Rationale
English has become a vital international communication tool and is a mandatory subject in Vietnamese high schools However, teaching English, particularly pronunciation, remains challenging in my hometown Many foreigners have noted that while many Vietnamese can speak English, only a few achieve intelligible pronunciation This often leads to unsuccessful communication due to poor or incorrect pronunciation Among the various issues, errors in pronouncing English consonants are the most prevalent among Vietnamese students.
Currently, I teach English at a high school in Nam Dinh province, where I observe that students often struggle with pronouncing English consonants correctly It is essential to identify and address these pronunciation errors promptly This study aims to enhance students' pronunciation of English consonants and will focus on analyzing the specific errors they make.
English consonants made by grade 10 students at Giao Thuy High School, Nam Dinh”.
Aims of the study
The aims of the study are:
- to identify the most common pronunciation errors of consonants made by ten graders at Giao Thuy High School
- to offer some solutions to help students improve their pronunciation of English consonants.
Scope of the study
Students learning English often encounter various pronunciation challenges, including issues with consonants, vowels, stress, intonation, rhythm, linking, and elision This thesis specifically examines the common errors in single consonant pronunciation made by students at Giao Thuy High School in Nam Dinh Based on the identified errors, several solutions are proposed to enhance the pronunciation skills of these students.
Research questions
Question 1: What are the most common pronunciation errors of consonants made by ten graders at Giao Thuy Upper Secondary School?
Question 2: What are possible solutions to those errors?
Methods of the study
In order to fulfil the aims as set above, the study uses two main methods:
- Quantitative method: to find out the most common pronunciation errors
- Error analysis: to analyze the errors collected and to give some possible solutions to those errors
This study aims to identify the pronunciation errors of English consonants made by students at Giao Thuy High School in Nam Dinh To achieve this, the primary research method involves recording the participants as they pronounce prepared scripts.
Organization of the study
This study is structured into three main parts:
PART A: INTRODUCTION – states the reasons of choosing the topic of the study, the aims, research questions, the scope, the methods and the organization of the study
PART B: DEVELOPMENT – consists of two chapters
Chapter 1 – LITERATURE REVIEW – presents the theoretical background of the research and introduces some basic concepts of phonetics, articulatory phonetics, consonants and pronunciation errors that are relevant to the research
Chapter 2 – METHODOLOY – states the methods employed in the study, research questions, data collection instrument and research procedures, methodology used for data collection, and description of the participants
Chapter 3 – FINDINGS AND DISCUSSIONS – presents and discusses the findings obtained from the data analysed
PART C: CONCLUSION – provides a summary of the major findings of the study; points out the limitations of the study; and make some suggestions for further studies.
LITERATURE REVIEW
English pronunciation
To understand pronunciation in language study, it's essential to recognize it as the production of sounds that convey meaning Pronunciation encompasses both segmental features, which are the individual sounds of a language, and suprasegmental features, which include elements like intonation, phrasing, stress, timing, and rhythm These components of pronunciation interact seamlessly during speech Jenkins and Setter (2005: 1) offer a comprehensive definition that highlights the interplay between segmental and suprasegmental features in effective communication.
Pronunciation encompasses the creation and understanding of individual sounds, both in isolation and within spoken language, where they are subject to various modifications and interact with prosodic elements, especially stress and intonation.
Phonetics
Phonetics is the study that segments spoken language into individual speech sounds, focusing solely on actual speech performance It encompasses three main branches: articulatory phonetics, which examines how speech sounds are produced; acoustic phonetics, which analyzes the physical properties of sound waves; and auditory phonetics, which explores how sounds are perceived by the ear.
Phonetics is a branch of natural science focused on the study of speech sounds, known as phones, which are both concrete and limitless in quantity It examines how these sounds are produced and articulated, how they are perceived by listeners, and their various physical characteristics.
There are three main areas of phonetics: articulatory phonetics, acoustic phonetics, auditory phonetics
Phonology is the study of the distinctive sound units, known as phonemes, within a language and their interrelationships This field involves analyzing a language to identify its unique sounds and formulating rules that explain how these sounds change when they interact with one another Key areas of phonology encompass the examination of sound patterns, sound systems, and the rules governing sound alterations in various contexts.
- Study of the phonemic system
- Phoneme sequences and syllable structure
As my study takes the Vietnamese learners' problems in pronouncing English consonants into considerations, the review of articulatory phonetics and its features seem to be of direct relevance.
Articulatory phonetics
Articulatory phonetics is a key branch of phonetics focused on the study of speech organs and their role in producing speech sounds The term 'organs of speech' encompasses various parts of the human body involved in speech production, many of which primarily serve functions related to eating, chewing, swallowing, and respiration Notably, the components discussed below, excluding the lungs, are integral to the vocal tract.
The vocal tract is divided into the supraglottal and the subglottal tract according to Davenport and Hannahs (1998) as shown in Figure 1
Figure: The speech organs of articulators
Articulatory phonetics focuses on key elements of speech production, including the air stream mechanism, the state of the vocal cords, the velum, and the place and manner of articulation (Davenport & Hannahs, 1998) This study emphasizes consonants, particularly common pronunciation errors made by students, and examines the three main features of consonants: manner of articulation, place of articulation, and voicing.
English consonants
Consonants in spoken language are produced through two primary articulatory methods: creating a narrow constriction that allows air to pass through, or achieving a complete closure that blocks airflow entirely This closure can involve the lips, tongue, or throat, resulting in distinct sounds that differ significantly from the more open articulation of vowels (Crystal, 2003) In articulatory phonetics, consonants are defined by their ability to generate audible turbulence due to the constriction or blockage in the vocal tract.
Consonants are sounds produced with closed or nearly closed articulations, which segment the flow of speech This creates a perceptual and articulatory boundary for units, such as words or syllables, that contain one or more vowels.
According to Roach (1983), the English language comprises twenty-four consonants, including sounds such as p, b, t, d, k, and others These consonants are categorized based on three key factors: the degree of vocal cord vibration, the place of articulation, and the manner of articulation.
English dialects typically feature around 24 unique phonemic consonant sounds, categorized based on three key criteria: voicing, place of articulation, and manner of articulation For a detailed breakdown, refer to Table 1.
Stop Fricative Affricative Nasal Liquid glide
Sounds that are bold are voiced
In order to form consonants, the air-stream through the vocal cords must be obstructed in some way Therefore, consonants can be classified according to 3 types
Voicing refers to the activity of the vocal cords during speech production Voiced consonants occur when the vocal cords vibrate, examples include b, d, g, v, ð, z, r, ʒ, dʒ, m, n, ŋ, l, w, and j In contrast, voiceless consonants are produced without vocal cord vibration, with examples such as p, t, k, f, θ, s, ʃ, h, and tʃ Understanding the distinction between voiced and voiceless consonants is essential for mastering pronunciation and phonetics.
According to place of articulation:
(Where the constriction of airflow takes place)
1 Bilabials: are the sounds made with the two lips pressed together or coming together They include /b/ - /p/ - /m/- /w/
2 Labiodentals: are the sounds which are produced with the lower lip touching the upper front teeth They consist of /f/ - /v/
3 Dentals/ interdentals: are the sounds which are produced with the tip or blade of the tongue touching the upper front teeth They comprise /ð/, /θ/
4 Alveolars: are the sounds which are produced with the tip or blade of the tongue touching or approaching the alveolar ridge They are composed of /t/ - /d/ - /s/ - /z/ - /n/ - /l/
5 Alveo-palatals/Post-alveolar: are the sounds which the front of the tongue moves toward the area between alveolar ridge and hard palate They include /ʃ/- / / - /tʃ/ - /dʒ/ - /r/
6 Palatal: is the sound which is produced with the front of the tongue coming close to the hard palate It is /j/
7 Velars: are the sounds which are produced with the back of the tongue touching the soft palate They comprise /k/ - /g/- /ŋ/
8 Glottals: are the sounds which are produced without the active use of the tongue and other parts of the mouth They are /h/ - //
The places of articulation of English consonants are provided in Table 2
Bilabial Upper lip + lower lip p, b, m
Labio-dental Lower lip + upper teeth f, v
Alveolar ridge + tongue (Tongue at or near the ridge behind the upper front teeth) t, d, n
Retroflex Back of alveolar ridge + tongue r
Palato –alveolar Join of hard palate & alveolar ridge + tongue ʃ, ʒ, tʃ
Table 2: Consonants classified according to the place of articulation
According to the manner of articulation
1 Stops: are the sounds in the production of which there is a complete closure of the articulators involved so that the air-stream can’t escape through the mouth There are two kinds of stops: a Oral stops (Plosives): are the sounds which are produced with the air-stream being stopped in the oral cavity and the soft palate is raised blocking off the nasal cavity Then the two articulators come apart quickly and the air escapes through the oral tract They are /p/ - /d/ - /k/ b Nasal stops (Nasals): they are produced with the air-stream being stopped in the oral cavity but the soft palate is down so that the air can go out through the nose They are: /m/ - /n/ - /ŋ/
2 Fricatives: are the sounds in the production of which two articulators come close together but there is still a small opening between them so the air-stream is partially obstructed and an audible friction noise (a hissing sound) is produced They are /ʃ/ - /f/ - /ʒ/.
3 Affricates: are the sounds which are produced when a stop is immediately followed by a fricative They are /tʃ/ - /dʒ/.
4 Lateral: is the sound which is made when the air-stream is obstructed at a point along the centre of the oral tract, with incomplete closure between one or both sides of the tongue and the roof of the mouth It is /l/
5 Approximants: are the sounds in the production of which two articulators come close together but without the vocal tract being narrowed to such an extent that a friction noise is produced It is /j/
The places of articulation of English consonants are provided in Table 3.
Errors and mistakes
Making mistakes is a natural and essential part of the learning process, as highlighted by Ancker (2000) In the context of language acquisition, errors are unavoidable and play a crucial role in cognitive development Systematic errors are a necessary step for individuals to effectively learn a new language.
Complete closure in the mouth, air escapes through nose m, n, ŋ
Fricative Narrowing, resulting in audible friction ʃ, f, ʒ
Affricate Closure, then slow separation tʃ, dʒ
Lateral Closure in centre of mouth, air escapes down sides l
Approximant Slight narrowing, not enough to cause friction J
Linguists have provided various definitions of errors, with Ellis (1994) defining an error as a deviation from the norms of the target language However, identifying the norms of the target language can be complex, as what is considered standard in educated Zambian English may differ significantly from the norms of British or American English.
Dulay et al (1982) define an error as the imperfect aspects of a learner's speech and writing, specifically those elements in conversation or composition that diverge from established norms.
Errors often occur repeatedly in language learning, particularly among students who may not fully grasp the rules of grammar and phonetics These systematic mistakes highlight the challenges faced in mastering a new language.
A mistake you do once by accident Students are aware of the grammar but say the wrong things
Mistakes in writing or speaking often arise from factors such as lack of attention, fatigue, or carelessness, and can typically be self-corrected In contrast, errors stem from a learner's incomplete understanding of the subject matter.
Adrian (1994) defines a mistake as an "error" that occurs when a learner lacks the necessary criteria for correctness, indicating a new concept they cannot independently resolve Researchers have identified various methods to classify errors, reflecting the diverse perspectives on how errors are perceived and analyzed in the learning process.
Hendrickson (1980) categorized errors into two main types: local and global, emphasizing that global errors can render a sentence ambiguous or nonsensical In contrast, Duley et al (1982) identified four observable error types: omission, addition, misformation, and misordering, highlighting the varied characteristics of errors in language use.
Abbot (1980: 82) divided errors into competence errors and performance errors Competence errors consist of transfer, interlingual and induced Performance errors include errors of processing problems and errors of communication strategies
In his 2003 PhD thesis, Pham Dang Binh categorized Vietnamese students' language errors into two primary types: common errors and typical errors Common errors are prevalent among second language learners globally, regardless of their native language, and typically arise during the initial stages of language acquisition These include competence errors related to phonology, vocabulary, and grammar, as well as performance errors that encompass both intralingual and interlingual mistakes In contrast, typical errors are specific to groups of learners sharing the same first language or cultural background, and they primarily consist of interlingual errors and cultural interference errors.
Richards (1984) identifies three primary types of language errors: interlingual, intralingual, and developmental errors Interlingual errors occur due to language transfer, stemming from the influence of a learner's native language.
The classifications presented exhibited minimal attention to the types of errors, failing to address the processes and underlying causes of errors made by learners.
In her 2005 study, Ha Cam Tam identified prevalent pronunciation issues among students at the English Department of the University of Languages and International Studies The research highlighted that Vietnamese learners commonly face three main types of pronunciation errors: sound omission, sound confusion, and sound redundancy.
1.5.4 Causes of errors in language learning
Foreign learners often struggle with English pronunciation due to various factors, with mother tongue interference being the most significant Research by Kenworthy (1988), Rivers and Temperly (1978), and Chan and Li (2000) highlights the critical impact of a learner's native language on their English acquisition Specifically, Chan and Li (2000) noted that "English sounds which have no counterpart in the native language will at first be difficult for students to distinguish" (p.162).
Recent studies have identified common pronunciation errors among Vietnamese learners of English; however, there is a lack of research specifically addressing the pronunciation mistakes of school students, particularly concerning English consonants This study aims to investigate the prevalent consonant pronunciation errors among tenth-grade students at Giao Thuy Upper Secondary School in Nam Dinh province.
METHODOLOGY
The informants of the study
This study involves 15 randomly selected grade 10 students from Giao Thuy Upper Secondary School, specifically from classes 10A1, 10A2, and 10B8 The group comprises 13 females and 2 males, all of whom have been studying English for 8 years, starting from grade 3 to grade 10, and are using the same textbook.
The study was conducted using the English 10 textbook by Hoang Van Van et al (2006/2015), with all participants being learners from classes taught by the researcher, facilitating the research process.
Prior to recording their pronunciation, the researcher ensured that informants felt no pressure from marks, comments, or criticisms, fostering a willingness to participate in the study focused on identifying common errors in consonant pronunciation.
One foreign teacher also helped to the research with the collecting of data for the study.
Research method
Recording informants' pronunciation is a vital method for collecting spoken data, as it allows for the preservation of the complete verbal content for future analysis This technique enables researchers to pause and replay segments, ensuring a clearer and more accurate understanding of the data Consequently, recording is an essential tool for identifying students' consonant pronunciation errors.
The study aimed to assess students' pronunciation by utilizing data from the textbook Tiếng Anh 10 Participants were instructed to read aloud single words and sentences featuring all twenty-four consonants in various positions: initial, medial, and final The selected scripts were derived from Units 11 to 16 of the textbook To enhance the analysis, the researcher organized the words and sentences according to their places of articulation, following the framework established by Roach (1983), starting with bilabial sounds (/b/, /p/, /m/, /w/) and progressing to labiodental sounds (/f/, /v/).
/ post-alveolar (/ʃ/-/ʒ/-/tʃ/-/dʒ/-/r/) palatal (/j/) velar (/k/-/g/-/ŋ/) This arrangement aimed to help the researcher to identify students’ errors more easily with logical data
The researcher developed a table featuring 24 single words, each containing various consonants, and analyzed the responses of 15 students, labeled from S1 to S15 The focus was on identifying errors related to a specific single consonant in each word, despite the presence of multiple consonants.
The researcher marked errors made by students during the recording by placing a cross (x) in the designated blanks These errors were then manually counted and quantified for further analysis and discussion, as detailed in Table 5.
The words that contain English consonants for students to read aloud are presented in Table 3
Table 3 Words that contain 24 English consonants
No Words Transcription No Words Transcription
1 bad /bổd/ 13 provide /prəˈvaɪd/
8 television /ˈtelɪˈvɪʒn/ 20 Shop /ʃɒp/
The sentences that contain 24 English consonants are presented in Table 4
In these sentences each consonant appears at least 4 times The sounds in point are in bold
Table 4 Sentences that contain 24 English consonants
1 Pat buys Bill a big pad of paper /pổt baɪz bɪl ə bɪɡ pổd əv ˈpeɪpə/
2 A black bee is picking some pollen /ə blổk biː ɪz ˈpɪkɪŋ səm ˈpɒlən/
3 I remember meeting him on a nice summer afternoon
/ˈaɪ rɪˈmembə ˈmiːtɪŋ hɪm ɒn ə naɪs ˈsʌmər ˌɑːftəˈnuːn/
4 We went for a walk in the woods near the railway
/wi ˈwent fər ə wɔːk ɪn ðə wʊdz nɪə ðə ˈreɪlweɪ/
5 I want a photograph for myself and my wife
/aɪ wɒnt ə ˈfəʊtəɡrɑːf fə maɪˈself ənd maɪ waɪf/
6 Stephen is driving a van full of vines /ˈstiːvnz ˈdraɪvɪŋ ə ˈvổn ˈfʊl əv ˈvaɪnz/
7 I thought Mr Smith was thirty-three /ˈaɪ ˈθɔːt ˈmɪstə | smɪθ wəz ˈθɜːti θriː/
8 Something about him makes me think he is like my brother
/ˈsʌmθɪŋ əˈbaʊt ɪm ˈmeɪks miː ˈθɪŋk hi z ˈlaɪk maɪ ˈbrʌðə/
9 It’s exactly twenty- two minutes to ten
/ɪts ɪɡˈzổktli ˈtwenti ˈtuː ˈmɪnɪts tə ten/
10 They stayed at home and played cards with the children
/ðeɪ steɪd ət həʊm ənd ˈpleɪd kɑːdz wɪð ðə ˈtʃɪldrən/
11 My aunt likes to watch the film “The Sound of Music”
/maɪ ɑːnt ˈlaɪks tə wɒtʃ ðə fɪlm ðθ ˈsaʊnd əv ˈmjuːzɪk/
12 He's won the first prize for singing folk songs
/hiz wʌn ðə ˈfɜːst praɪz fə ˈsɪŋɪŋ fəʊk sɒŋz/
13 We have a nice apartment in Northern Avenue
/wi həv ə naɪs əˈpɑːtmənt ɪn ˈnɔːðənd ˈổvənjuː/
14 Laura is a really pretty librarian in the public library
/ˈlɔː.rə iz ə ˈrɪəli ˈprɪti laɪˈbreərɪən ɪn ðə ˈpʌblɪk ˈlaɪbrəri/
15 A massage can be a good measure to help you relax
/ə ˈmổsɑːʒ kən bi ə ɡʊd ˈmeʒə tə help ju rɪˈlổks/
16 Does this shop sell washing machines?
/dəz ðɪs ʃɒp sel ˈwɒʃɪŋ məˈʃiːnz/
17 The child wants to make changes in his behavior?
/ðə ˈtʃaɪld ˈwɑːnts tə ˈmeɪk ˈtʃeɪndʒəz ɪn ɪz bəˈheɪvjər/
18 Two jeeps went over the edge of the bridge
/ˈtuː dʒiːps went ˈəʊvə ði edʒ əv ðə brɪdʒ/
19 My father is a breadwinner and supporter in my family
/maɪ ˈfɑːðəz ə ˈbredwɪnər ənd səˈpɔːtər ɪn maɪ ˈfổməli/
20 Did you use to be a tutor at the University?
/ˈtuː dɪd ju ˈjuːz tə bi ə ˈtjuːtər ət ðə juːnɪˈvɜːsɪti/
21 He can't kick the ball because he’s too weak
/hi kɑːnt ˈkɪk ðə bɔːl bɪˈkɒz hiz tuː wiːk/
22 Margaret took the dog and the cat for a walk
/ˈmɑːɡrɪt tʊk ðə dɒɡ ənd ðə kổt fər ə wɔːk/
23 Mr King is singing next door /ˈmɪstə kɪŋ iz ˈsɪŋɪŋ nekst dɔː/
24 There’s been a horrible accident A helicopter hit Helen’s house
/ðeəz biːn ə ˈhɒrəbl̩ ˈổksɪdənt ə ˈhelɪkɒptə hɪt ˈhelənz ˈhaʊs/
25 Could you wait for him? /kəd juː weɪʔ fər hɪm/
The data collection was conducted following three steps discussed below
The study involved respondents reading prepared scripts aloud, with their pronunciations recorded for analysis A foreign English teacher meticulously reviewed the recordings to identify consonant pronunciation errors, while the researcher conducted an independent review for verification The analysis compared students' pronunciations to standard narrow transcriptions and native speaker pronunciations, focusing on articulatory phonetics to highlight common consonant errors and the challenges faced by students Detailed findings are presented in Chapter 3.
FINDINGS AND DISCUSSIONS
Findings and discussions
Errors frequently occur among participants facing challenges, particularly when students' pronunciations differ significantly from those of native speakers, potentially hindering listeners' comprehension The research identified common consonant deviations among subjects, with Tables 5 and 6 illustrating the consensus between the native teacher and the researcher on these findings.
Table 5: Students’ pronunciation errors on 24 single consonants
7 /tʃ/- voiceless palatal alveolar affricative 122 102 7.2%
Table 6: Error percentage on each consonant sound
At Giao Thuy High School, tenth graders frequently mispronounce twelve out of twenty-four single consonants, with the most common errors occurring in the sounds /θ/, /ð/, /dʒ/, /t/, /ʃ/, /f/, /tʃ/, /s/, /d/, /p/, /ʒ/, and /l/ The mispronunciation rates were documented through recordings, organized in tables that display the sounds from the highest to the lowest percentage of errors across various sections.
The voiceless interdental fricative /θ/ is the most prevalent single consonant in English, accounting for 10.7% of its usage This distinctive sound is not present in languages like Vietnamese, leading students to often substitute /θ/ with the Vietnamese sound /ť/ This substitution may stem from the influence of their native language and a reluctance to mimic native speakers' pronunciation accurately.
Sentence: I thought Mr Smith was thirty-three
/ˈaɪ ˈθɔːt ˈmɪstə | smɪθ wəz ˈθɜːti θriː/
Deviation think /θɪŋk/ /thɪŋk/ /θ/ /ť/ (th) in
Vietnamese something /ˈsʌmθɪŋ/ /ˈsʌmthɪŋ/ /θ/ /ť/ (th) in
Vietnamese mouth /maʊθ/ /maʊth/ /θ/ /ť/ (th) in
Table 7: Errors in pronouncing consonant /θ/
Among my 10th grade students, the voiced interdental fricative /ð/, found in words like "they," "those," "then," and "brother," ranked second in consonant pronunciation errors, accounting for 10.3% of mistakes This sound, which is absent in the Vietnamese phonetic system, often leads students to mispronounce /ð/ as /ʒ/, /z/, or /d/ Consequently, the influence of their mother tongue negatively affects their pronunciation skills.
Sentence: Something about him makes me think he is like my brother
/ˈsʌmθɪŋ əˈbaʊt ɪm ˈmeɪks miː ˈθɪŋk hi z ˈlaɪk maɪ ˈbrʌðə/
Deviation they /ðeɪ/ /zeɪ/ /ð/ /z/ brother /ˈbrʌðə/ /ˈbrʌzə/ /ð/ /z/ with /wɪð/ /wɪ/ /ð/ //
Table 8: Errors in pronouncing consonant /ð/
The voiced palatal affricate /dʒ/ accounts for 9.2% of pronunciation errors among Vietnamese learners of English, primarily due to the absence of affricates in the Vietnamese consonant system This sound poses a significant challenge, as learners must quickly produce a plosive /d/ followed by a slight retraction of the tongue to create the fricative /ʒ/ Consequently, many students substitute /ʒ/ with /z/, despite the distinct differences in their place and manner of articulation For instance, words like "job" (/dʒɒb/) may be incorrectly pronounced as "zob" (/zɒb/), and "gender" (/ˈdʒendə(r)/) can be misarticulated as "zender" (/ˈzendə(r)/).
Sentence: Two jeeps went over the edge of the bridge
/ˈtuː dʒiːps went ˈəʊvə ði edʒ əv ðə brɪdʒ/
Deviation jam /dʒổm/ /zổm/ /dʒ/ /z/ suggest səgˈdʒest səgˈzest /dʒ/ /z/ village ˈvɪlɪdʒ ˈvɪlɪz /dʒ/ /z/
Table 9: Errors in pronouncing consonant /ʤ/
Students ranked fourth in errors related to the pronunciation of the consonant sound /t/, with an error rate of 8.6% The /t/ sound is classified as a voiceless alveolar plosive in English, which differs from its Vietnamese counterpart in terms of articulation In English, /t/ is produced by placing the tip or blade of the tongue against the alveolar ridge, whereas in Vietnamese, it involves the tongue and upper teeth This sound appears in all positions within words, as demonstrated in examples like "teach," "titan," and "tit." The study revealed no significant differences in students' errors when producing /t/ across the three positions in words.
Sentence: It’s exactly twenty- two minutes to ten
/ɪts ɪɡˈzổktli ˈtwenti ˈtuː ˈmɪnɪts tə ten/
Deviation topic /ˈtɒpɪk/ /ˈtɒpɪk/ different place of articulation contain /kənˈteɪn/ /kənˈteɪn/ different place of articulation plant /plɑːnt/ /plɑːn/ omission-/t/
The pronunciation error involving the voiceless palate-alveolar fricative /ʃ/ was noted at a rate of 7.9% Students often confused /ʃ/ with the Vietnamese sound /s/, as /ʃ/ is relatively unfamiliar to them This confusion led to the influence of their native pronunciation of /s/, which is a voiceless alveolar fricative, while /ʃ/ is categorized as a voiceless alveo-palatal fricative.
Learners often make the error of mispronouncing the /ʃ/ sound due to its palatal articulation, which differs from /s/ The /ʃ/ sound is produced with the blade of the tongue touching the inside of the upper teeth, allowing air to escape through a narrower passage along the center of the tongue, resulting in a tenser sound As an alveo-palatal sound, /ʃ/ requires the tongue to be positioned slightly further back than for /s/, with a wider passage for airflow This mispronunciation may stem from the absence of the /ʃ/ sound in the Vietnamese phonetic system.
Sentence: Does this shop sell washing machines?
/dəz ðɪs ʃɒp sel ˈwɒʃɪŋ məˈʃiːnz/
Deviation shop /ʃɒp/ /sɒp/ /ʃ/ /s/ wash /ˈwɔːʃ/ /ˈwɔːs/ /ʃ/ /s/
Table 11 highlights the errors in pronouncing the consonant /ʃ/, with a notable 7.4% error rate for the voiceless labiodental fricative /f/ Many students often substitute /f/ with /v/ or omit it altogether, particularly when it appears at the end of words In English, /v/ is classified as a voiced labiodental fricative, requiring specific vocal cord features for its production Both /f/ and /v/ share the same place and manner of articulation as labiodental fricatives; however, the key difference lies in vocal cord usage, where /v/ is voiced and /f/ is voiceless.
Sentence: I want a photograph for myself and my wife
/aɪ wɒnt ə ˈfəʊtəɡrɑːf fə maɪˈself ənd maɪ waɪf/
Deviation laugh /lɑːf/ /lɑːv/ /f/ /v/ photograph /ˈfəʊtəɡrɑːf/ /ˈfəʊtəɡrɑː/ omission-/f/
Table 12: Errors in pronouncing consonant /f/
The pronunciation error involving the sound /tʃ/ occurred with a frequency of 7.2% This sound can be characterized by three main features: the state of the vocal cords, the place of articulation, and the manner of articulation Vietnamese students often substituted /tʃ/ with "ch," as heard in words like cheese, chair, reach, and catch In English, /tʃ/ is classified as a voiceless palatal affricate, whereas the Vietnamese "ch" is articulated by the blade of the tongue against the front part of the hard palate, being voiceless and aspirated To simplify pronunciation, students frequently converted /tʃ/ to "ch" from their native language, leading to errors, particularly when this sound appeared at the end of words.
In this case, the sound might disappear or be deviated into /s/
Sentence: The child wants to make changes in his behavior?
/ðə ˈtʃaɪld ˈwɑːnts tə ˈmeɪk ˈtʃeɪndʒəz ɪn ɪz bəˈheɪvjər/
Deviation children /ˈtʃɪldrən/ /ˈtʃɪldrən/ /tʃ/ /ch/ watch /wɔːtʃ/ /wɔː/ /tʃ/ - omission watch /wɔːtʃ/ /wɔːs/ /tʃ/ /s/
Students exhibited a notable error rate of 7.1% in pronouncing the consonant /s/, which is classified as a voiceless alveolar fricative in English Despite its presence in both the English and Vietnamese phonetic systems, students still encountered challenges in accurately producing this sound.
Many students struggle with the pronunciation of the /s/ sound, particularly when it appears as a suffix in plural nouns or grammatical endings This common error often results in the omission of the /s/ sound, which may stem from a lack of understanding of pluralization and grammar rules among learners.
Sentence: My aunt likes to watch the film “The Sound of Music”
/maɪ ɑːnt ˈlaɪks tə wɒtʃ ðə fɪlm ðθ ˈsaʊnd əv ˈmjuːzɪk/
Deviation piece /piːs/ /piː/ omission-/s/ sister /ˈsɪstə/ /ˈsɪtə/ omission-/s/ stops /stɒps/ /stɒp/ omission-/s/
Table 14: Errors in pronouncing consonant /s/
Grade 10 students exhibited a 6.9% error rate with the voiced alveolar plosive /d/, often substituting it with the voiceless /t/ in final positions For example, the word "mud" was frequently pronounced incorrectly as "mut."
Students often mispronounce the /d/ sound in consonant clusters at the end of words, leading to errors such as pronouncing "find" as /faɪn/ instead of the correct /faɪnd/ This common mistake highlights the difficulty learners face with final consonant sounds.
Sentence: They stayed at home and played cards with the children
/ðeɪ steɪd ət həʊm ənd ˈpleɪd kɑːdz wɪð ðə ˈtʃɪldrən/
Deviation stayed /steɪd/ /steɪt/ /d/ /t/ provide /prəˈvaɪd/ /prəˈvaɪt/ /d/ /t/ find /faɪnd/ /faɪn/ omission-/d/
Table 15: Errors in pronouncing consonant /d/
A prevalent mistake among students at Giao Thuy Upper Secondary School involves the voiceless bilabial plosive /p/, accounting for 6.8% of errors This mispronunciation can occur in any position within a word, primarily due to the similarities in the articulation of the sounds [b] and [p] The key difference lies in the vocal cord state, where /b/ is voiced and /p/ is voiceless Additionally, the influence of the Vietnamese language, which lacks the /b/ sound in final positions, contributes to this error For example, words like "pen," "pet," and "jump" may be mispronounced as /ben/, /bet/, and /dʒʌm/, respectively The /p/ sound is produced by bringing the lips together and releasing a burst of air, classifying it as a plosive sound created by momentarily stopping airflow before releasing it explosively.
Sentence: Pat buys Bill a big pad of paper
/pổt baɪz bɪl ə bɪɡ pổd əv ˈpeɪpə/
Deviation provide /prəˈvaɪd/ /brəˈvaɪd/ /p/ /b/ jump /dʒʌmp/ /dʒʌm/ omission-/p/
Table 16: Errors in pronouncing consonant /p/
Some possible solutions to those errors
In accordance with the above findings, the followings will be some suggestions for English pronunciation teaching for Upper Secondary School teachers of English
To effectively teach consonant sounds, it's essential to begin with a clear articulation description for learners Progressing from simple to complex exercises enhances understanding, while employing diverse techniques such as minimal pairs, information gap activities, tongue twisters, and sounds bingo fosters engagement These strategies not only improve students' mastery of consonants and individual sounds but also create a motivating learning environment Below, we delve into detailed descriptions of these effective teaching techniques.
Technique 1: Minimal pairs: (T Bowen, and J Marks, 1992)
This activity is ideal for monolingual classes, facilitating contrasts between English and students' native language The technique involves displaying a list of minimal pairs on the board, with Vietnamese sounds in the first column and corresponding English sounds in the second The teacher reads the list, selecting one word from each pair in either English or Vietnamese, prompting students to identify the chosen language by shouting "Vietnamese" or "English."
You can also use this technique to contrast two similar sounds in English
Minimal pairs are pairs of words that differ by only one phoneme, such as "let" and "lit" or "leave" and "live." Utilizing these pairs can significantly enhance students' ability to discern subtle differences in English vowel sounds, thereby improving both their pronunciation and comprehension skills.
The teacher introduces the concept of "minimal pairs" by displaying a list on the board After reading one word from a pair, the teacher prompts students to identify the word by responding with "first" or "second."
For example: if the aim is to teach the two sounds /p/ and /b/, the minimal pairs can be:
/p/ /b/ pan ban pay bay pet bet park bark
If the aim is to teach the two contrast sounds “f’ and “v”, the words included in the minimal pairs can be:
/f/ /v/ fan van fine vine file vile fat vat fast vast
Then teacher reads out one word in a minimal pair, asking students to recognize the word
Teachers can utilize this technique to help students practice sounds that often cause confusion due to similar pronunciations It is effective for contrasting two similar sounds within English or comparing one English sound with a corresponding Vietnamese sound This approach enhances phonetic awareness and aids in clearer communication.
Vietnamese sound and an English sound that have nearly similar pronunciation, we call the technique “bilingual minimal pairs”
Tongue twisters are an effective tool for teaching pronunciation, enabling students to practice language skills in a fun and low-pressure environment By focusing on similar-sounding words with distinct meanings, these exercises enhance fluency and help learners grasp sounds more rapidly The humorous nature of tongue twisters also adds an element of enjoyment, making the learning process both engaging and memorable.
For example, we give students some sentences containing sounds then ask them to read aloud them
/s/ and /ʃ/ She sells sea shells on the shore
/dʒ / and / t∫/ Joy to see your chin, “jaw and cheek”
/h/ Harry Hunt hunts heavy hairy hares
Technique 3: Matching exercises: (P Avery and S Erhlich, 1992)
One effective method for teaching English consonants is through matching exercises, where the class is divided into two groups Group A receives written descriptions of various individuals, while Group B has corresponding pictures of those individuals The goal is for students to match each description with the correct image For instance, to practice the sounds /b/ and /p/, students might work with images of Beckham and Peter, describing them accordingly.
Beckham is playing in the park
Peter is carrying a big bag
Students generated their own descriptors to match with specific individuals, fostering collaborative learning This group activity not only enhances their understanding of the content but also provides valuable communicative practice focused on consonant sounds.
A simple and effective method for teaching consonants involves using missing words in sentences In this technique, the teacher presents short sentences with a missing word and prompts students to fill in the gaps For instance, to teach the sound "g," the teacher might say: "A boy and a (girl)," "This is a of wine (glass)," "They give each other at Christmas (gifts)," "The antonym of 'bad' is (good)," and "Brazil won a _ medal for winning in the final (golden)." This interactive approach not only reinforces consonant sounds but also engages students in a fun learning activity.
Technique 5: Sounds bingo: (T Bowen, and J Marks, 1992)
This technique aids beginner-level students in associating sounds with their spellings The teacher distributes a Sounds Bingo worksheet and randomly pronounces sounds from the phonemic chart, such as /e/ for number 1 and /m/ for number 2 Students must listen carefully and write the corresponding number next to the sounds they hear on their cards The first student to correctly number all the sounds wins the game.
Technique 6: Sounds discrimination exercise: (T Bowen, and J Marks, 1992)
This activity can help to sensitize learners to minimal differences between individual phonemes and enable them to recognize them in context
The teacher distributes worksheets to each student and explains that he will read contrasting sounds or words aloud Students must identify the sound being pronounced and mark the corresponding column on their worksheets This approach shares similarities with the minimal pair technique.
This technique has been commonly used by most teachers in teaching pronunciation and shown some effectiveness The activities are often arranged from easy to difficult ones:
- Listen and repeat individual words containing consonant clusters
- Listen and repeat the phrases containing consonant clusters
- Listen and repeat conversation containing consonant clusters
In short, there are many ways of teaching English consonants; the above are just some main ones They are very useful in teaching consonants in a very communicative way
While various techniques exist for teaching English pronunciation, I recommend a select few that align well with the proficiency levels of Giao Thuy Upper Secondary School students These methods are not only easy to implement but also engaging enough to inspire student motivation It’s essential to choose techniques that match our students’ learning styles and strategies Although many other approaches are available, I have provided only a few effective and suitable options due to constraints of time and space.
Summary
Learning a foreign language inherently involves making mistakes, as "to err is human." This research utilized recordings of students' pronunciation to gather data The findings indicate that the most frequent pronunciation errors among students at Giao Thuy Upper Secondary School involve consonant sounds such as /θ/, /ð/, /dʒ/, /t/, /ʃ/, /f/, /tʃ/, /s/, /d/, /p/, /ʒ/, and /l/.
To address common pronunciation errors in language learning, the study suggests several effective strategies, including minimal pairs, information gap activities, tongue twisters, matching exercises, missing words, sounds bingo, sound discrimination exercises, and listen-and-repeat practices Mastering a foreign language is a long-term endeavor that demands significant effort from learners to achieve success and improve pronunciation It is crucial for both teachers and students to recognize the importance of these methods and actively seek innovative approaches to overcome challenges and enhance their language skills.
Pedagogical implication
Teaching a foreign language, particularly English, poses significant challenges for educators, especially regarding pronunciation due to the differences between English and Vietnamese sound systems This study focuses on common errors made by school students in English consonant pronunciation and serves as a valuable resource for teachers It provides foundational knowledge about pronunciation, its importance in language teaching, and the factors influencing pronunciation learning Additionally, the study outlines prevalent errors, their causes, and potential solutions, equipping teachers with deeper insights into the challenges faced by Vietnamese learners in mastering English consonants.
English pronunciation so that they can find out the way to help their students pronounce English sounds correctly
3 Limitations and suggestions for further research 3.1 Limitations of the study
Despite significant efforts in this study, certain limitations persist Primarily, the research has a narrow focus, as the researcher concentrated on the most frequent pronunciation errors made by 15 upper high school students when articulating English consonants This analysis was conducted within two structured contexts: words and sentences derived from Tiếng Anh.
10 The conclusions, therefore, are suggestive rather than conclusive Secondly, the suggested solutions are based only on the opinions of the researcher and some teachers It would be more appropriate if a bigger research size on this matter could be conducted
Future research in the field of pronunciation should focus on aspects such as vowels, stress, and intonation to identify and address students' challenges By employing various techniques, researchers can gain a comprehensive understanding of how to correct learners' pronunciation issues Additionally, it is essential to conduct further studies to validate the effectiveness of the proposed solutions.
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Dương Thu Thảo (2014) conducted a study on common pronunciation errors of English consonants among students aged 6 to 10 at Linkinworld English Skills, detailed in an unpublished MA thesis at ULIS Similarly, Đào Thị Mỹ Hạnh (2007) explored the pronunciation of specific English consonants /Τ, ∆, Σ, Ζ, τΣ, δΖ/ at Haiphong Medical University, also documented in an unpublished MA thesis at ULIS.