I TABLE OF CONTENT Sr No Topic Page No I INTRODUCTION 1 1 1 Rationale 1 1 2 Objectives and research questions of the study 1 1 3 Scope and objects of the study 1 1 4 Methodology of the study 2 II DEVE[.]
TABLE OF CONTENT Sr No I 1.1 1.2 Topic INTRODUCTION Rationale Objectives and research questions of the study Page No 1 1.3 1.4 Scope and objects of the study Methodology of the study II DEVELOPMENT 2.1 2.2 2.3 2.4 Overview of pronunciation Definition of pronunciation Ending sounds The setting of the study 2 2.5 What are drawbacks when students pronounce English final sounds 2.6 Suggestions for students 2.7 Suggestions for teachers 2.8 Applying suggestions 11 2.9 Results 14 III CONCLUSION 16 3.1 Limitations of the study 16 3.2 Proposals for further research 17 REFERENCE 18 LIST OF ABBREVIATE 19 skkn I INTRODUCTION 1.1 Rationale Learning another language is not easy and English is a difficult language to learn as it is a mixture of many different languages Vietnamese learners can have a hard time trying to learn it as there are not many similarities between the two languages. One of the biggest challenges that Sts have met is pronunciation Vietnamese Sts have many difficulties in pronouncing English Theoretical phonological research about final consonants in the Vietnamese language and English has been carried out to characterize the difficulties Data from Vietnamese informants were collected and analyzed, then synthesized to the most significant problems Vietnamese effort to pronounce English wordfinal consonants will be towards omitting, adding schwa or replacing by sounds closer to those existing in their mother-tongue Results of native speakers’ evaluation of Vietnamese-accented final consonants are also concluded to clarify how comprehensible informants’ pronunciation is That’s the reason I would like to present the thesis title “Drawbacks of the the tenth-grade students at YD2HS on pronouncing some English final sounds and how to enhance their pronunciation’s ability through pronunciation parts in language focus lessons” With the thesis I hope that I will contribute my little experience to help my students like and boost their pronunciation skill in the next courses and in the future 1.2 Objectives and research questions of the study The major objective of the study was to solve problems of the tenth-grade students at YD2HS in pronouncing English final sounds This present study addressed these matters below: The way students self-study on their own The most common problems they encounter The strategies which enhance them to get over and succeed in pronouncing English final sounds Research questions a) What are the real situations of teaching and learning English pronunciation skill for the tenth-grade students at YD2HS? b) What are the drawbacks of the tenth-grade students YD2HS when they pronounce the ending sounds? c) What are some solutions to improve their English final pronunciation? 1.3 Scope and objects of the study The study was designed to boost the students’ English final sounds and change the students’ opinions of pronunciation by skkn encouraging them to effective techniques pronounce correctly through some The study was carried out in 11 periods and the participants of this study were 34 students from class 10A8 at YD2HS during the academic year 2021-2022 1.4 Methodology of the study Qualitative, quantitative and mixed methods are used Firstly, the study established on teacher's main activities: teaching time in the class Secondly, class observation has been made to catch on obstacles among sts while they are pronouncing English final consonants Qualitative thematic analysis was used for the examination of the data collected For observation data, this process involved identifying and categorizing all classroom events that happened in pronunciation classes observed, such as how the teacher instructed students on a new sound, how the teacher asked students to practice their pronunciation skills, and so on The researcher transcribed and read the transcripts to find out themes and subthemes in terms of interview data Through these steps, initial themes and subthemes emerged, and then they were refined many times before having the final framework Based on what I have collected, I would like to give some effective ways to improve this problem Other sources of data come from pronunciation parts from the textbooks The analysis of the data wishfully will create reliable results for the teaching of pronunciation to students at YD2HS I also use some related thesis and books or some related information on the Internet and from my fellows II DEVELOPMENT 2.1 Overview of pronunciation Pronunciation is more than 'listen and repeat' Pronunciation includes features of language (vocabulary and grammar) and skills (speaking and listening) Like vocabulary and grammar, we pronounce by noticing and understanding rules and patterns which lie beneath the surface of speech For example, if an English word has two syllables, the stress is usually on the first syllable for nouns and adjectives, and the second syllable for verbs Since pronunciation is part of speaking, it is also physical To pronounce a new language, we need to re-train the muscles we use to speak And pronunciation involves listening to how the language sounds We can practise by focusing on connected speech while playing fragments from speech recordings skkn 2.2 Definition of pronunciation Pronunciation is the way in which a word or a language is spoken This may refer to generally agreed-upon sequences of sounds used in speaking a given word or language in a specific dialect or simply the way a particular individual speaks a word or language Contested or widely mispronounced words are typically verified by the sources from which they originate, such as names of cities and towns or the word. A word can be spoken in different ways by various individuals or groups, depending on many factors, such as: the duration of the cultural exposure of their childhood, the location of their current residence, speech or voice disorders, their ethnic group, their social class, or their education 2.3 Ending sounds 2.3.1: Grammar meaning Ending sounds are the grammatical items and parts of the statement which make the speech clear and persuadable Grammatically, plural form, possessive, ton of tenses of verbs for the most part, merely need an addition of ending sounds Awareness of grammar or structure of language can result in more efficient speaking Pronouncing without ending sounds, we may supersede plural form of a noun or possessive 2.3.2 Importance and significance of pronouncing the ending sounds for both EFL learners and ESL speakers A common error that ESL speakers make when speaking English and learning English pronunciation is to leave out consonant sounds at the end of words The reason for this is simple -some languages have different rules for using final consonants and in many languages there are fewer final consonants used than in English In Mandarin (basic language in China) for example, the only sounds used in final position of words are n and ng So when a Mandarin speaker learns English, it is often difficult for them to produce the final consonants in words Teaching people to say the final sounds is a important for both English pronunciation and accent reduction. Leaving out final consonants in English can make it very difficult to understand what we are saying, and it is also one of the major factors in making English sound heavily accented Some of the main consonant sounds speakers leave out include: p, t, k , b, d, g, and f So, for example, if you say the word “seat” without the final t sound, the word is changed to “see” This will skkn contribute to an accent and can also lead to significant misunderstandings since the final consonant sound is often critical to the meaning of the English word. 2.3.3 Types of final sounds a Ending Blends: -ct, -ft, -lb, -ld, -lf, -lk, -lp, -lt, -mp, -nd, -nt, -pt, -sk, -sp, -st, & -xt Many final blend lists you’ll find include “r-blends” like -rd and -rk These are not included on this chart, as I believe it’s more beneficial to teach these as bossy r vowel patterns instead b Ending Welded Sounds: -am, -an, -all, -ang, -ank, -ing, -ink, _ong, _onk, _ung, & _unk c Floss Endings: -ff, -ll, & –ss (You could also have learners write in zz here, too.) d Final /k/ Endings: –ck for short vowel words, -ke for silent e long vowel words, -k for consonant + -k, -k for vowel team words, and – c on the end of two-syllable words e Digraphs, Trigraphs: -ck, -tch and -dge for short vowel words, ch and -ge for vowel team or long vowel words (technically – ge would be a soft g ending, but I felt it needed to go with -dge), ph, -sh, and -th f Silent Letters: silent b in lamb, silent l in half, silent l in palm, and silent l in yolk 2.4 The setting of the study 2.4.1 The setting of the study This study was carried out at YD2HS Here, English is taught in classrooms with five parts: Listening, Speaking, Reading, Writing and language focus within 37 weeks Generally, it is normal that there are about 30 to 45 students in peer classroom at high school They are different individuals in a class Different individuals may have different learning styles and different kinds of work They want to get different degrees of care and attention from the teacher It means that there are different reactions from students toward pronunciation tasks Moreover, duration we use to teach pronunciation is very short in each lesson (only 10-15 minutes for the whole unit including all skills (listening, speaking, reading, writing and language focus) From those If teacher realizes the differences among individuals in the class when they create an activity, the students will take part in the lesson actively skkn 2.4.2 The students’ English background and their English levels It stands to reason that YD2HS is situated in Yen Truong commune, Yen Dinh district Most residents here have medium living condition even low living condition, so most Sts learn English with very simple ways They only learn English from their teacher at school These students have medium level, few also have low level Others, but not large amount of Sts with good living condition from their parents, find out some extra ways for learning English such as learning outside the school, using cassette, computer and cell phone to learn online or in an English center This group of the Sts has good knowledge It means that students' language level is different Therefore, teacher may have some difficulties in choosing a suitable teaching method, language and activity which are used in a class Besides, most of their families live on agriculture so that they not have the best conditions to learn English Moreover, they don’t have the habit of practicing pronunciation skill to improve their communication It is grammar that is focused so that Ss can pass the exams 2.5 What are drawbacks when students pronounce English final sounds? Vietnamese phonology seems to be more complicated than English, but in the long run, this system becomes simpler and more acquisitive than English It may take a non-native speaker of Vietnamese two months to learn Vietnamese phonology profoundly Vietnamese is supposed to be easy to phonetically acquire when speakers have an efficient input, especially of the tones That is one of the reasons why Vietnamese native speakers have to deal with many obstacles to learn foreign languages which are not relatively close to and as easy as their language, for instance, Russian, French, English or Spanish There has been quite a number of studies about Vietnamese’s difficulties in pronouncing English consonants and clusters Some researcher showed that the data were from numerous informants, is unilateral, containing only problems of people from the North by the confusion most obviously between /s/ and / ʃ/, /tr/ and /tʃ/, / ʒ/ and /z/ Those findings, which were mentioned in the table by Center of Applied Linguistics (Neumann, 2007), are applicable for every Vietnamese learner as it contains all the errors that Vietnamese speakers of any regions of the country can make They are also persuasive to linguists who have certain knowledge about Vietnamese dialects Taking final consonants into consideration, for example, /t/ and /d/ at word-finally are commonly confused with /t/ and /d/ everywhere, whereas /p/ sound in /pop/ pop is often mispronounced as /bop/ Bob by Southern people and / ʃ/ sound in /push/ push becomes /pus/ puss by northerners It is easily seen from this data that English has a number of consonants, especially final consonants and clusters that not skkn exist in Vietnamese rather than vice versa As a result, pronouncing English final consonants and consonant clusters properly is one of the most difficult things that learners have to face from the very beginning Vietnamese English speakers struggle with pronouncing the English “z”, “s”, “t”, “v”, “ed”, “ks”, and “st” sounds because they have no equivalent in their native language. Unfortunately, these sounds often appear at the end of an English language word As a result, many learners frequently make the following errors when pronouncing English ending sounds: Not pronounce the ending sounds The majority of English words have a final sound However, when speaking quickly, learners frequently cut off or forget to pronounce the ending sounds during the communication process For example, the words /laf/ (life) and /lak/ (like) both begin with the diphthong /a/, the sound /l/ To distinguish the meanings of these two words, learners should emphasize the ending sound /f/ in “life” and the ending sound /k/ in “like.” Listeners may misunderstand the word lie /la/ if the final consonant is not pronounced (lie) Not pronounce the ending /s/ This is one of the most common errors in English ending sound pronunciation In English, the “s” sound is used to express quantity as well as to distinguish the meaning of words (For plural nouns, add s, es.) Example: pig /pɪg/- pigs /pɪgz/ Adding the final sound /s/ at random In contrast to the second error, many learners randomly add ending sounds, particularly the /s/ sound, to the end of words This is a common error among new learners and those who are unfamiliar with ending sounds, because adding /s/ at the end makes them sound more like Westerners, more like native speakers Don’t know how to read the complex of ending consonants In addition to the ending sounds, there are more complex consonants in English, such as /ks/ in the word “box” or /sts/ in the word “list,” which cause learners to twist their tongues Most learners “unintentionally” forget to pronounce these complex ending consonants in order not to affect their speaking speed when communicating skkn 2.6 Suggestions for Sts Consider dedicating more time to your knowledge, understanding and practice of the physical skills necessary for good English pronunciation So exactly how can you improve your English pronunciation? Well, there are no quick fixes, but there certainly are some highly effective exercises and some important points to bear in mind Below are some tips that help Sts start using today to set them on the path to perfect pronunciation specially the final sounds 2.6.1 Listen carefully You can of course listen to radio broadcasts and podcasts too, but observing mouth movements and facial expressions via visual media can really help to improve your understanding of the way words are pronounced Also, be mindful of who you are watching Try to watch ‘good’ English speakers, or speakers who are considered fluent native speakers Otherwise, you could be learning bad or incorrect pronunciation 2.6.2 Strengthen your pronunciation skills by recording yourself It is very important to listen to yourself when you speak By doing so, you will pick up on words that you may be mispronouncing The best way to this is to make regular recordings of yourself reading different texts and critique yourself to see where there is room for improvement Admittedly, this can be challenging as it is not always easy to hear your own voice Try to appreciate, however, that you’re not alone – it is the same for everyone 2.6.3 Shadowing a Foreign Language Shadowing is a terrific language learning technique not just for practicing and improving your English pronunciation, but for any foreign language. The technique involves listening to and repeating individual words, phrases and sentences of native foreign speakers skkn One resource that is particularly helpful for this technique is ted.com, where you can watch videos with good quality subtitles and transcripts 2.6.4 Get physical Pronunciation is a physical skill You’re teaching your mouth a new way to move and using different muscles Focus on difficult sounds each day Having trouble with ‘th’? Put your tongue between your teeth (don’t bite down) and blow air out of your mouth Feel the air move over the top of your tongue 2.6.5 Slow Down Whenever you speak, take a deep breath and try to speak slowly Obviously, not so slowly that you sound boring, but give your mouth the time to form each syllable and word separately 2.6.6 Practice English alone Pronunciation problems persist because we’re afraid to make mistakes Create scenarios – meeting someone for the first time, ordering at a restaurant, asking for directions – then act out the dialogue by yourself Don’t be shy 2.6.7 Picture it Close your eyes and think about how to make a sound before saying it visualize the positioning of your mouth and face If you have studied with the phonemic chart, think about the sound you are making and how it relates to other English phonemes If you have used diagrams of the mouth and tongue, think about the shape you need to make inside your mouth if you want to make the sound correctly 2.6.8 Oral gymnastics – be aware of how your mouth moves when you speak Try to be mindful of the way your mouth, tongue, lips, jaw and even your face move in order to produce different sounds Look in the mirror or take a video of yourself while speaking Observe the shape of your mouth when specific sounds are produced Compare these to the shape of the mouth of an English speaking person and you will soon see which shape produces the best pronunciation skkn Search for online guides or videos that show you the optimal mouth shape and lip movement to produce specific sounds. Your lips and tongue are primarily concerned with consonants whereas your mouth shapes the vowel sounds If you are struggling with vowels (a,e,i,o,u), pay more attention to the shape of your mouth when speaking If consonants are your problem, watch how your lips are creating sounds 2.6.9 Constructive criticism will boost your English Pronunciation Take constructive criticism well. When somebody corrects your mistakes, it is not meant to hurt your feelings but rather to help you Take the moment as an opportunity and ask the person correcting you to repeat it until you get it right Most English speakers are only too happy to help you as long as you are trying and as long as you are asking them for help Remember that the best way to learn is to imitate and then to repeat the correct pronunciation 2.6.10 Learn with the best English pronunciation dictionaries online Here are some of the best pronunciation dictionaries you can find and use online - Cambridge dictionary - Collins Online Dictionary - FluentU - Longman Dictionary - Oxford Learner’s Dictionaries - Thesaurus - Urban Dictionary 2.7 Suggestions for teachers Given the importance of pronouncing the final sounds well to maximize success in and out of school, you might wonder if there are any guidelines for teaching it Here are some tips for ESL teachers to incorporate pronunciation into the classroom skkn 2.7.1 Drill, drill, drill Students love being drilled – it is fun, energetic and really useful There are three basic drills: Group: everyone repeats together Individual / Scatter: teacher randomly chooses people to repeat Individual / Order: teacher goes round the group in one direction (EG left to right) 2.7.2 The Big 3s for Consonants The four key topics in pronunciation (consonants) can be taught through a simple three fork approach as follows: o o CONSONANT SOUNDS – Place, Type, Voicing (a bi-labial, voiceless, plosive is /p/) VOWEL SOUNDS – Jaw, Lips, Tongue (an open, spread, front vowel is /æ/) 2.7.3 Think (and teach) in connected speech A lot of teachers when they first start teaching pronunciation, start to think in separate syllables, explaining that the word ‘about’ would be pronounced ‘æ’ then ‘baʊt’ therefore ignoring the weak form /ə/ at the beginning This is not helpful for students who need to speak and hear the language in connected speech Teach joining and weak/strong structures so that students start to experience English as a native speaker does The best place to start is always with the schwa /ə/ sound within words and sentences 2.7.4 IPA is your friend 10 skkn Most students find IPA a wonderful tool for improving their pronunciation and most can learn it very quickly provided it is presented logically If the teacher starts with the whole chart it can seem overwhelming, so a nice way to order it is as follows: - VOWELS – Schwa – Long Vowels – Short Vowels – Diphthong Vowels - CONSONANTS – Fricative Consonants – Plosive Consonants – Approximant Consonants – Nasal Consonants 2.7.5 Using ending sounds activities Last Things Last – Identify and practice listening to the ending sound in one-syllable words, focusing on one sound at a time It is more difficult for a child to hear and notice ending sounds than beginning sounds Finish the Word – Blend the first part of a spoken word together with the final phoneme (sound), using picture cards as visual clues Sound Sort – Sort picture cards into piles by their ending sounds Now that your child has learned some of the ending sounds, she will practice differentiating between multiple ending sounds Make a Match – Play a variation on the game of Memory or Concentration, matching picture cards to their ending sounds Three’s Enough – Look at five pictures and pick out the one that ends with a different sound Find the New Word – Add a sound to the end of a word to create a new word, using picture cards as clues Say the New Word – Add a sound to the end of a word to create a new word, without any visual clues Build-a-Word Puzzles – Put together a two-piece jigsaw puzzle made of a root word and an ending sound The assembled puzzle is a new word Hidden Word Hunt – Take away the ending sound of a word to reveal the “hidden” word that remains, using picture cards as clues Then identify the sound that was removed from the original word Password – Figure out the “secret password” by taking away the ending sound of a word to reveal the “password” that remains, with no visual clues Tail End Bingo – Use the game of Bingo to identify the sound that has been cut off the “tail end” of a word Sound Circus – Play a board game in which you must pick a picture card with the right ending sound to move forward on the board 2.8 Applying suggestions I started teaching class 10A8 since September, 2021 In some first lessons I taught based on the topics which are easy for Sts 11 skkn Due to the Covid-19, we have to cut down some periods We set up them by replacing some periods with language focus lessons Therefore, in one unit, there often at least two or three language focus periods Besides we replaced by review period I had 16 review periods and 35 language focus lessons I used 40 ones to teach grammar points and review what sts learned This means there are 11 ones left to teach pronunciation - Period 1: Ending Blends: -nk, -lk, -nt, -mp, and -nd Period 2: Ending Blends: -ct, -ft, -lb, -ld &-lf, Period 3: Ending Blends: -lp, -lt, , , -pt & -sk, Period 4: Ending Blends -sp, -st, & -xt Period 5: Ending Welded Sounds: -am, -an, -all, -ang Period 6: Ending Welded Sounds: -ank, -ing, -ink Period 7: Ending Welded Sounds: _ong, _onk, _ung, & _unk Period 8: Floss Endings: -ff, -ll, & –ss (You could also have learners write in -zz here, too.) - Period 9: Final /k/ Endings: –ck for short vowel words, -ke for silent e long vowel words, -k for consonant + -k, -k for vowel team words, and –c on the end of two-syllable words - Period 10: Digraphs, Trigraphs: -ck, -tch and -dge - Period 11: Silent Letters: silent b in lamb, silent l in half, silent l in palm, and silent l in yolk PERIOD 1: PRONUNCIATION Ending Blends: -nk, -lk, -nt, -mp, and -nd A Objectives Knowledge: By the end of the lesson, students will be able to - know the importance of pronouncing final consonant sounds clearly - develop pronunciation through pronouncing final sounds - identify and manipulate consonant ending blends Skill Sts know the requirement of different tests, know how to pronounce English ending sounds effectively and they can find some useful sources to boost their pronunciation Attitudes Help Ss to be aware of importance of learning English ending sounds and self – study B Teaching aids 12 skkn Pencils Ending Blends worksheet Ending Blends worksheet Dry erase markers Whiteboard C Teaching procedures I Class organization: (1 minute) II New lesson 1min GREETING Good morning, my dears I'm glad to see you Are you in a good mood today? If you are ready, let's begin our lesson So, the theme of our lesson is … Ending Blends =>What are the ending blends? How many ending blends we have? PUTTING THE AIMS OF THE LESSON mins WARMING-UP ACTIVITY T: show the Sts a picture of ending consonant blends ENDING SOUNDS’ ACTIVITIES 4.1 Finish the word activities 10 mins Part A: With Pictures Take the picture cards with the first ending sound (for example, /lk/) and quickly review the picture names of all 10 pictures on those cards with the Sts T: [showing picture cards] Look at these pictures 5 pictures 13 skkn 10 pictures (review) Now you name each picture as I point to it Sts: tent, milk, lamp, sink and hand T: Good Now place the first picture card underneath or to the left of the sound cards, which should remain propped up so the child is looking directly at them while doing this activity 10 T: Now I’m going to put a card with three pictures next to the sound cards Then I’ll say a word in two parts I’ll start with the first part of the word and then I’ll say the last sound You listen, point to the sound card for the last sound, and tell me the word The word is the same as one of these pictures Let’s one Listen: mi….lk. mi • • lk lk…lk What’s the word? Sts: milk! T: Yes! Now point to the /lk/ card and say its sound 14 skkn mins Sts: [pointing to sound card] /lk/ Part B: Without Pictures 10 mins After going through all the words for those three ending sounds with the picture cards, go through the same words without the picture cards This makes the activity just a bit harder for the child Keep all three sound cards in front of your Sts 4.2 Independent working time activities -Give students the Ending Blends worksheet -Read the instructions to the students -Give the students time to complete the assignment mins T: Look at each illustration What consonant blend matches the end of the word? Color in the bubble next to the correct answer => sink, milk, tent, lamp, and hand Differentiation Enrichment: Ask students to use words with ending blends in sentences Challenge them to use at least two words with the same ending blend in the same sentence Support: Give the students only the consonant ending nd to work with Review and closing: Have the students say one new word as they exit the classroom Ask the students to identify the ending sounds for their new words mins PRACTICE Listen The speaker will say sentence a or b Circle the one you hear 15 skkn a a lot of mills b a lot of milk a this is a lamp b this is a lamp a this is a hen b this is a hand a there is a tent b there is ten mins ASSESSMENT Have your students completed the Ending Blends worksheet mins REVIEW AND CLOSING -Have the students said one new word as they exit the classroom -Ask the students to identify the consonant ending for their new words 2.7 Results This year, I taught 10A8 in the 10th grade All of these classes couldn’t well in pronunciation especially the ending sounds After I put into practice some methods to boost Sts to pronounce in pronunciation parts of language focus lessons The result is quiet tolerable Class Time Exellent sts Quite good Average sts sts 10A8 The beginning of the 0,5 % 4,5 % 60 % st term 10A8 The end of the1st term 1,5 % 10 % 64 % 10A8 The beginning of the 2.0 % 10 % 64 % nd term Excellent : 9-10 points quite good: 7-8 points Average: 5-6, points Bad: < points Bad sts 35 % 24,5 % 24 % III CONCLUSION Limitations of the study Because of having a long time in teaching English at YD2HS, I am able to realize clearly the current situation of pronouncing the English ending sounds here Therefore, I have conducted this with a view to finding out drawbacks encountered by the 10th form students However, to boost the situation is not easy and its process take a lot of time, enthusiasm as well as knowledge for both the T and the Sts As I briefed this study above, only some basic and simple ways are found out to motivate Sts to pronounce correctly Proposals for further research 16 skkn On the grounds of the findings and the shortcomings of the study, several tips for further research are conducted Teachers at high schools have more useful opportunities to meet, discuss and exchange their knowledge, skills and experiences in teaching not only grammar but also skills In drawing things to a close, I am deeply hopeful that teachers always spend time learning and finding out new methods in teaching English XÁC NHẬN CỦA THỦ Thanh Hóa, ngày 14 tháng năm 2022 TRƯỞNG ĐƠN VỊ Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Nguyễn Thị Luyến 17 skkn REFERENCE Cohen, L & Manim, L (1998). Research methods in Education Croom Helm Cross, D (1998). Teach English. Oxford: Oxford University Press Effortless English: A.J Hoge Flowerdew, J and Miller, L (1996) Student perceptions, problems and strategies in second language lecture comprehension RELC Journal 23 (2), 60–80 Goh,C (1997) Metacognitive awareness and second language listeners. ELT Journal 51 (4),361–9 Hedge, T (2000). Teaching and Learning in the language classroom Oxford University Press https://changeyouraccent.com/blogs/news/accent-reductionexplained-leaving-out-final-consonants-in-english8 https://www.fluentu.com/blog/english/how-to-improve-englishpronunciation/ http://www.open.ac.uk/researchprojects/iccm/library/110.html 10.grammar.cl/english/pronunciation-final-s.htm 11.https://www.pdesas.org/module/content/resources/4907/view.ashx 12.https://www.study-on-difficulties-and-solutions-in-english-listening-skillof-the-secondyear-students-in-faculty-of-foreign-language-at-utehy 13.https://www.theteflacademy.com/blog/2019/07/common-mistakes-ofvietnamese-learners-of-english/ 14.Mastering the American Accent: Lisa Mojsin 15.Pronunciation workshop (Paul S Gruber MS) 16.Pronunciation in use: Jonathan Marks 17.Willis, J (1981). Teaching English through English London: Longman 18 skkn LIST OF ABBREVIATE YD2HS: Yen Dinh High School Sts: students T: Teacher IPA: International Phonetic Alphabet ESL: English as a Second Language EFL: English as a Foreign Language 19 skkn ... pronunciation is That’s the reason I would like to present the thesis title ? ?Drawbacks of the the tenth -grade students at YD2HS on pronouncing some English final sounds and how to enhance their pronunciation? ??s... final pronunciation? 1.3 Scope and objects of the study The study was designed to boost the students? ?? English final sounds and change the students? ?? opinions of pronunciation by skkn encouraging... pronunciation skill for the tenth -grade students at YD2HS? b) What are the drawbacks of the tenth -grade students YD2HS when they pronounce the ending sounds? c) What are some solutions to improve their English