness and precise tonal distinctions, whereas the Southern dialect features unique consonant pronunciations and lacks differentiation between the "hoi" and "nga" tones, resulting in a more melodic and succinct sound In contrast, the Central dialect is described as heavy, primarily due to its emphasis on lower tones.
Vietnamese uses the Latin alphabet, with additional diacritics to indicate tones The Vietnamese Alphabet is closely related to the English Alphabet, but with additional letters such as ă or ơ.
Vietnamese is classified as an "isolating" language, primarily consisting of one-syllable words that remain largely unchanged in terms of cases, tenses, and grammatical agreement As a result, Vietnamese speakers often segment English speech into syllable units, frequently using glottal stops, leading to a distinct breath pattern that differs from that of native English speakers.
Vietnamese is a tonal language featuring six distinct tones that are essential for determining the lexical identity of words These tones involve not only variations in pitch but also different glottal settings, adding to the complexity of pronunciation The same base letters can yield different meanings and pronunciations when combined with various diacritics; for instance, "ma" translates to "ghost," while "má" means "mother."
The Vietnamese language is characterized by its monosyllabic structure, where each word contains only one vowel This unique feature results in shorter pronunciations compared to English words, highlighting the distinct phonetic qualities of Vietnamese.
2.3.2 Characteristics of English English is a dominant language which becomes more and more common all over the world
The English language exhibits phonetic and phonological variations across different dialects, which typically do not hinder mutual understanding These variations influence the inventory of phonemes—distinct speech sounds that convey meaning—while also causing differences in how these phonemes are pronounced.
Most English dialects share the same 24 consonant phonemes
The pronunciation of vowels varies a great deal between dialects and is one of the most detectable aspects of a speaker's accent.
Stress is crucial in English pronunciation, affecting certain syllables while leaving others unstressed It involves a mix of duration, intensity, vowel quality, and pitch variations Stressed syllables are articulated longer and louder, while unstressed syllables often feature reduced vowels Additionally, some words, especially short function words and certain modal verbs like "can," exhibit weak and strong forms based on their placement in a sentence Understanding these stress patterns is essential for mastering English speech.
In English, phonemic stress plays a crucial role in distinguishing word meanings, as demonstrated by the word "contract." When used as a noun, it is stressed on the first syllable (/ˈkɒntrakt/), while as a verb, the stress shifts to the last syllable (/kənˈtrakt/) This shift in stress is linked to vowel reduction, with the stressed first syllable of the noun featuring the full vowel sound /ɒ/, contrasting with the reduced vowel in the verb form.
The word "contract" features an unstressed first syllable, which reduces its vowel to /ə/ Stress plays a crucial role in differentiating between words and phrases; for instance, a compound word is pronounced with a single stress unit, whereas the equivalent phrase is stressed in two distinct parts.
In terms of rhythm, English is generally described as a stress-timed language, meaning that the amount of time between stressed syllables tends to be equal.
Stressed syllables are articulated with greater length, while unstressed syllables, which occur between stresses, are pronounced more briefly Additionally, vowels in these unstressed syllables undergo shortening, leading to a phenomenon known as vowel reduction that alters their quality.
2.3.3 Main differences between Vietnamese and English The Vietnamese language is phonologically monosyllabic Each word – short or long – is implosively articulated as one syllable On the contrary, the English language is highly polysyllabic An English word may have as short as one letter, as
“I” [ai] or as long as 14 letters – indecipherable – or more, as
Vietnamese language features six distinct tones, which are categorized in alphabetical dictionaries as follows: unmarked, high rising, low falling, low rising, high broken, and low broken These tonal variations are essential for conveying the correct meaning of words in Vietnamese.
Changing the mark alters the meaning significantly Although English lacks the six tones found in Vietnamese, its pronunciation heavily relies on stress and intonation In contrast to Vietnamese, which is implosively articulated, English features a highly explosive articulation style.
Vietnamese lacks inflectional forms such as –ed, –ing, and the plural forms –s and –es found in English As a result, Vietnamese speakers learning English often struggle to correctly add “s” or “es” for third-person verbs and “ed” for regular verbs to indicate past tense.
The Vietnamese language lacks verb conjugation, making time phrases essential for conveying meaning in sentences For example, while English states, “The meeting will be here at 03:00 pm tomorrow,” the Vietnamese equivalent is, “Three o’clock tomorrow there will be a meeting here.” By incorporating a time phrase, the listener can easily grasp the context of an event, as demonstrated in the Vietnamese sentence: “Yesterday afternoon at this place, there was a very interesting dog race,” which effectively captures the intended meaning in English.
“There was an interesting dog race at this place yesterday afternoon.
RESEARCH FINDING
Findings from the questionnaire
Ha Tinh University (74%) have learnt English more than 5 years ( through question
Many students have been learning English for a significant time, yet they acknowledge that their skills in pronunciation, grammar, listening, reading, writing, and speaking remain at an average level When evaluating their English proficiency, a staggering 37% of students reported having only a basic level of spoken English, while 72% admitted to struggling with communication in English Notably, no student expressed confidence in having a high level of spoken English, highlighting the challenges they face in developing their speaking skills.
The questionnaire reveals that 60% of students consider vocabulary the most important factor in learning to speak English, followed by 79% for grammar, 58% for pronunciation, and 33% for accent This indicates a greater emphasis on grammar and vocabulary over pronunciation, leading to frequent pronunciation errors When asked about difficulties in learning to speak English, 65% of students identified grammar as their biggest challenge, followed by pronunciation at 54%, vocabulary at 57%, and accent at 34% Notably, students perceive accent as less critical, believing that correct grammar and pronunciation are sufficient for effective communication, and they value their accent as a unique aspect of their Vietnamese identity.
“what do you think about Vietnamese accent when speaking English” and “Do you think Vietnamese must change their accent to speak English like native speaker ?” )
Question 6 in questionnaire “Do you think Vietnamese affect learning speaking English?” shows that students still underestimate or still haven’t realized the importance of Vietnamese effects in learning English There are 47% students choose the answer “ I am not sure”, it means they haven’t thought about this issue before, while 23% choose “ Vietnamese affects a little to learning speaking English” and the rest choose “Vietnamese affects much to learning speaking English”.
In response to question 7, a significant 49% of students believe that Vietnamese complicates the process of learning to speak English Meanwhile, 15% feel that Vietnamese facilitates this learning process, and 36% of students think that both factors play a role.
In response to question 8 of the questionnaire, which asked students if they frequently make
The chart indicates that 30% of students occasionally experience interference from their mother tongue while learning to speak English, highlighting a significant challenge in language acquisition that aligns with the focus of this research.
Question 9 “Which English sound(s) do you think difficult for Vietnamese?” aims to figure out problems related to pronunciation of Vietnamese students I listed English sounds as place of articulation : bilabial plosives: /p, b/, alveolar plosives:
The study of phonetics reveals a range of sounds in the English language, including plosives such as /t, d/, velar plosives /k, g/, and various fricatives like dental /ð, θ/, alveolar /s, z/, labio-dental /f, v/, and palato-alveolar /ʃ, ʒ/ Additionally, it encompasses affricates /ʧ, ʤ/, the glottal fricative /h/, as well as nasals including bilabial /m/, alveolar /n/, and velar /ŋ/ The analysis also identifies approximants like alveolar /r/, palatal /j/, and labio-velar /w/ Notably, many students tend to struggle with sounds that do not exist in Vietnamese, as illustrated in the accompanying chart.
Chart 2 : Students’ opinion about the level of difficult of English sounds According to the chart above, we can easily notice that sounds such as / θ,ʒ, ð, δ, ʃ, ʧ ,ʤ/ are very difficult for them to pronounce correctly In my personal opinion,students have this feeling because these sounds are not existed in Vietnamese In conducting the questionnaire process, some students have to ask me about these sounds because they haven’t seen them before, they are really strange for them The
Question 11 “Do you often make these following mistakes?” point out the regularity of making mistake in pronunciation as I listed in the options The result is the same with the question 10 that students also often make mistake such as : pronounce wrong these sound / θ,ʒ, ð, δ, ʃ, ʧ ,ʤ/ ( 64% choose “ often”, 38% choose
A significant number of students exhibit common pronunciation issues, with 54% often using "often," 37% selecting "sometime," and 23% opting for "rarely," while none choose "never." Additionally, 79% of students frequently omit ending sounds, highlighting a prevalent challenge Furthermore, 73% of students have a tendency to arbitrarily add an /s/ sound to the end of English words, indicating another fundamental pronunciation problem.
“often”) and “pronounce silence vowel” is the same.
Identifying the root causes of students' mistakes with English sounds is essential for addressing their challenges In Question 12, we presented a list of potential causes and sought students' opinions on whether they agreed or disagreed with these factors.
Shorting of vocabulary Translating from Vietnamese into English before speaking Differences between English and Vietnamese
Using Vietnamese in learning and teaching English Don’t have opportunity to speak English
Don’t practice enough Chart 3 : Reasons of student's mistakes with English sounds
Chart 3 shows that three main reasons which make student have mother tongue effect in learning English is shorting of vocabulary, translating from Vietnamese into English before speaking and Vietnamese and English have many different aspects The others reasons are also account for small percentage but still need to be concerned
Question 13 is about the common situation of students that Vietnamese students often tend to find the equivalent sound in Vietnamese and English When asked whether Vietnamese have total equivalent sounds with English sounds, 67% students agree with this, it means they also have this problem, 34% disagree and the rest choose “neither agree and disagree”.
Findings from the interviews
To enhance the practicality of this study, I conducted interviews with 15 students and the Dean of the Languages Department at Ha Tinh University, given the constraints of time and resources.
15 students were asked to pronounce the words in list below:
Worth thank this English chef peas vegetable
Chair that than television suggest goods spring
I figure out some common errors of students when pronouncing these words.
3.2.1.1 Having problems with difficult sounds
Ten students struggled with the pronunciation of the word "worth," with four pronouncing it as "word" due to omitting the ending sound Additionally, three students produced a voiceless stop /t/ instead of the correct voiceless fricative /θ/, resulting in a sound resembling "water." The students attributed their mispronunciations to a lack of knowledge regarding the proper use of their tongue and teeth.
Besides, 3 students tended to make it in the same way with the sound /th/ in Vietnamese
The same problem were raised with the sound /δ/ in the word
“that/this/than”, they are common word but some students still pronounce like
In a study of Vietnamese students, it was found that nine participants pronounced the sounds /zit/, /zat/, /zan/, or /dan/, indicating a tendency to vocalize /d/ or /z/ in place of the English sound /ð/ All students acknowledged that producing the /ð/ sound accurately posed a significant challenge for them.
Many individuals struggle with the pronunciation of the sounds /θ/ and /δ/ due to a lack of familiarity with the correct tongue placement, which involves positioning the tongue between the upper and lower teeth Additionally, they find it challenging to expel air properly while articulating these sounds.
In a recent observation of students pronouncing the word "English," it was surprising to find that eight students articulated it as "ing líc" instead of the correct pronunciation /'iɳgliʃ/ The difficulty arose from their challenge in raising the tongue while simultaneously rounding the mouth, highlighting the complexities of mastering English phonetics.
In a recent study, only four students were able to correctly pronounce the English words "chef" and "chair." The majority of students struggled, substituting the /ʧ/ sound with a "ch" sound influenced by Vietnamese pronunciation While this adaptation may still be understandable to native speakers, it carries a distinctly Vietnamese accent, highlighting the challenges of mastering English phonetics.
A recent study revealed that 13 out of 15 students struggle with the pronunciation of the words "suggest" and "strategy," often mispronouncing the /ʤ/ sound as a "g" typical in Vietnamese For instance, "suggest" is pronounced as "sắc gét," and "strategy" as "sờ tre tờ gy." This highlights the significant challenge that this particular sound presents for students learning English.
Students often confuse the sounds /s/ and /z/, leading to mispronunciations such as "peas" /pi:z/ and "goods" /gudz/ This confusion arises because the /z/ sound is absent in Vietnamese, and the primary distinction between /s/ and /z/ is the vocal cord vibration present in /z/ Consequently, students frequently substitute /s/ for /z/, resulting in words like "peas" being pronounced as "peace." Additionally, there are two main issues related to the /s/ sound in English First, some words may omit the /s/ sound in their spelling Second, many speakers struggle with the redundancy of the /s/ sound, as /s/ and /z/ do not appear at the end of words in Vietnamese, unlike in English.
Consequently, when speaking students are over aware of these sounds and the over- awareness leads them to make pronunciation mistakes
3.2.1.3 Pronouncing all the words according to their spelling Another mistake of students is that they pronounce all the words according to their spelling They had this kind of mistake when pronouncing words “spring”,
In Vietnamese, pronunciation is closely aligned with spelling, allowing for predictable sound values; however, English presents challenges due to its inconsistent pronunciation rules For example, during an interview, 9 out of 15 students mispronounced "vegetable" as /vegetəbəl/ and "psychology" as /sai´kɒlədʒi/ Additionally, silent letters complicate pronunciation, as seen with "knight," which is pronounced /knait/ instead of /nait/, leading to errors from 10 students English pronunciation also relies on stress patterns, yet many students either avoid stress due to fear of misinterpretation or apply Vietnamese stress rules, resulting in pronunciations like "sờ-pờ-ring" for "spring." This tendency to guess pronunciation based on spelling often leads to significant misunderstandings among native English speakers.
A common challenge students face when speaking English is thinking in Vietnamese and translating word-for-word, which disrupts proper word order When responding to questions, they often take time to formulate their answers in Vietnamese before translating them into English, leading to confusion and frequent grammatical errors For instance, when answering the question, "How long have you learned English?" students may struggle to express their thoughts clearly.
English?”, Ha Ngoc Nguyen, a student of Languages Department said “ I learn English 5 year”
Hung Van Tran answered for the question “Why do you learn English?”, he said
Many students struggle with sentence cohesion when learning English, often due to the influence of their native language, Vietnamese For instance, a common mistake is the incorrect use of conjunctions, as seen in the phrase, “Because I want to communicate with foreigners so I decide to learn English.” Similarly, Hien Dieu, an English major, mistakenly stated, “Although I am an English majored student but my English is not quite good,” when asked about her English proficiency In English, only one conjunction is typically needed to connect ideas, unlike Vietnamese or Chinese, which may require multiple conjunctions This misunderstanding highlights the negative transfer from Vietnamese to English, leading to frequent errors in sentence structure.
3.2.2 Results from interview with teacher
In an insightful interview with Ph.D Gia Viet Nguyen, Dean of the Languages Department at Ha Tinh University, he highlighted the significant impact of mother tongue on learning and teaching English He noted that students often struggle to correct mistakes influenced by their native Vietnamese, as their linguistic habits are deeply ingrained This can lead to misunderstandings and challenges in communication, particularly due to their Vietnamese accent, which can create amusing situations when speaking English.
The question of whether students should alter their Vietnamese accent to sound more like native speakers has sparked debate While having a Vietnamese accent is not deemed crucial, a strong accent can hinder effective communication Students from regions like Ha Tinh may face disadvantages due to their distinct accents Although there is no definitive solution to this issue, encouraging students to practice speaking more clearly can help improve their communication skills.
General conclusion of research
Following a comprehensive questionnaire and direct interviews with students and faculty in the Languages Department at Ha Tinh University, I synthesized my findings with the previous research conducted by Ha Cam Tam, leading to the culmination of my research results.
Types of errors Sound omitted Medial : l,r,s,i, ei,k , ʤ
Table 1 : Common errors found in the research
The research identified three primary types of pronunciation errors among Vietnamese learners of English, with sound omission being the most prevalent, particularly of ending sounds This trend can be attributed to the absence of similar phonetic requirements in Vietnamese, where ending sounds are often not pronounced Additionally, sounds such as /ʒ, ʤ, ʧ/ pose significant challenges for these learners, especially at the end of words The articulation of /ʒ/, which requires the airstream to pass through a narrow groove in the tongue while creating friction with the alveolar ridge, is particularly difficult for Vietnamese speakers, as this sound does not exist in their native language Consequently, many learners struggle with the concept of producing these final sounds correctly.
The tendency to "swallow" ending sounds in Vietnamese negatively impacts English pronunciation, particularly for the sounds /s/ and /z/ Many learners struggle with the /z/ sound, often pronouncing it as /s/ due to excessive airflow Understanding the distinction between the fortis /s/ and lenis /z/ is crucial for correct articulation It is essential for teachers to guide learners in recognizing this difference to improve their pronunciation skills.
Vietnamese learners often struggle with pronouncing consonant clusters in the medial position of English words due to the monosyllabic nature of their native language, which does not require such combinations Our data reveals that many informants have difficulty correctly articulating words that contain two or three consonants in succession Unlike in Vietnamese, where sounds can be omitted, English requires that all sounds in a word be pronounced, necessitating precise movement of the speech organs to transition between sounds This fundamental difference in pronunciation poses a significant challenge for Vietnamese speakers learning English.
This suggests that in teaching English pronunciation, the emphasis should be placed in these areas, the pronunciation of ending and medial consonants.
Sound confusion errors among learners often involve the mispronunciation of sounds such as /t/, /tr/, /ʧ/, /ʃ/, /ʤ/, /s/, and /θ/ A common mistake is the substitution of /t/ with /ʧ/, likely due to the misperception of aspiration, as /t/ is a plosive consonant that is only aspirated in initial positions Learners may mistakenly apply aspiration in all contexts, leading to this mispronunciation Additionally, the confusion between plosives and affricatives, which are produced with prolonged contact of articulators to create friction, further complicates their speech clarity Many Vietnamese learners struggle to differentiate between aspiration and friction, resulting in interchangeable production of these sounds Furthermore, the /tr/ combination presents significant challenges for students, particularly those from Vietnam, as this cluster is not present in their native language, and there seems to be a lack of understanding regarding its correct articulation.
Mispronunciation of sounds like /s/ to /ʃ/ or /ʒ/ often stems from student carelessness and a lack of effort to understand tongue positioning Many students treat these sounds as interchangeable, leading to frequent errors, as highlighted in this study Additionally, "sound redundancy" errors occur when learners over-pronounce ending sounds, adding /s/ or /z/ to words, such as pronouncing "hobby" as /hɔzbi/ This detrimental habit can result in miscommunication, yet it is often overlooked by teachers who fail to address it adequately.
Since this kind of errors always leads to miscommunication, students should be warned about this and corrected immediately.
RECOMMENDATION AND SUGGESTIONS
RECOMMENDATIONS FOR TEACHER IN TEACHING SPEAKING
To address mother tongue interference among students at Ha Tinh University, it is essential for teachers to modify their teaching methods Reducing the use of Vietnamese when explaining English words can help prevent students from developing the habit of translating English into their native language Instead, teachers should prepare lessons carefully, using simple language and clear explanations to enhance understanding Incorporating visual aids and actions during vocabulary instruction can further engage students and facilitate better retention of new words By adopting these strategies, teachers can create a more effective learning environment that promotes language acquisition without confusion.
In teaching pronunciation, it is essential for educators to identify the specific sounds that students struggle with and prioritize correcting these inaccuracies Since sound forms the fundamental basis of effective speaking, teachers must emphasize its importance in the learning process.
4.1.2 Help students get a Better Understanding of Cultural Differences
Learning a language primarily aims at effective communication; however, Vietnamese students often study English in a context heavily influenced by Vietnamese culture This cultural impact, as discussed in previous sections, significantly affects their language acquisition, leading to reliance on their mother tongue and thought processes during speaking Consequently, students frequently resort to literal translation when attempting to express themselves in English.
To enhance English speaking skills, it is crucial to minimize the interference of one's mother tongue, as many individuals tend to think in Vietnamese before translating their thoughts into English This reduction in linguistic interference directly impacts the quality of their spoken English.
English teachers in Vietnam should focus on helping students adopt an English way of thinking, as the local environment significantly influences their learning experience Despite recent improvements in English education, the fundamental challenges posed by the mother tongue remain To enhance speaking skills, teachers must incorporate lessons on English culture, including societal structures, history, geography, and customs, enabling students to grasp the deeper meanings of the language and minimize negative language transfer Integrating cultural introductions into lessons and creating immersive scenarios—such as shopping, booking rooms, or asking for directions—will allow students to engage in realistic dialogues and better understand cultural differences.
To address the significant issue of inter-lingual errors, educators must enhance students' awareness and sensitivity to the distinctions between their native language and the target language This can be achieved through techniques such as contrasting, inducting, and analyzing linguistic differences The challenge of mother tongue transfer remains a critical obstacle in the process of learning a second language.
Highlighting the differences between L1 and L2 is essential for effective second language acquisition Teachers can utilize contrastive analysis to compare the phonetic systems of English and Vietnamese, helping to clarify confusing phonemes and their pronunciations By emphasizing common pronunciation difficulties, educators can guide students to focus on these areas It is important to identify and predict the pronunciation mistakes frequently made by Vietnamese students to facilitate effective correction Lastly, fostering students' interest in phonetics can be achieved through engaging activities such as readings, movie imitations, and speech contests.
Teachers should guide students in exploring the differences between Vietnamese and English to enhance their ability to construct sentences effectively By using comparative teaching materials, educators can demonstrate key differences in morphology, syntax, and discourse Regular practice in this manner fosters a deeper understanding of both languages, helping students avoid common errors in English composition Ultimately, recognizing the similarities and differences between Vietnamese and English can significantly accelerate Vietnamese learners' journey toward mastering English.
4.1.4.1 Group discussion This method is highly recommended for the following reasons Firstly, it creates an environment for students to engage in the discussion according to own interests Just imagine, a period lasts for a period and students have to listen to lecture all the times, it might be very boring and students tend not to be keen on the lecturer’s lesson However, when students have chances to exchange their individual opinions to their classmates, it totally changes the atmosphere at the class.
Effective communication among students is essential for reaching a consensus on topics, which in turn enhances their speaking skills through active dialogue To maximize this benefit, teachers must ensure that discussions are conducted in English rather than Vietnamese, promoting language proficiency and engagement in the learning process.
4.1.4.2 Role- play This activity gives students a chance to select a character that works in service of revealing the personality matching each student’s character the most Then students might have to try the best to add jokes or humors to their characters to make the audience laugh Role playing is an exciting activity which is chosen to make at many universities in Vietnam because of its effectiveness not only to improve language competence but also to make a lot of enjoyment 4.1.4.3 Homework
Teachers can assign short homework activities for students to complete at home, where they record themselves and send the videos for feedback This allows teachers to evaluate students' pronunciation, identify common mistakes, and provide targeted advice By comparing their videos before and after the assignments, students can clearly see their pronunciation improvements over time.
RECOMMENDATIONS FOR STUDENTS, ENGLISH LEARNERS
For English learners, consistent practice is essential, as the saying goes, “Practice makes perfect.” To overcome the challenges of mother tongue interference, students must prioritize effective practice methods Here are some recommended strategies to enhance English learning and ensure successful language acquisition.
To effectively learn English, students must prioritize vocabulary acquisition, which serves as the foundation for language mastery Various methods can enhance vocabulary learning, such as associating words with images or actions A practical approach is to label everyday items with sticky notes in English, enabling learners to reinforce their vocabulary by identifying objects in their environment.
The most traditional way to learn new words is following the dictionary.
Using a dictionary is essential for learners to understand proper word pronunciation However, reliance on bilingual dictionaries can hinder vocabulary acquisition by promoting translation rather than comprehension Instead, learners should opt for a monolingual dictionary, such as the Oxford Dictionary, while minimizing its use Referring to a dictionary can clarify meanings, but it is not the most effective learning method When encountering unfamiliar words while reading, learners should attempt to infer meanings from context By repeatedly encountering the word three to four times without immediate reference to a dictionary, they are more likely to grasp its meaning naturally Use the dictionary only when absolutely necessary.
Reading is an effective way for learners to expand their vocabulary It is essential for them to advance gradually by starting with simple and engaging stories Additionally, self-help books focusing on topics like Positive Thinking and Attitude are beneficial, as they use clear and straightforward language.
Learning vocabulary in different languages involves understanding unique collocations and meanings, which can enhance memory retention Effective vocabulary acquisition typically occurs through indirect methods such as reading, writing, and conversation Engaging with discourses offers contextual insights and collocation patterns, helping to minimize negative transfer caused by a lack of awareness of the cultural nuances in the target language.
There is a close relationship between listening skills and speaking skill.
Listening is a vital tool for enhancing both language competence and speaking skills It enables learners to self-correct their pronunciation through practice, leading to more successful conversations and improved speaking proficiency By regularly listening to native speakers, learners can adopt natural speech patterns and enrich their vocabulary in context, which enhances speaking accuracy For Vietnamese students learning English in a non-native environment, creating an immersive experience through movies and music is essential Utilizing reliable websites for listening practice and selecting engaging topics can help maintain interest and motivation in language learning.
Learning English through songs is an effective method for language acquisition Research indicates that music can enhance mood, making the learning process more enjoyable and less stressful For English learners, engaging with music not only promotes relaxation but also improves the efficiency of their studies, making it a highly recommended approach to mastering the language.
Learning English through the song is really an appropriate way to improve language competence not only speaking skill, vocabulary, pronunciation and so on.
Listening to English songs introduces a variety of new vocabulary, making it easier for learners to retain words due to the engaging rhythm This rhythmic quality not only enhances memory but also refreshes learners, putting them in a positive mindset for effective learning.
Learning to sing a song enhances pronunciation as learners imitate the singer's words, which is essential for improving speaking skills Increased listening exposure directly contributes to better speaking abilities, making extensive listening one of the most effective methods for acquiring native-level English proficiency.
Perhaps this is best way to get rid of the control of the negative transfer of Vietnamese for English learners
Self-talking is an effective method for practicing English, especially for college students who face crowded classrooms with limited opportunities for oral practice This technique is particularly beneficial for shy or unconfident speakers, as it allows them to practice without the fear of making mistakes By engaging in self-talk, learners can enhance their pronunciation, vocabulary, speaking fluency, and overall English skills The process is simple; students can express their thoughts aloud, ask themselves questions, or comment on their surroundings, fostering continuous learning and self-motivation.
Practicing English speaking can be achieved by discussing daily activities, interactions with people, and overcoming challenges Describing the process of cooking a meal, step by step, can be a great way to develop speaking skills, while also sharing personal preferences Embracing imperfections in grammar and pronunciation is crucial, as the goal is to cultivate the habit of thinking and speaking in English automatically Through self-talk, learners can develop fluency and improve their overall English speaking abilities, making it an effective method for language acquisition.
4.2.3 Focusing on practicing English sounds
Like I mentioned above, sound is very important In English, there are some difficult sounds for Vietnamese learners (I have mentioned in Chapter 3 ), therefore, it is necessary for learners to correct these sounds if they still make mistakes.
To master pronunciation, learners must practice sounds repeatedly until they can pronounce them correctly and naturally It's essential to reset their mindset and avoid seeking equivalent sounds in Vietnamese Utilizing resources like YouTube videos featuring native speakers can greatly aid in this process; by listening attentively and repeating aloud, learners can improve their pronunciation skills effectively.
To effectively practice speaking English, learners should engage in continuous conversation, fostering a habit that leads to thinking in English rather than their native language As with any skill, perfection comes through consistent practice, and speaking regularly is essential Engaging with native speakers is the most beneficial method for improving speaking skills; however, if that’s not possible, learners should converse with friends as if English were their first language, articulating their thoughts and asking for clarification when needed For those seeking additional practice, social media offers opportunities to connect with peers from around the world who are eager to exchange language skills, enhancing their learning experience.
In conclusion, this graduation paper explores the challenges faced by students in developing English speaking skills at Ha Tinh University's Languages Department, particularly focusing on the influence of their mother tongue It aims to identify these difficulties and proposes methods and strategies to address them, ultimately motivating students to enhance their speaking abilities.