INTRODUCTION
Rationale of the study
In recent years, English has emerged as a crucial requirement for education and employment opportunities; however, many Vietnamese speakers struggle with intelligible pronunciation, hindering effective communication with foreigners Learners who exhibit significant pronunciation errors are likely to encounter communication failures Consequently, it is vital to investigate these pronunciation challenges and develop appropriate strategies to address them.
Pronunciation errors, particularly with final consonant clusters, pose significant challenges for English language learners, as these mistakes can lead to misunderstandings (Avery & Erhlich, 1992) Research by Celce-Murcia, Brinton, and Goodwin (1996) highlights that inaccurate pronunciation of these clusters can hinder comprehension for native speakers, especially when learners resort to epenthesis or omit consonants within clusters (Arnold, 2009).
Problems with final clusters represent a common pronunciation error among Vietnamese learners of English A study published by the Australian Government in Asian Language Notes (1978; cited in Pham, 2009) highlights this issue, emphasizing its significance in language acquisition.
Initial consonant clusters pose minimal challenges for Vietnamese students; however, final consonant clusters are particularly difficult for them to master Deshayes (2005) highlights that English consonant clusters present significant obstacles for Vietnamese learners due to the absence of similar consonant combinations in their native language, compounded by the diverse syllable structures they produce.
Final cluster errors are prevalent among Vietnamese learners, yet they often receive insufficient attention from teachers This oversight may stem from the less distinct pronunciation of final sounds compared to other phonemes, leading to their frequent neglect by both educators and students Moreover, there is a scarcity of research focusing specifically on these final cluster errors The most significant study on this topic, conducted by Pham in 2009, failed to provide an in-depth analysis of students' errors or propose effective correction strategies.
As an English teacher at Phuong Dong University, I have observed that many of my students struggle with pronouncing English final clusters, despite being able to articulate single consonants correctly This observation has prompted me to undertake research titled “Strategies to Correct Errors in Pronouncing English Final Clusters Made by Second-Year English-Majored Students at PDU.”
The research hopes to find answers to the following questions:
What are the English final cluster errors that second-year English-majored students at PDU often make?
What are some strategies to correct those errors?
Aims of the study
This study focuses on analyzing pronunciation errors related to final clusters among second-year students in the English Department at PDU Additionally, it aims to propose effective strategies for teachers to address and assist students facing challenges with final cluster pronunciation.
Scope of the study
There are many pronunciation errors that Vietnamese students are likely to make However, within the limit of a minor thesis, this study focuses on analyzing the students‟
This study was implemented for a group of 30 English-major second-year students at Phuong Dong University who are working with the course book “Let‟s talk 2” by Leo Jones (2002).
Method of the study
A study was conducted involving 30 second-year English majors from class 509701A2, utilizing recording and observation methods for data collection Initially, students' mid-term oral test speeches were recorded for detailed analysis, focusing on identifying common pronunciation errors related to final clusters by categorizing them by type, frequency, and severity Additionally, three English teachers reviewed the recordings to assist in error identification and frequency assessment, with the findings organized into tables and charts In the subsequent phase, the analysis results informed the creation of a checklist for individual word reading observations The outcomes from this observation were then compared to the recording analysis to develop effective solutions for addressing students' pronunciation errors with final clusters.
Thesis Design
This thesis consists of three parts, namely Introduction, Development and Conclusion
Part 1, the Introduction, presents the rationale, the aims, the scope and the method of the study
Part 2 is the development with four chapters Chapter 1 (Literature review) introduces some key concepts necessary for understanding this research including Standard English Pronunciation, English final consonants & consonant clusters, Vietnamese final consonants, Errors vs mistakes, Pronunciation errors and Error correction Also, it reviews some previous studies related to the topic Chapter 2 (Setting) gives an overview of
Chapter 3 of the article outlines a comprehensive methodology for collecting reliable data on English pronunciation teaching and learning at PDU, detailing subject selection, research instruments, and data collection and analysis procedures Chapter 4 presents the findings from recordings and observations, accompanied by discussions that interpret these results.
Part 3, the Conclusion, discusses the major findings and limitations of the research as well as provides suggestions for further study.
DEVELOPMENT
This chapter presents essential literature for understanding the research, highlighting key concepts such as Standard English Pronunciation, English final consonants and consonant clusters, and Vietnamese final consonants Additionally, it distinguishes between errors and mistakes, examines pronunciation errors, and discusses error correction, while reviewing relevant previous studies on the topic.
1.1 English pronunciation 1.1.1 Standard English Pronunciation
Standard English pronunciation refers to a widely accepted dialect of English that serves as a global standard without significant variation As defined by Strevens (1983), it is the non-localized form of English recognized as the ideal target for English language education, allowing for a variety of accents Thus, Standard English pronunciation encompasses any dialect that is commonly used and acknowledged worldwide.
English has two primary dialects used in international communication: Received Pronunciation (RP) in the UK and General American (GA) in the US In this research, we focus on RP English, as Vietnamese speakers often adopt this dialect, particularly in its characteristic of not pronouncing the /r/ sound at the end of words, which will serve as the standard for analyzing student pronunciation.
Pronunciation encompasses various elements, making it a complex concept It can be divided into key components such as vowels, consonants, word stress, rhythm, and intonation Additionally, connected speech features like assimilation, elision, linking, and intrusion play a significant role in effective communication.
LITERATURE REVIEW
English pronunciation
Standard English Pronunciation refers to a widely accepted dialect of English that serves as a global standard without significant regional variations According to Strevens (1983), it is recognized as the appropriate educational target for teaching English and can be spoken with various accents Thus, Standard English pronunciation encompasses any dialect that is commonly used and acknowledged worldwide.
Two primary English dialects dominate international communication: Received Pronunciation (RP) in the UK and General American (GA) in the US In this study, we focus on RP English, as Vietnamese speakers often adopt this dialect, particularly in its characteristic of not pronouncing the /r/ sound at the end of words Therefore, RP serves as the benchmark for evaluating students' pronunciation in this research.
Pronunciation encompasses various elements, primarily divided into vowels, consonants, word stress, rhythm, intonation, and connected speech features such as assimilation, elision, linking, and intrusion The English sound system is analyzed through two main categories: segmental and suprasegmental As noted by Seferoglu (2005, p.304, as cited in Abuseileek, 2007, p.4), segmental aspects refer to individual vowels and consonants, while suprasegmental elements include stress patterns, pitch contours, intonation, and rhythm within words, phrases, and sentences.
Consonants are defined as sounds that obstruct the airflow from the larynx to the lips, as noted by Peter Roach (2000, p.19) These sounds occur when two articulators come close together, preventing the free passage of the airstream.
Consonants can be described in terms of the manner of articulation, the place of articulation and voicing Kelly (2000) and Roach (2000) categorized the 24 consonants into 6 groups:
The following is the table of consonant sounds:
Table 1: Table of consonant sounds
In phonetics, a stop refers to a sound that obstructs airflow through the mouth or nose, categorized into oral stops, known as plosives (/b, p, d, t, g, k/), and nasal stops, or nasals (/m, n, ŋ/) English also features fricatives, which include sounds like /f, v, θ, ð, s, z, ʃ, ʒ, h/, and approximants such as /j, w, r/, along with the lateral sound /l/ Additionally, affricates are produced as a combination of a stop and a fricative sharing similar articulation points, with English containing two primary affricate sounds: /tʃ/ and /dʒ/.
1.1.2.2 English final consonants and consonant clusters
Any consonant except h, r, w and j may be a final consonant Final consonant sounds in English are listed as below:
/k/ - back, cook /tʃ / - church, catch
/g/ - bag, pig /dʒ / - large, age
When there are two or more consonants at the end of the word (called final cluster), the terms
“pre-final” and “post-final” consonants are used
Two consonant clusters: o Pre-final followed by a final consonant o Consonant plus post-final E.g.: think, important, help, health, cats, etc
Three consonant clusters: o Pre-final plus final plus post-final (e.g helped, twelfth, banks, etc.) o Final plus post-final plus post-final (e.g text, fifths, lapsed, etc.)
Four consonant clusters: o Most are pre-final plus final plus post-final plus post-final e.g prompts, twelfths o Occasionally, there is one final and three post-final consonants e.g sixths, texts
The table below presents the consonant clusters, extracted from Pham (2009):
Pre-consonant Stops, fricatives & affricates
Max 1 of 1 of Max 3 of
Table 2: Component of consonant clusters
1.1.2.3 A comparison between English and Vietnamese final consonants
Vietnamese consonants differ significantly from English consonants, as Vietnamese has only six consonants and two semi-vowels that can appear in word-final positions (Nguyen, 2007, p.4) According to Doan (1999, as cited in Nguyen, 2007, pp.4-7), the final consonants in Vietnamese include /m/ in words such as em [ɛ m] (I, younger sibling) and lượm [lɯ ɤ ː m] (pick up), /n/ in words like ăn [an] (eat) and làm [laː m] (do), and /ŋ/, which has three allophones.
[ŋ͡ m]: bilabialized, proceded by rounded vowels /u, o, ɔ / xong [soŋ͡ m] súng [ʃ uŋ͡ m] không [xoŋ͡ m]
The sound [ɲ] corresponds to the letters "nh" and appears before front vowels such as /i, e, ɛ/, as seen in words like bệnh [beɲ], tình [tiɲ], and nhanh [ɲ ɑ ɲ] In contrast, the sound [ŋ] occurs in other contexts, as in tặng [taŋ], thiêng [tʰ ieŋ], and chuộng [cuoŋ] Additionally, the sound /p/ is produced without any air released after pronunciation, exemplified by the word úp [up].
In Vietnamese, the pronunciation of the [t] sound at the end of words is always short and sharp, without aspiration, as seen in examples like ớt [ɤ ː t], giết [ziet], and ghét [ɡ ɛ t] Additionally, the sound represented by the letter "c" or "ch" at the end of a syllable is recognized by linguists to have three allophones that occur in a complementary distribution.
[k͡ p]ː this ending sound is bilabialized if the consonant is preceded by rounded vowels /u, ɒ , ɔ / ngọc [ŋɔ k͡ p] cốc [k͡ p] nhục [k͡ p]
[c]ː preceded by front vowels /i, e, ɛ /, performed by letters “ch” nghịch [ŋic] lệch [lec] sách [saː c]
In the study of phonetics, the final semi-vowel /w/ occurs in the letters "u" or "o" when they follow vowels, creating diphthongs or triphthongs, as seen in examples like đau [daːw], vào [vaːw], and đều [dew] Similarly, the semi-vowel /j/ is formed with the letters "i" or "y" when preceded by vowels, resulting in diphthongs and triphthongs, exemplified by words such as tay [taːj] and dài [daːj].
Vietnamese final consonants are limited to nasal sounds (/m/, /n/, /ŋ/) and three unaspirated voiceless plosives (/p/, /t/, /k/), with only one final consonant allowed per word In contrast, English can have up to four consonants at the end of words, forming complex consonant clusters This significant difference can create challenges for Vietnamese learners of English, as they encounter consonant combinations that do not exist in their native language.
Making mistakes is an essential aspect of the learning process, especially in language acquisition Errors are unavoidable in language learning, as they play a crucial role in helping individuals develop their skills According to Dulay, Burt, and Krashen (1982), as referenced in Pham (2009), systematic errors are a fundamental part of mastering a new language.
Many researchers have made a clear distinction between errors and mistakes, such as Brown
In language learning, a distinction exists between mistakes and errors Mistakes are performance errors resulting from random guesses or slips of the tongue, indicating a failure to apply a known system correctly In contrast, errors signify a noticeable deviation from a speaker or writer's known grammar, highlighting gaps in the learner's knowledge According to Ellis (1997), errors arise when learners do not know the correct form, while mistakes occur due to temporary lapses in performance, where learners are unable to execute what they already know.
Mistakes in writing or speaking often stem from factors such as lack of attention, fatigue, or carelessness, and can typically be self-corrected In contrast, errors arise from a learner's incomplete understanding, leading to the possibility of continuing to communicate incorrectly without awareness, making self-correction impossible.
According to Nguyen (2007), errors in pronunciation are defined as the incompetence in language and incorrect pronunciation that may affect intelligibility in communication Jenkins
Pronunciation errors are defined as variations in speech that hinder mutual understanding between communicators (Nguyen, 2007) Jenkins offers a more precise definition, particularly relevant when considering English as a global means of communication.
Results of some studies of errors with consonant sounds can be classified into 6 types:
1 Cluster reduction This is the “deletion of one or more consonants from a target cluster so that only a single consonant occurs at syllable margins” (Grunwell, 1987, p 217, as cited in Treiman, 1989)
2 Cluster simplification The error occurs when one/some elements of a cluster being is/ are produced in a different manner from the target phoneme (Grunwell, 1987, as cited in Treiman, 1989) e.g green – pronounced as [gwin]; bread – pronounced as [bwed]
3 Epenthesis This is the insertion of some vowel (normally a schwa) between cluster elements (Dyson & Paden, 1983, as cited in Treiman, 1989) e.g drive /draiv/ pronounced as [dəraiv]
Techniques to deal with final clusters
Consonant clusters can pose articulation challenges for learners, as noted by Tench (1981) Even if individual sounds are produced correctly, their close sequence may create difficulties To address these issues, Tench recommends techniques such as demonstration, association, and explanation While demonstration often suffices, teachers may need to incorporate association or explanation if it falls short For example, when practicing final stop sequences like /-pt, -kt, -bd/, learners should maintain the closure of the first stop while preparing for the second In the case of /-pt/, lips should remain sealed as the tongue prepares for the alveolar closure of /t/ Similarly, for /-kt/, the back of the tongue must stay elevated against the soft palate during the transition For fricative sequences like /-θs/, the tongue should be held in the /θ/ position, prolonging the sound before sharply drawing the tongue in and upwards.
Deshayes emphasizes the importance of identifying the specific areas in the mouth where sounds are produced to address final cluster errors By helping students understand the necessary transitions in their mouth movements, they can make the adjustments needed for improved pronunciation.
In her 2005 publication, she suggests effective techniques for mastering consonant clusters, including reading aloud lists of words, breaking down these clusters, and gradually adding or changing sounds For example, she illustrates this process with the words "six," "sixth," and "sixths."
Simplifying final consonant clusters in connected speech is a common phenomenon among native speakers, as noted by Avery & Ehrlich (1992) For example, in the phrase "This sweater was hand-made," the word "hand" is often pronounced as "han," omitting the final /d/ This simplification occurs strategically; the final /d/ is less likely to be deleted when the next word begins with a vowel sound, as seen in "hand out." In contrast, English learners may inappropriately simplify these clusters, leading to misunderstandings Therefore, pronunciation teachers play a crucial role in teaching simplification strategies to students Two effective activities include practicing challenging consonant clusters with paired words and incorporating grammatical endings to reinforce cluster pronunciation.
According to Celce-Murcia, Brinton, and Goodwin (1996), native English speakers utilize simplification strategies to facilitate the pronunciation of consonant clusters Two common strategies include cluster reduction, which involves omitting one consonant, and resyllabification, where a final consonant cluster is divided when followed by a vowel sound Typically, in the case of cluster reduction, a middle consonant is dropped from final clusters of three or four consonants This approach is frequently employed to simplify clusters formed by grammatical endings, exemplified by the transformation of "asked" /ɔskt/ to /ɔst/.
/fổkts/ to /fổks/ It is regularly employed when pronouncing fractions such as sixths
In phonetic reduction, the transformation of /siksθs/ to /siks/ and /fifθs/ to /fifs/ illustrates how simplifying consonant clusters can aid language learning It is crucial for students to retain third person singular present tense and plural endings, as these grammatical markers are essential and should not be omitted Another effective strategy involves transferring the final consonant of a cluster to the subsequent syllable, as demonstrated in the phrase “She moved it,” which a native speaker typically pronounces as /ʃ i.muː v.dɪ t/ According to Celce-Murcia, Brinton, and Goodwin, gradually helping students build up their ability to manage clusters can lead to greater proficiency with complex consonant combinations.
/ŋ/ /ŋk/ /ŋks/ thing think thinks Clusters of four:
/k/ /ks/ /ksθ/ /ksθs/ sick six sixth sixths
Pham (2009) highlights effective strategies for addressing ending sound errors through Communicative Teaching, emphasizing three key techniques: information gap, role-play, and task-based activities These methods encourage student interaction, ultimately enhancing their language competence Additionally, she provides sample activities for practicing ending sounds, such as brainstorming, chain stories, exaggeration, and sound pictures, to facilitate engaging learning experiences.
Deshayes (2005) illustrates the application of Communicative Teaching in addressing final cluster errors through a less controlled activity In this exercise, teachers can give students a calendar for the current month, prompting them to engage in question-and-answer exchanges with one another.
Teachers can enhance their lessons with an engaging information gap activity by using a blank calendar In this exercise, one student interviews their partner to fill in the details of the other's schedule for the thirty-first, promoting communication and collaboration skills.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Take dog to the vet
Choir concert at the school
Research by Arnold (2009) demonstrates that pronunciation training significantly improves the accuracy of final three-segment consonant clusters The study highlights an effective instructional approach that includes modeling by native English speakers, choral repetition, and self-correction through audio recordings This method leads to a reduction in consonant cluster simplification strategies, such as articulatory feature change, consonant cluster reduction, and substitution, thereby enhancing the pronunciation of words with final three-segment consonant clusters.
According to Kelly (2000, p.58), effective techniques for teaching final consonant clusters include isolating the sounds by writing the word in phonemic script for students to repeat slowly, engaging in drilling exercises, and connecting the sounds to familiar words that contain the cluster, which can then be utilized in various activities and drills.
In conclusion, various techniques exist for addressing final clusters in language learning It is crucial for educators to recognize their students' errors related to final clusters and tailor activities accordingly, ensuring they align with both the students' proficiency levels and the lesson objectives.
AN OVERVIEW OF TEACHING AND LEARNING
The syllabus
Pronunciation plays a crucial role in effective spoken communication, making it a fundamental component of the English department's curriculum at Phuong Dong University First-year students participate in two dedicated courses, Pronunciation 1 and Pronunciation 2, over their initial semesters to gain essential knowledge of pronunciation aspects and enhance their communicative skills Spanning two semesters, the courses consist of 90 sessions, with three classes each week, ensuring comprehensive instruction in pronunciation.
The course duration is 45 minutes, with the first semester dedicated to English vowels and the second semester focusing on English consonants It is important to note that the final tests administered by the instructors at the end of each semester are separate from the 15 weeks of study.
"Ship or Sheep? An Intermediate Pronunciation Course" by Ann Baker (1977) serves as a practical textbook featuring a straightforward style, clear illustrations, and diverse activities Each unit initiates with an illustration and sound production notes, followed by minimal pairs, recognition tests, word lists, dialogues, stress/intonation exercises, and group conversations However, the book has limitations, as it is designed for a global audience and does not specifically address the pronunciation challenges faced by first-year students at Phuong Dong University Additionally, the equal presentation of all sounds, along with repetitive exercises and overly packed units, may hinder effective practice time in class Therefore, adapting the pronunciation activities to better align with student needs and course objectives is essential.
The learners
First-year students at the English department of Phuong Dong University, aged 18 to 20, exhibit flexibility and dynamism, enabling them to quickly imitate native-like accents Having studied English for at least three years in high school, these students face both advantages and challenges in their college studies While their prior experience is beneficial, poor pronunciation can be difficult to correct, as many students have developed ingrained pronunciation habits Additionally, their pronunciation skills are generally lacking compared to their reading, writing, speaking, listening, and grammar abilities, primarily due to limited focus on pronunciation during high school, where assessments were predominantly written and teachers prioritized grammatical structures and literacy skills over oral proficiency.
The teachers
The English department at Phuong Dong University boasts a team of over 20 young and enthusiastic teachers aged 25 to 40 While their passion and helpfulness are commendable, most of them are recent graduates from Vietnamese colleges and lack experience in teaching pronunciation Consequently, they may face challenges in addressing students' pronunciation errors and effectively implementing pronunciation activities in the classroom.
The teaching and learning conditions
The English department provides modern learning facilities, including a language laboratory, cassette recorders, computers, and projectors, fostering an effective teaching environment With class sizes ranging from 25 to 30 students, the setting is conducive for practicing pronunciation However, the absence of native teachers limits opportunities for students to engage in pronunciation practice with native speakers.
The components of the course significantly influence the pronunciation and pronunciation errors of the research participants Subsequent chapters will outline the methodology for identifying these errors, analyzing the data, presenting the findings, and suggesting strategies to address common pronunciation mistakes in English final clusters made by second-year English majors at PDU.
METHODOLOGY
Research questions
The research was carried out in the first semester of the school year 2010-2011 to find answers to the following questions:
What are the English final cluster errors that second-year English-majored students at PDU often make?
What are some strategies to correct those errors?
Subjects of the study
The research involved 30 randomly selected second-year students from class 509701A2 within the English Department at PDU All participants had previously completed two Pronunciation courses in their first year, providing them with foundational knowledge of pronunciation rules and an awareness of their individual pronunciation challenges, which may have been addressed by their instructors.
In a recent study, English majors aged 19 to 21 at PDU University utilized the textbook "Let's Talk 2" by Leo Jones (2002) to enhance their speaking skills The curriculum allocates a total of 45 class hours dedicated to speaking practice during the third term Mid-term oral assessments are conducted in weeks 8 or 9, featuring uniform speaking topics for the K509 class.
Data collection procedure
The data collection was divided into two steps as follows:
The mid-term oral test, essential for students to secure 40% of their total semester score, involved each student delivering a three to five-minute presentation on a specific topic To ensure optimal audio quality, their presentations were recorded using an MP3 recorder placed on the table in the test room These recordings were later analyzed at home to identify and categorize the students' errors effectively.
The study involved participants reading aloud a collection of mispronounced words with final clusters sourced from recordings The objective was to test the hypothesis that students encounter similar pronunciation issues in both assessments and everyday speech By identifying these errors, the research aims to propose effective strategies for correction During the reading, each participant focused on their mispronunciations, particularly the final clusters, while the researcher documented any errors in a checklist for observation (refer to Appendix 3 for the checklist).
Data analysis procedure
The data analysis procedure included two phases:
Phase 1: All information collected from the subjects during the oral test was used for analysis
The study analyzed student errors by categorizing them based on their types, frequency of occurrence, and severity The researcher systematically classified these errors and presented the findings in a structured format.
FINDINGS AND DISCUSSIONS
Findings from recordings and discussions
Analysis of the recorded data identified the prevalent pronunciation errors made by second-year students in the English Department at PDU The findings highlighted the most frequent errors based on the number of students who committed them and their occurrence during presentations.
4.1.1 Overview of the errors with final clusters of 2 nd year English-majored students at PDU
Analysis of the recorded data revealed a total of 230 pronunciation errors concerning final clusters, comprising 200 reduction errors and 30 substitution errors The accompanying chart illustrates the percentage distribution between these two error types.
The chart illustrates that reduction errors occur significantly more frequently than substitution errors among second-year students at PDU, with reduction errors recorded 200 times compared to 30 instances of substitution This indicates that reduction is the primary challenge faced by these students.
Based on the analysis of student errors, consonant reduction emerges as the most prevalent issue, with 100% of the 30 students exhibiting this error In contrast, substitution errors were observed in 60% of the students, totaling 18 individuals.
Interestingly, no insertion error was found in the data although this error still appeared in some previous researches (Pham, 2009; Treiman, 1989)
4.1.2 Details of the errors with final clusters of 2 nd year English –majored students at PDU
Reduction errors are the most prevalent mistakes made by second-year students at PDU, as highlighted in the previous section The following table illustrates the specifics of these reduction errors based on data collected from student recordings.
No of subjects with errors
Pre-final + Final + (Post-final)
/nt/ or /nts/ /t/ or /ts/ 23 39
/nd/ or /ndz/ /d/ or /dz/ 22 43
/kt/ or /kts/ /t/ or /ts/ 9 11
/ks/ or /kst/ /s/ or /st/ 5 6
Table 3: Reduction errors found in the data from recordings
The analysis in Table 3 reveals that final clusters /nt(s), nd(z), st/ are frequently encountered by the subjects, with occurrences of 39, 43, and 48 times, respectively This highlights the need for targeted correction Additionally, Vietnamese learners struggle with certain sounds like /θ, dʒ/ at the end of words, often leading to their omission Further details on these final clusters will be provided.
Considering the first case (Pre-final + Final + (Post-final)), there were two tendencies to which the final clusters are mispronounced basing on the pre-final consonants:
In a study examining phonetic errors, it was found that 33% of the subjects, comprising 10 students, exhibited the tendency to omit the liquid sound /l/ when it appeared as a pre-final sound Examples of this deletion include the pronunciation of "child" as /tʃaid/, "help" as /hep/, "film" as /fim/, "world" as /wɜːd/, and "old" as /əud/.
The consonant following /l/ is also deleted (accounting for 53%) e.g difficult /difikəlt/ /difikəl/ health /helθ/ /hel/ else /els/ /el/ self /self/ /sel/
In a study on the pronunciation of nasal sounds (/n/, /m/, /ŋ/) in pre-final positions, it was observed that all participants exhibited a tendency to either delete the middle sounds in a cluster or retain only the first and last sounds This phenomenon was consistently noted across 100% of the subjects For example, the word "went" was pronounced as /wen/, "environment" as /invairənmən/, "friends" as /fren/, "think" as /θɪŋ/, and "find" as /faɪn/.
Thirdly, when the pre-final sound is a fricative /s/, the students tend to delete the final sounds
26 students commit this error (87%) e.g fast /fa:st/ /fa:s/ first /fɜ ː st/ /fɜ ː s/ ask /aː sk/ /aː s/ last /laː st/ /laː s/ past /paː st/ /paː s/
In the analysis of consonant clusters, particularly in the case of final plus post-final elements, it is observed that the final consonant is rarely omitted However, in two-element and three-element clusters, students often tend to drop the second and third consonants, respectively For instance, many learners simplify the pronunciation of long consonant clusters by retaining only the initial consonants, leading to examples such as "next" pronounced as /nek/ instead of /nekst/, and "mixed" articulated as /mik/ rather than /mɪkst/.
There were a few cases of deleting a second element of three-element clusters For example, accepts /əksepts/ was pronounced as /əkseps/ (/t/ was deleted)
The analysis indicates that students frequently committed sound omission errors, particularly in final consonant clusters This is largely due to the nature of Vietnamese as a monosyllabic language, where consonant clusters are not typically pronounced Additionally, the tendency to "swallow" ending sounds in Vietnamese negatively transfers to English, hindering the correct pronunciation of final sounds and clusters in the target language.
Of the two common final clusters errors that the subjects committed, the substitution error comes second The following table incorporates the data on students‟ substitution errors found from recordings
Consonant clusters Sound(s) No of subjects Repetition times substituted with errors
/nz, mz, dz, vz, lz, ŋz/ z = s 14 21
Table 4: Substitution errors found in the data from recordings
Table 4 illustrates that subjects often substitute the English sound /θ/ with its Vietnamese equivalent, as seen in the pronunciation of "health" (/helθ/), where the "th" sound is replaced by a Vietnamese sound This phenomenon occurs due to the unfamiliarity of the /θ/ sound among Vietnamese speakers, leading them to replace it with a similar sound from their native language.
Sound confusion, particularly between the sounds /s/ and /z/, is a common error among students, occurring 21 times in the data For example, the word "loves" is often mispronounced as /lʌ vs/ instead of /lʌ vz/, and "kids" is pronounced /kids/ instead of /kidz/ This mispronunciation of /z/ as /s/ may stem from students exerting excessive air pressure while speaking.
Mispronunciation of sounds, such as /dʒ/ to /z/, often stems from students' carelessness and lack of effort to understand tongue positioning, leading to similar sound production and errors Additionally, the difficulty in articulating the sound /θ/ at the end of words contributes to its mispronunciation as /t/.
4.2 Findings from observation and discussions
The data collected from taking note of each student‟s reading out loud their final cluster errors found from recordings are shown in the following table:
Table 5: Errors from reading out loud the 230 errors from recordings
Observational data indicates that subjects continued to make errors while reading single words, with reduction errors being the most prevalent Additionally, insertion errors were also noted among the mistakes made.
Details of errors from observation are as follows:
Types of errors Consonant clusters Notes
- /nts, pts, kst, ndz, kts, nθs, lvz, lvd, fts/
- The middle sound of a three-consonant cluster is deleted
Insertion /ld, pt/ - /ə/ is inserted into the middle of a cluster
Table 6: Details of errors from observation
Table 6 indicates that students primarily struggled with long clusters and those containing challenging sounds This difficulty may stem from limited practice opportunities in the aforementioned Pronunciation course Additionally, the teacher may not have sufficiently highlighted the importance of these specific clusters or clusters in general to the students.
4.3 Comparison of the two findings
The chart below is created to compare the results from recordings with those from observation
(I: Errors from recordings; II: errors from observation)
Chart 2: Comparison of two results from recordings and observation
Strategies to correct final clusters errors
The challenges associated with final clusters often stem from teacher oversight, student negligence, or the adverse effects of the mother tongue In this research, I propose specific activities and techniques aimed at addressing the final cluster errors encountered by thirty second-year students at PDU.
Research indicates that students frequently struggle with final cluster errors in real speech compared to isolated words, highlighting the necessity of developing a consistent pronunciation habit To cultivate this habit, regular practice is essential This article presents various activities adapted from Pham (2009), Deshayes (2005), and Celce-Murcia, Brinton & Goodwin (1996) designed to assist students in mastering final clusters.
Encourage students to brainstorm words that feature the target sound of the lesson Once they generate a sufficient list of words, engage them in communicative activities to practice the pronunciation of those sounds in context.
The following example is a brainstorming task to practise the final cluster /nt(s)/:
- Ask students to find at least five words containing the final cluster /nt(s)/
E.g went, plant, excellent, want, important, parents, restaurants, spent
- Follow-up activity: Work in pairs Tell your partner what you did last summer holiday using at least five words that you have just listed above
Last summer, I enjoyed a memorable three-day trip to Hue with my parents, where we explored numerous attractions including the stunning Thien Mu Pagoda and the impressive Khai Dinh Mausoleum A highlight of our visit was a romantic evening boat ride along the picturesque Huong River We also indulged in delicious local cuisine, particularly the famous "Bun bo Hue" and "Che Hue." This delightful experience left me with wonderful memories, and I am eager to return to Hue soon.
Teachers can enhance language learning by providing students with a word list featuring the target sound of the lesson Students can then pair up to create their own dialogues using these words, followed by practicing the dialogues they have developed This interactive approach fosters collaboration and reinforces pronunciation skills.
Ted: I couldn‟t finish the sixth problem
Joe: That‟s because you forgot to reduce 6/6/ (six/sixths) to 1
In a short oral presentation activity, teachers instruct students to identify at least five English words featuring final consonant clusters related to a specific topic Each student then shares their personal list with the class, delivering a brief presentation that incorporates at least five of these words Classmates are tasked with evaluating the speaker's pronunciation of the consonant clusters, focusing on accuracy, naturalness, and intelligibility.
Deshayes (2005) suggests a calendar-based activity that can be beneficial for teaching pronunciation, especially focusing on final clusters To enhance the lesson, it's essential to incorporate various engaging activities that align with the lesson's objectives.
The research findings reveal that participants struggled with pronouncing long clusters, specifically three-element clusters, as well as those containing challenging sounds like /ʃt/ and /ndʒ/, and clusters involving the consonant "l" followed by other consonants To address these final cluster errors, I incorporated teaching strategies from various researchers, including Deshayes (2005), Kelly (2000), and others These strategies aim to alleviate some of the difficulties faced by students in mastering these pronunciation challenges.
Effective demonstration and explanation techniques are crucial for helping students accurately pronounce challenging final clusters, enabling seamless communication For instance, when addressing clusters with the consonant "l" as the pre-final sound, it is important to prevent insertion errors between "l" and subsequent consonants (excluding /θ, t, d, s, z, n/) To illustrate this, one can advise students to elongate the /l/ sound (e.g., /llllll…/), gradually close their lips while maintaining the /l/ sound, and then open their lips while still holding the /l/ Additionally, learners should be encouraged to keep their tongue in the /l/ position until it naturally transitions into the following sound, particularly for consonants articulated with the tip and blade of the tongue.
To effectively practice the final cluster /ld/ as in "field," students can start with the phrase "feel down." By gradually reducing the second word, learners can enhance their pronunciation and fluency in using this consonant cluster.
Feel down feel dow feel d field
Breaking down consonant clusters: Add and change sounds gradually to practice long clusters, for instance, „six‟, „sixth‟, sixths‟ Practice slowly at first and then speed up as confidence increases
Teachers can help students understand how native speakers simplify final consonant clusters in everyday conversation By raising awareness and providing targeted practice, educators can guide students in recognizing and using these simplifications correctly, ensuring they avoid inappropriate cluster reductions.
Students should be aware of several key phonetic deletions: (1) the loss of a fricative when multiple fricatives are present, such as the omission of /θ/ in "asthma" and /ð/ in "clothes brush"; (2) the deletion of /t/ and /d/ in casual speech when positioned between two consonants, as seen in "friends," "best man," and "child's"; and (3) the loss of /k/ in similar situations, exemplified by the word "asked."
A sample dialogue can be used for students‟ practising cluster simplification strategies as follows:
Vet: What seems to be the problem with Peppy?
Pet owner: Well, he just isn‟t very peppy, Doc He acts so tired all the time He just lifts his head up and sighs
Two months ago, the pet owner noticed changes in Peppy, their guard dog, particularly in his energy levels Despite being known for his bursts of energy, Peppy struggled with a simple task, leaving most of the newspaper on the doorstep when asked to fetch it This raises questions about his health and behavior, prompting the vet to seek further information.
Vet: Well, let me look it up under “listless dogs.” It says here that
A significant portion of listlessness in dogs, approximately 80%, can be attributed to inadequate nutrition To address this issue, consider introducing dietary supplements, such as pep pills, to enhance your dog's energy levels and overall well-being By administering one pill daily, you can observe any changes in your dog's behavior over the course of the week.
CONCLUSION
Summary of major findings
The major findings of this study can be summarized as follows:
Second-year students at PDU frequently encounter three primary types of errors with final clusters: Reduction, Substitution, and Insertion The Reduction error occurs when students, influenced by their mother tongue, eliminate one or more consonants from final clusters, believing there should be no more than one consonant in the final position Substitution errors arise when students mistakenly replace English sounds with Vietnamese equivalents, often confusing /z/ with /s/, /ʃ/ with /s/, or /dʒ/ with /z/ Lastly, Insertion errors, although not present in their spoken language, manifest when students read single words aloud, leading to inaccuracies in final clusters.
To address the second research question, several effective strategies are proposed for the student group involved in this study These include Brainstorming, Dialogues, Short Oral Presentations, Information Gap Activities, Demonstration and Explanation, Practicing with Two Words, Breaking Down Consonant Clusters, and Simplifying Consonant Clusters in everyday speech These strategies aim to enhance students' pronunciation skills, particularly focusing on the accurate articulation of final consonant clusters.
Limitations and suggestions for further study
Due to limited time of the study, it was acknowledged that there were some limitations that could not be avoided
The data collected from students' mid-term oral tests inevitably includes errors influenced by psychological factors like anxiety and nervousness Additionally, some recordings lack clarity, making it difficult to identify all the mistakes students make in their final clusters.
The data analysis revealed that all subjects struggled with the pronunciation of final clusters, affecting not only final positions but also initial and medial positions Additionally, issues with specific vowels, consonants, pitch, intonation, and connected speech were noted However, these additional problems will be addressed in a future study due to the current study's limited scope.
To effectively address the common final cluster errors made by students, it is crucial to implement personalized strategies Conducting action research would be beneficial to analyze the patterns of these errors and evaluate the effectiveness of the proposed strategies in improving student performance.
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Speaker Topic Length Percentage of error Gender
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you like living in an extended family or in a nuclear family?
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Topic What is your favorite sport? Give some reasons
Topic Do you think what the qualities of a good friend are?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Which job best fits your personality? Explain why
Topic Describe the person you admire most Explain why you admire him/her
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Talk about your first day or primary school?/ secondary school?/ high school?/ college?
Topic Talk about your last holiday
Topic Do you want to be a famous person? Why or why not?
Topic What is your favorite sport? Give some reasons
Topic Describe the person you admire most Explain why you admire him/her
Topic Talk about your last holiday
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Do you think what the qualities of a good friend are?
Topic Which job best fits your personality? Explain why
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you like living in an extended family or in a nuclear family?
Consonant Mispronounced words Types of errors Repetition clusters Reduction Insertion Substitution times
Topic Do you want to be a famous person? Why or why not?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your first day of primary school?/ secondary school?/ high school?/ college?
Topic Which do you prefer, going out to eat or eating at home? Give some reasons
Topic Do you like living in an extended family or in a nuclear family?
Consonant Mispronounced words Types of errors Repetition clusters Reduction Insertion Substitution times
Topic Which job best fits your personality? Explain why
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Describe the person you admire most Explain why you admire him/her
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your last holiday
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Do you want to be a famous person? Why or why not?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic Talk about your first day or primary school?/ secondary school?/ high school?/ college?
Consonant clusters Mispronounced words Types of errors Repetition times
Topic What are the qualities of a good friend?
Consonant clusters Mispronounced words Types of errors Repetition times
/nt/ Confident /kɔ nfɪ də ns/ x 1
Topic Which place do you prefer, living in a big city or in the countryside? Give your reasons
Consonant clusters Mispronounced words Types of errors Repetition times
Topic What is your favorite sport? Give some reasons
Consonant clusters Mispronounced words Types of errors Repetition times
CHECKLIST FOR OBSERVATION Speakers Consonant clusters Words Types of errors
/kt/ react /nts/ students /nd/ misunderstand spend
/nt/ spent went /vd/ arrived
/kt/ walked looked /ndz/ islands /lz/ hills
/ndz/ friends /nts/ parents /lvz/ themselves
/nz/ generations /nd/ understand /nts/ arguments /nt/ different /dz/ attitudes /lt/ difficult
/dz/ besides /fts/ gifts /vz/ relatives /ndz/ friends
/nd/ friend find /ndz/ friends
Speaker Consonant clusters Words Type of errors
/mp/ camp /mz/ problems /st/ most /nd/ husband kind weekend /dz/ kids
/nd/ spend /nt/ entertainment /nd/ find
/ŋk/ think /st/ honest first /ls/ else /kt/ affect
/st/ almost lost /kt/ react
/nt/ convenient /st/ fast /nts/ restaurants /lf/ yourself /st/ cost /nd/ spend /lθ/ health
/mz/ items /nd/ brand /st/ First
/nt/ spent went /vd/ arrived /kt/ walked looked
/lz/ hills /lt/ felt /ft/ raft /nd/ returned
/nz/ fans /st/ latest /nt/ want
/st/ best /nz/ reasons /lps/ helps
/ks/ relax /nd/ find /nt/ equipment /st/ released last cost
/lp/ help /kt/ expect respect
/lps/ helps /lθ/ health /nd/ kind /lv/ solve
/st/ last /nt/ went /ks/ six /st/ past /nd/ friend /kst/ next /nd/ island /kt/ shocked
/ŋz/ things /nd/ ground /st/ cost
/st/ interest /nt/ important /ks/ makes
/st/ best first /nd/ stand /kt/ fact /nt/ want
/nt/ extent /st/ most /nts/ parents /dz/ needs
/nz/ fans /zd/ recognized /nts/ servants
/nt/ went /gd/ hugged /st/ first /nd/ happened /t ʃ t/ watched
/ŋk/ junk /st/ waste /nz/ reasons
/bz/ jobs /ŋk/ think /st/ most tourist /nt/ important /st/ impressed /nt/ confident
/lps/ helps /vz/ gives /st/ first /nt/ important /dz/ words /ld/ old /st// best /nd/ friend /ndʒ / change
25 /st/ last practised /nd/ husband /st/ most /dz/ besides
/vd/ loved /nz/ fans /lps/ helps /sk/ ask
/nd/ attend /st/ best /dz/ goods