RATIONALE
In today's rapidly developing world, international cooperation is crucial for socio-economic progress, making foreign language proficiency essential for successful global integration Recognizing this, the Vietnamese government has implemented an English curriculum for children starting at age six, leading to a significant rise in English language centers over the past twenty years However, despite the urgent need for English skills among young graduates seeking employment, many struggle to communicate effectively in English.
Success in language learning hinges on effective communication, ensuring that the speaker's message is clearly understood Many Vietnamese students struggle to maintain conversations in English despite years of study, primarily due to an emphasis on grammar and vocabulary in high school While they may have a strong grasp of these elements, their pronunciation often suffers, highlighting its crucial role in successful communication Poor pronunciation can lead to misunderstandings and communication breakdowns, underscoring its importance in language proficiency.
Proper pronunciation is crucial for effective oral communication, as mispronounced words can lead to confusion and misunderstandings Clear pronunciation not only enhances comprehension but also positively influences how others perceive and interact with you Ultimately, improving your pronunciation can lead to better treatment and more comfortable conversations.
Good pronunciation is crucial for university students as it boosts their confidence during oral exams Examiners are often impressed by vocal clarity, making students' presentations sound more professional and persuasive to their audience.
This research investigates the common pronunciation mistakes made by senior non-English major students at Thai Nguyen University of Economics and Business Administration (TUEBA) regarding six English final consonants The primary goal is to identify these errors and develop effective solutions to assist Vietnamese learners of English in improving their pronunciation skills.
AIMS OF THE RESEARCH
Many Vietnamese students, especially senior non-English majors, frequently struggle with pronouncing final consonants in English This common challenge can hinder their language learning progress if they do not identify effective study methods This study aims to explore the prevalent pronunciation mistakes made by these learners to enhance their understanding and skills.
Identify the most common mistakes in pronouncing English final consonants: /p/, /b/, /t/, /d/, /k/, and /g/ by senior non-English major students at Thai Nguyen University of Economics and Business Administration;
Find out the causes of these mistakes;
Provide some strategies to help students avoid mispronunciation
This research aims to serve as a valuable resource for English as a second language teachers, enhancing their pronunciation instruction Additionally, it offers Vietnamese students insights to help them correct errors and improve their pronunciation skills effectively.
RESEARCH METHODOLOGY
The study addresses the following four questions:
1 Do Vietnamese learners of English make mistakes when pronouncing
2 What are the most common mistakes students often make?
3 What are the causes of the mispronunciation?
4 What are the possible solutions to help learners correct these mistakes?
A study involving 150 senior non-English major students from a joint training program between Thai Nguyen University of Economics and Business Administration and Daegu Cyber University revealed significant opportunities for enhancing English proficiency, as the majority of their courses were conducted in English.
A survey-based study utilized two data collection methods: recording informants' pronunciation of isolated words and words within sentences to identify common pronunciation errors related to stop final consonants, alongside a questionnaire aimed at exploring the causes of these mistakes and potential solutions The analysis of the collected data is quantitative in nature.
SCOPE OF THE STUDY
The English alphabet, derived from Latin, comprises twenty-six letters In contrast, the English sound system features forty-four phonemes, including twenty-four consonants, twelve pure vowels (monophthongs), and eight diphthongs Vietnamese learners typically encounter challenges with specific English sounds rather than the entire range.
It is necessary to make a distinction between errors and mistakes According to
“Longman Dictionary of Language Teaching & Applied Linguistics” by Richards J,
According to Platt and Platt (1992), errors arise from incomplete knowledge, while mistakes in writing or speaking occur due to factors such as lack of attention, fatigue, carelessness, or other performance-related issues.
This study aims to identify the most common pronunciation errors made by senior non-English major students at TUEBA when articulating the six English stop consonants /p/, /b/, /t/, /d/, /k/, and /g/ at the end of words Due to time constraints and the researcher’s limited knowledge, a comprehensive analysis of all student mistakes is not feasible.
There has not yet been any research on all the six stop consonants Several authors have studied one or two certain consonants of the six only
Despite the relative ease of producing six stop consonants, many students tend to omit these sounds at the end of words Based on my teaching experience, I have observed that common mistakes occur with plosive consonants such as /t/, /d/, /p/, and /b/, primarily manifesting as sound omission and deviation These observations have prompted me to conduct a study aimed at identifying these errors and providing effective strategies to help students overcome these challenges.
DESIGN OF THE STUDY
The thesis comprises three parts:
The first part is the introduction which includes the rationale, aims, research methodology, scope and design of the study
The development section of the study is structured into three chapters Chapter one offers a theoretical background and literature review, detailing the characteristics and articulation of stop consonants /p/, /b/, /t/, /d/, /k/, and /g/, along with a comparison of Vietnamese and English final consonants, while reviewing previous research on consonant pronunciation among second language learners Chapter two outlines the study's methodology, including research questions, informants, and the methods for data collection and analysis Chapter three presents the findings and discussion derived from the data collected through recordings and questionnaires The conclusion summarizes the study, provides concluding remarks, discusses pedagogical implications, and suggests areas for further research.
THEORETICAL BACKGROUND AND LITERATURE REVIEW
THEORETICAL BACKGROUND
Roach, P (1990) defined that a plosive consonant is a consonant articulation with the following characteristics:
1 The closing stage, during which the articulating organs move together in order to form the obstruction; in this stage there is often an on-glide or transition audible in a preceding sound segment and visible in an acoustic analysis as characteristic curve of formants of the preceding sound;
2 The hold or compression stage, during which lung action compresses the air behind the closure; this stage may or may not be accompanied by voice, i.e vibration of the vocal cords;
3 The release or explosion stage, during which the organs forming the obstruction part rapidly, allowing the compressed air to escape abruptly; if stage (2) is voiced, the vocal cord vibration may continue in stage (3); if stage (2) is voiceless, stage (3) may also be voiceless (aspiration) before silence or before the onset of voice
The general descriptions of stop consonants can be illustrated in the following table:
Alveo- palatal velar stops vcls p t k vd b d g
(Vcls = voiceless vd = voiced) Avery and Ehrlich (2010:26)
I.2 Phonological characteristics and articulation of the sounds /p/, b/, /t/, /d/, /k/ and /g/
Understanding the difference between a phoneme and an allophone is crucial in English phonetics A phoneme serves as a fundamental unit within a language's sound system, while allophones represent the various realizations of that phoneme For instance, the sounds unaspirated [p] and aspirated [pʰ] demonstrate how the same phoneme can manifest differently depending on its position in a word.
Plate [p h leit] (aspirated [p h ] occurs only at the beginning of the word)
Sprint [sprint] (unaspirated [p] occurs only after [s])
The slanted lines / / is used to enclose phonemes and square brackets [ ] to enclose allophones
After reviewing Roach, P (1990) and Tam (2002), the researcher gives the following phonological characteristics and articulation of 6 stop consonants:
I.2.1 Phonological characteristics and articulation of the sound /p/
The /p/ sound is a voiceless, bilabial, fortis plosive, characterized by its production through complete closure of the lips, followed by a sudden release of air This sound occurs as an aspirated plosive when it precedes a stressed vowel in syllable-initial positions With the soft palate raised and the nasal passage closed, the airflow is obstructed at the lips, allowing air to build up behind the closure while the vocal cords remain apart The /p/ sound can be found in initial, medial, and final positions in words, typically spelled as "p" in "plane" and "pp" in "opposite," and occasionally as "gh" in "hiccough." Additionally, the letter "p" is silent in word-initial positions when followed by another obstruent or a nasal, as seen in "psychology" and "pneumonia."
Figure 1: Place and manner articulation of the sound /p/
(As retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html)
I.2.2 Phonological characteristics and articulation of the sound /b/
The phoneme /b/ serves as the voiced, lenis counterpart to the voiceless /p/, with both sounds produced by obstructing the oral cavity using the lips The primary distinction between /b/ and /p/ lies in voicing and the force of articulation, as /b/ is a bilabial sound similar to /p/ This sound appears in all three basic positions: initial, medial, and final, as demonstrated in the words "bet" /bet/, "obey" /əʊ ˈbeɪ/, and "knob" /nɒb/.
The letter "b" is pronounced as /bɔɪ/ in "boy" and /ˈổb.ət/ in "abbot." It remains silent at the end of words following "m," as seen in "lamb" /lổm/ In initial positions, "b" can have partially devoiced allophones, such as in "bring" /brɪŋ/ and "big" /bɪg/ Additionally, when followed by the lateral "l," as in "bless" /bles/, or by a nasal consonant, as in "ribbon" /'ribən/, "b" may be released laterally or nasally Finally, it is not audibly released at the end of words, exemplified by "rib."
Figure 2: Place and manner articulation of the sound /b/
(As retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html)
I.2.3.Phonological characteristics and articulation of the sound /t/
The /t/ sound is a voiceless, apico-alveolar, strong plosive produced by raising the soft palate and closing off the nasal passage This sound occurs when the tip of the tongue makes contact with the upper alveolar ridge and the side teeth, creating a closure that blocks the airflow During this process, the vocal cords remain apart, allowing air from the lungs to build up behind the closure The sound is released with a burst of noise when the tongue separates from the alveolar ridge.
The phoneme /t/ has an aspirated variant that appears before stressed vowels in syllable-initial positions, such as in "tube" /tjuːb/ However, when preceded by "s," as in "stain" /steɪn/, /t/ is unaspirated This phoneme is found in all basic positions and can be laterally or nasally released when followed by /l/ or a nasal consonant, as seen in the word "written."
Figure 3: Place and manner articulation of the sound /t/
(As retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html)
I.2.4 Phonological characteristics and articulation of the sound /d/
The sound /d/ is the voiced, lenis counterpart of the voiceless /t/, with both sounds produced in the alveolar region The key difference lies in voicing and the force of articulation During the production of /d/, air is compressed behind the closure formed by the tongue's tip and rims, while the vocal cords may vibrate depending on the sound's position in the utterance.
The sounds /t/ and /d/ are classified as alveolar consonants, produced by pressing the tongue blade against the alveolar ridge Unlike dental plosives found in various languages, the tongue typically does not make contact with the front teeth during the articulation of these sounds.
The phoneme /d/ appears in initial, medial, and final positions, as demonstrated in words like "dig" /dɪg/, "addiction" /ə'dik∫n/, and "pad" /pɔd/ In initial and final positions, /d/ is partially devoiced Additionally, it is laterally released before /l/, as seen in "riddle" /ˈrɪd.l̩/, and nasally released before /m/ or /n/, as in "admit" /ədˈmɪt/ and "sudden" /ˈsʌd.ən/.
Figure 4: Place and manner articulation of the sound /d/
(As retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html)
I.2.5 Phonological characteristics and articulation of the sound /k/
The sound /k/ is a voiceless, strong plosive produced by raising and retracting the tongue's dorsum to make contact with the hard or soft palate, depending on the phonetic context It has an aspirated variant when it occurs at the beginning of a syllable before a stressed vowel, as seen in the word "cat" /kạt/.
The sound is produced by raising the soft palate and closing off the nasal resonator, creating a barrier between the back of the tongue and the soft palate During this process, air from the lungs is compressed behind this closure while the vocal cords remain apart.
The sound /k/ appears in various positions within words—initial, medial, and final—and can be followed by a nasal consonant, resulting in a nasal release, as seen in "thicken." Alternatively, it can be followed by a lateral liquid, leading to a lateral release, exemplified by the word "fickle" /ˈfɪk.l ̩/ In terms of spelling, /k/ can be represented by the letter 'c' in "comb" /kəʊm/, by 'cc' in "accuse" /əˈkjuːz/, or by 'k' in "kill" /kɪl/.
„ck‟ as in „pick‟ /pɪk/, by „ch‟ as in „architect‟ /ˈɑː.kɪ.tekt/, or by „qu‟ as in „queen‟ /kwiːn/
Figure 5: Place and manner articulation of the sound /k/
(As retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html)
I.2.6 Phonological characteristics and articulation of the sound /g/
LITERATURE REVIEW
Numerous studies have explored the challenges and errors learners face when pronouncing English sounds, with a particular emphasis on consonant pronunciation These consonant-related issues frequently pose significant obstacles for individuals learning English as a foreign language.
According to Grunwell (1987), Dyson & Paden (1983), Treiman, Zukowski & Richmond- Welty (1995) and Treiman & Bourassa, (2000), 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, 1987:217)
Eg: „blue‟ is pronounced as [bu]
2 Cluster simplification The error occurs when one/some elements of a cluster is/are pronounced in a different manner from the target phoneme (Grunwell, 1987:217)
Eg: „green‟ is pronounced as /gwin/
3 Epenthesis: This is the insertion of some vowel (normally a schwa) into cluster elements (Dyson and Parden, 1983)
Eg „drive‟ /draiv/ is pronounced as /dəraiv/
4 Coalescence: It occurs when the yielded pronunciation contains new consonant composed features instead of the original consonants
Eg: „swim‟ is pronounced as /fim/
Because the fricative feature of /s/ co-occurs with the bilabial feature of /w/, the result is a bilabial fricative, /f/ (Dyson & Paden, 1983,)
5 Omitting of nasal and liquid sounds: In consonant clusters consisting of pre-final + final consonants with nasals (/m/, /n/) or liquids (/l/, /r/) as the first element (m, n, l, r, + final consonant), nasal and liquid sounds are often omitted (Treiman, Zukowski & Richmond- Welty, 1995)
Eg: went wet Belt bet
6 Phonetically possible spelling: In representing the first consonant of a cluster, spellers tend to spell words in an inaccurate but phonetically plausible ways (Treiman & Bourassa, 2000)
Vietnamese learners often face challenges with English consonant clusters due to the limited number of consonant clusters in their native language Specifically, the first three types of errors are particularly relevant to this study, highlighting the pronunciation difficulties experienced by these learners.
Certain English sounds, such as /θ/, /ð/, /ʃ/, /tʃ/, /ʒ/, and /ʤ/, can be particularly challenging for Vietnamese learners, leading to common pronunciation difficulties Research conducted by Vietnamese scholars has identified typical mistakes and errors in English pronunciation among learners To address these challenges, the studies also propose various solutions and suggestions aimed at helping learners improve their pronunciation skills.
Thao (2007) identified key errors made by Vietnamese learners of English in pronouncing final consonants In her study, five participants read a word list and a text, revealing that the most prevalent mistakes included omitting difficult ending sounds, altering final consonants and clusters to align with their native language, and inserting the schwa /∂/ in final clusters.
Despite its limitations, this research offers valuable insights for future studies on the comprehensibility of Vietnamese-accented English among various English speakers and highlights the typical influences of the mother tongue on Vietnamese speakers of English.
In her 2005 study, Tam investigated the prevalent pronunciation issues faced by students in the English Department at the University of Languages and International Studies Data was collected through an oral final examination where students spoke on a specific topic for about five minutes The researcher noted pronunciation errors during these presentations and discovered that Vietnamese speakers frequently omitted ending sounds Tam identified three primary pronunciation errors among her students: sound omission, sound redundancy, and sound confusion.
The sounds most frequently mispronounced by Vietnamese students in Tam‟s study are shown in the following table:
Table 2: Sounds mispronounced by Vietnamese students (Tam, 2007)
Hanh (2007) raised three questions in her study:
1 Do the subjects of the study have problems in producing /θ /, /ð /, //, /t/, //?
2 How do they differ from native speakers in articulating these sounds?
3 What are the causes of the mispronunciation?
The study revealed that participants with elementary-level English competence faced significant challenges in producing six specific consonants Common issues included mispronunciation and omission of sounds, particularly in final positions Participants often produced these sounds differently from native speakers, either softening or hardening them Notably, all subjects struggled with the sound /ʒ/ in final positions, while /θ/ was consistently the most poorly produced sound across all positions, especially at the beginning of words Overall, the subjects showed a tendency to omit or mispronounce sounds when they appeared at the end of words.
The issues stemmed from a combination of subjective and objective factors Students often exhibited a lack of effort in mastering correct pronunciation, instead relying on their Vietnamese phonetic patterns when attempting to pronounce English words, particularly those containing the "th" sound.
In her 2007 study, Hoa found that Vietnamese learners struggle with pronouncing certain English sounds, including /ổ/, /θ/, /ð/, //, and //, as evidenced by analyzed data from recorded tapes The learners' difficulties stemmed from imitating sounds as they heard them from teachers and peers To enhance pronunciation, Hoa emphasized the need for both teachers and students to exert more effort, recommending methods such as recording, listening, and repeating She also highlighted the importance of understanding the similarities and differences between English and Vietnamese sounds Additionally, she advised students to focus on self-practice to improve their pronunciation skills.
Huong (2010) investigated the challenges faced by second-year students at Thai Nguyen University of Agriculture and Forestry in pronouncing specific English consonants, involving 100 participants The research utilized tape recordings, a brief listening test on pronunciation, and a survey questionnaire to gather data The findings revealed seven key difficulties in producing the English consonant sounds /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/, and /ŋ/.
Low pronunciation ability, passive ways of learning, and low motivation to English language learning (which were called difficulties due to subjective causes)
Mother tongue influence, inadequate learning backgrounds, and specific articulation features of consonants significantly impact language acquisition Additionally, inefficiencies in the teaching and learning environment, along with the use of inappropriate teaching techniques, contribute to these challenges, which are often referred to as difficulties stemming from objective causes.
Huong identified several challenges in producing specific consonants, emphasizing the importance of understanding their underlying causes Key factors contributing to these difficulties include the influence of the mother tongue, inadequate learning backgrounds, the articulatory characteristics of the consonants studied, ineffective teaching and learning environments, and inappropriate instructional techniques employed by educators To address these issues, the researcher proposed several potential solutions aimed at improving the situation.
English language teachers should be well-trained to adapt to the demands of the learners;
In English classes, relevant communicative activities, which are audio -recorded, role-play, discussion, pair work and group work can be applied to develop students‟ pronunciation;
Teachers must be flexible, innovative, and creative in their approach to organizing classes and guiding students By effectively utilizing individual, pair, group, and whole class activities, educators can enhance the learning experience and cater to diverse student needs.
Students should be taught from the individual sounds basically to minimal pairs, to sentences, to a text and/or dialogue;
Students need to focus attention to all sounds, with particular attention on the characteristics associated with them;
Major students should be attended in small or medium size classes in which teaching and learning a foreign language is appropriate
In her 2010 study, Hang identified significant challenges faced by subjects in producing the consonants /p/, /t/, /s/, /tʃ/, and /d/ The issues were primarily categorized as sound omission, sound deviation, and schwa addition, with sound omission being the most critical problem Hang attributed these difficulties to several factors: the influence of the subjects' first language (L1) led to omissions and deviations, a lack of understanding of phonetics hindered correct pronunciation, and limited opportunities to practice English with native speakers further exacerbated the issue.
RESEARCH METHODOLOGY
Research questions
This research investigates the prevalent errors made by TUEBA students in producing the final consonants /b/, /p/, /t/, /d/, /k/, and /g/ The study aims to address key questions regarding these common pronunciation mistakes.
1 Do Vietnamese learners of English make mistakes when pronouncing
2 What are the common mistakes students often make?
3 What are the causes of the mispronunciation?
4 What are the possible solutions to help learners correct their mistakes?
The informants of the study
The study involved 150 informants who participated in a survey, with 30 selected for audio recordings These recordings were used to analyze pronunciation errors related to English stop consonants, while the accompanying questionnaire sought to explore the underlying causes of these mistakes and provide potential solutions.
The study involved senior students from the cooperative undergraduate joint training program between TUEBA and Daegu Cyber University in Korea, aimed at preparing them for careers in business As part of this international program, English served as the primary language of instruction Students were required to complete a 6-month English preparatory semester before embarking on 8 major semesters of study, with the first major semester focused on foundational business concepts.
The program offers five specialized courses along with a foundational English course, where students develop essential skills in reading, speaking, writing, listening, and pronunciation, with a focus on the significance of final sounds in English Intermediate and advanced English courses are introduced in the second semester, utilizing textbooks such as "Market Leader" by David Falvey and Simon and "Cause and Effect" by Patricia Ackert In their second and third academic years, students must complete two additional English courses: "English for Business and Economics 1" and "English for Business and Economics 2," using "Head for Business" by Jon Naunton Furthermore, these students benefit from learning major subjects in English, instructed by foreign professors from partner universities, significantly enhancing their English proficiency compared to regular students.
The majority of participants were aged between 21 and 23 years, possessing similar levels of knowledge in both their native language and English Consequently, the scripts utilized for recording their pronunciation were deemed appropriate for their English proficiency level.
Research method
In order to answer the research questions, the survey method was adopted in which a survey questionnaire and recording informants‟ pronunciation were the data collection instruments
The instrument enabled the researcher to pinpoint errors made by informants in pronouncing final stop consonants across four distinct tasks: reading isolated words, reading sentences and utterances, engaging in a conversation, and reading a text or story (refer to appendix 1, p.x).
The study utilized four distinct tasks based on the assumption that informants would pronounce isolated words and words within sentences and texts differently Task 1 consisted of a list of 60 individual words that ended with six stop sounds: /p/, /b/, /t/, /d/, and /k/.
Task 2 included nine sentences featuring words that end with specific sounds, while Task 3 presented a brief conversation incorporating similar endings Task 4 comprised two texts: the first extracted from the participants' textbook and the second a story created by the researcher, as the textbook did not contain all six final stop consonants.
A survey questionnaire was useful for the researcher for the following purposes:
To see how much general English training and specific pronunciation training the participants had received
To investigate how much the participants practiced pronunciation
To explore the participants‟ perception of their own mistakes (compared to their actual errors and mistakes in the recordings)
There were totally 11 survey questions in the questionnaire In fact, just question 8, 9 and
The research focused on uncovering various factors contributing to informants' pronunciation mistakes, with initial questions assessing the respondents' general English training and their perceptions of pronunciation's importance for effective communication Questions aimed to determine the frequency of specific pronunciation practice and identify speaking difficulties faced by participants A list of nine potential causes for mistakes was provided to address the third research question The researcher emphasized the need for students to adopt effective strategies to enhance their pronunciation, leading to an inquiry about the strategies the informants had attempted Additionally, the study sought to understand how often informants employed these strategies and how frequently their colleagues utilized techniques to assist students in improving English pronunciation.
Initially, the researcher planned to employ both quantitative and qualitative methods for data analysis However, upon reviewing the survey responses, it became evident that none of the informants answered the open-ended questions As a result, the researcher opted to utilize only quantitative methods to analyze the data gathered from the recordings and the questionnaire.
To investigate pronunciation errors of six stop consonants in word-final positions, the researcher initially recorded 30 informants reading aloud from prepared materials, which included 60 isolated English words, nine sentences, a short conversation, and two texts rich in the target sounds Following the identification of pronunciation mistakes, a questionnaire was distributed to 150 respondents to explore the underlying causes and potential solutions for these errors Informed consent was obtained from all participants for ethical compliance, with all agreeing to partake voluntarily Additionally, pilot tests for both the recording and questionnaire were conducted to address any potential issues prior to the main phases of the study.
DATA ANALYSIS: FINDINGS AND DISCUSSIONS
The recordings
The recording tasks aimed to identify the most frequent pronunciation errors made by students with six English stop consonants: /p/, /b/, /t/, /d/, /k/, and /g/ This was achieved by having students read individual words, sentences, a brief conversation, and a text featuring words that end with these consonant sounds.
The following table shows details of the subjects‟ mispronunciation.
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Table 3: Occurrence of mispronunciation across the 30 informants sound subject
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Table 4: Percentage of informants producing sound omission
The analysis reveals that a significant number of subjects struggled with the omission of the sounds /t/ and /d/ Specifically, 45% of participants omitted /t/ at the end of individual words, while 54% did the same for /d/ In more complex tasks, such as sentences and short conversations, the omission rates increased to 60% for /t/ and 68% for /d/ Notably, the highest omission rates occurred when these sounds appeared at the end of words in texts, with 74% for /t/ and 78% for /d/.
% for /d/ in task 4 It can be said that the students tend to forget the final alveolar sounds when they appear in a text
In contrast to alveolar sounds, bilabial and velar sounds were produced without issues by the subjects None of the participants omitted the sounds /p/, /b/, and /g/ in the final position of isolated words, sentences, or conversations However, a few subjects did omit the sound /k/.
Table 5: Percentage of informants producing sound deviation
The data presented highlights a significant occurrence of sound deviation among informants, particularly during reading tasks Notably, 41% of informants deviated from /b/ to /p/ in task 4, compared to only 10% in isolated word readings In tasks 2 and 3, the percentages of sound deviation from /b/ to /p/ were similar, at 25% and 24%, respectively Conversely, deviations from /t/ to /d/ were minimal, with only 1% in task 1, 5% in task 2, and 3% in task 3 Task 4 saw an increase in this mispronunciation, with 8% of informants making the error.
% There were a large number of the subjects who made the sound deviation mistakes of /g/ to /k/ with 39 %
The data indicates that the 30 informants exhibited a significant tendency to mispronounce English final consonants when unprepared Specifically, all informants omitted the sounds /t/, /d/, and the majority dropped the sound /k/, while none failed to pronounce /p/, /b/, and /g/ Additionally, there was a notable pattern of sound substitution, with many informants shifting from /t/ to /d/, /k/ to /g/, and /b/ to /p/.
Many students in the classes, not just the informants, struggle with the correct pronunciation of English final consonants This indicates that regardless of their awareness of proper pronunciation rules, a significant number of students face challenges in articulating these sounds accurately.
Types of mistakes No of subjects with mistakes
Table 6: Number of informants producing mistakes
The survey questionnaire
Years of learning English percentage of students
Figure 7: Informants‟ years of learning English
The data indicates that 47% of respondents have been learning English for over 7 years, while only 10% have studied for 1 to 3 years Despite this extended duration of study, many students still struggle with poor English pronunciation.
Nearly 60% of respondents believe that pronunciation is crucial for effective English communication, highlighting the need for practical strategies to improve English pronunciation skills.
Very important Quite important Important Not important at all
Figure 8: Informants‟ perception of the role of pronunciation
15% very great great not very great not great at all
Figure 9: Informants‟ difficulty in speaking English
Although most of the respondents understood the importance of good pronunciation in English speaking, their difficulty was still great with 48 % of them confirmed shown in the pie chart above
Percentage (%) a I do not know how to produce these stop sounds (how to use my tongue, mouth, teeth etc)
14 9 53 35 60 40 12 8 11 8 b I imitate my teachers and friends when they speak English 12 8 73 49 50 33 9 6 6 4 c I pronounce the sounds as I perceive 14 9 71 47 54 36 7 5 4 3 d I think these are pronounced in the same way in English and in
14 9 38 25 45 30 32 22 21 14 e I think I can‟t pronounce these sounds accurately 12 8 32 22 58 38 26 17 22 15 f I am afraid of asking my teachers or friends for help in pronouncing these sounds
10 7 40 27 44 29 30 20 26 17 g I do not practise pronouncing these sounds frequently enough 8 5 41 28 60 40 32 21 9 6 h I do not pay attention to the pronunciation of these sounds at final position
8 5 30 20 54 36 39 26 19 13 i I do not think that bad or wrong pronunciation of these sounds can 10 7 38 25 56 37 28 19 18 12
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Table 7: Causes of the informants‟ mispronunciation cause communication breakdown
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Figure 10: Informants‟ opinion about the causes of mistakes
Examining the reasons behind students' errors with the six English final stop consonants is crucial for addressing these challenges To uncover their difficulties, question No 8 was meticulously crafted, presenting a list of potential causes Participants were asked to indicate their level of agreement with these causes, using a scale that ranged from strong agreement to strong disagreement.
The chart reveals diverse perspectives among respondents regarding the causes of their mispronunciations Notably, 40% of participants were neutral, while 35% acknowledged that their difficulties stemmed from a lack of knowledge on producing stop sounds Conversely, only 8% strongly disagreed or disagreed with this notion Additionally, 49% of the subjects identified imitation of their teachers and peers as a contributing factor, with 47% agreeing on its significance.
A significant percentage of informants acknowledged that they pronounce sounds based on their perceptions, leading to frequent mispronunciations in English Notably, 40% admitted to rarely practicing pronunciation, while 36% overlooked the importance of final sound articulation These factors contribute to students' challenges in speaking English accurately and fluently Additionally, 30% of students mistakenly believed that English and Vietnamese sounds are produced in the same way, despite the existence of unique sounds in each language Furthermore, nearly 40% expressed a lack of confidence in accurately pronouncing sounds, and around 30% hesitated to seek help from teachers or peers These issues collectively hinder students' ability to enhance their English proficiency.
The question “How often do you apply the following strategies to improve your pronunciation?” attracted 110 informants asked to answer
According to the data presented, 24% of students consistently imitate native speakers to enhance their pronunciation, while only 5% rarely use this technique Additionally, 48% practice speaking whenever possible, and 18% frequently seek assistance from English teachers and friends for pronunciation help Furthermore, 32% of students regularly participate in English pronunciation courses to improve their skills.
Table 8: Informants‟ frequencies of applying pronunciation improving strategies
Never Rarely Sometimes Often Always
Figure 11: Percentage of informants‟ frequencies of applying pronunciation improving strategies
Percentag e (%) a Imitating native speakers speaking 26 24 38 35 40 36 6 5 0 0 b Practising speaking
English as much as possible
20 18 30 27 52 48 8 7 0 0 c Asking teachers and friends for help in pronunciation
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Table 9: Teachers of informants‟ frequencies of applying strategies to improve learners‟ speaking English
Percentage (%) a Giving explicit meta- linguistic instruction in English phonetics and phonology
5 8 18 29 31 50 4 7 3 6 b Applying listen and repeat technique 9 15 28 45 19 31 5 9 0 0 c Giving read aloud tasks 6 9 26 42 20 32 9 17 0 0 d Applying tongue twister technique 3 4 12 19 30 49 17 28 0 0 e Applying minimal pair drills 2 3 18 29 23 38 17 28 1 2 f Recording and analyzing learners‟ speaking
TIEU LUAN MOI download : skknchat@gmail.com
Figure 12: Informants‟ ideas about their teachers‟ pronunciation teaching strategies
A survey of 61 respondents revealed insights into teaching methods for improving English speaking skills Only 8% of participants indicated that their teachers consistently provided explicit meta-linguistic instruction in English phonetics and phonology In contrast, 45% noted that the listen-repeat technique was frequently utilized Additionally, 32% confirmed that read-aloud tasks were sometimes employed, while 28% reported that tongue twisters were rarely used A mere 3% stated that minimal pair drills were regularly applied, and notably, 11% expressed that recording and analyzing students' speaking was a method never implemented by their teachers.
Never rarely Sometimes Often Always
Summary
After 4 years teaching English as a foreign language for English non-major students at TUEBA, the researcher finds that almost all of English learners do not produce final consonants It can not be denied that proper pronunciation plays a very important role in communication These reasons motivated the researcher to carry out this study It was conducted on 150 senior English non-major students studying at Thai Nguyen University of Economics and Business Administration to identify their common mistakes when they produced 6 English stop consonants at final position In addition, this study discovered the causes of the participants‟ mistakes as well as gave the strategies to help them improve their English pronunciation It can be said that this research is quite a useful reference for those who are interested in teaching English language pronunciation.
Concluding remarks
it is the great success of the writer that all the research questions have been answered
Do Vietnamese learners of English make mistakes when pronouncing English final stop consonants?
Vietnamese learners of English often struggle with the pronunciation of final stop consonants, specifically /p/, /b/, /t/, /d/, /k/, and /g/ Analysis of recorded data from the study reveals that all participants made errors with these consonants in the final position, exhibiting varying frequencies of occurrence.
What are the common mistakes students often make?
The second research question of the study investigates the common mistakes made by students, as revealed by the findings from the recordings The most frequent errors identified were sound omission and sound deviation Students produced the target sounds differently from the theoretical descriptions, either by omitting them entirely or substituting them with a similar sound from a specific pair.
Subjects consistently produced sounds like /p/, /b/, and /g/, while /k/ was rarely omitted However, many informants struggled with the sounds /t/ and /d/, often omitting them in speech This difficulty may stem from several factors: first, /t/ and /d/ are more challenging to articulate; second, students tend to neglect these sounds, especially in final positions, as seen in words ending with "ed," which is pronounced as /d/ when preceded by a voiced sound Lastly, the speakers' articulation ability plays a role, as insufficient airflow from the lungs can hinder the production of aspirated plosives, making it difficult for listeners to perceive the final sounds /t/ and /d/.
The research identified sound deviation as a significant mispronunciation issue, with nearly 87% of students mispronouncing the /t/ sound as /d/ Additionally, all participants exhibited confusion between /k/ and /g/, /p/ and /b/, as well as /f/ and their voiced counterparts This suggests that students struggle to differentiate between these similar sounds, such as the voiceless /k/ being confused with the voiced /g/ The similarities in articulation for each sound pair contribute to the frequency of these mispronunciations.
What are the causes of the mispronunciation?
In the study of senior English non-major students at TUEBA during the 2011-2012 school year, it is crucial to identify not only the common mistakes in producing six stop final consonants but also the underlying causes of these errors A significant finding reveals that 49% of respondents attribute their mispronunciation to imitating their teachers and peers, highlighting the influence of their immediate linguistic environment on their pronunciation skills Consequently, if their role models demonstrate accurate English pronunciation, the students are likely to replicate this correctness; otherwise, they risk developing poor pronunciation habits.
A significant percentage of respondents reported uncertainty about producing stop sounds in English, likely due to limited exposure to phonetics and pronunciation practice in class and at home Many students believe they cannot accurately pronounce these sounds, leading to a pessimistic outlook on their English proficiency, which fosters passive learning Additionally, subjective factors contribute to mispronunciations, such as a fear of seeking help from teachers or peers (29% agreed), infrequent pronunciation practice (40% agreed), and a lack of attention to final sound pronunciation (36% agreed) Misconceptions also play a role, with 30% believing that English and Vietnamese sounds are produced similarly, and 37% not recognizing that poor pronunciation can lead to communication breakdowns These factors collectively explain the frequent mistakes made by learners when speaking English.
What are the possible solutions to help learners correct their mistakes?
The subjects were asked about how often they applied the given strategies to improve their pronunciation Imitating the native speakers speaking English is the method that 35
According to the survey, a significant percentage of respondents reported using English frequently, with 36% indicating occasional use The methodology chapter highlighted that participants had ample opportunities to learn English alongside other subjects through a joint training program between TUEBA and a foreign partner Notably, 48% of informants practiced speaking as much as possible, while 31% sought assistance from English teachers and friends Additionally, 32% attended English pronunciation courses to improve their pronunciation skills.
Teachers' methods significantly influence students' speaking skills, with 50% of respondents noting that they occasionally received explicit meta-linguistic instruction in English phonetics and phonology Additionally, 45% reported that teachers frequently employed listening and repeating techniques, which enhance word pronunciation retention Other methods, such as tongue twisters and minimal pair drills, were used by 49% and 38% of respondents, respectively Furthermore, recording students' speaking was another effective strategy utilized by teachers.
Pedagogical Implications
Learning a foreign language is a long-term endeavor that demands significant effort from learners Correct pronunciation is essential for effective oral communication, yet many learners face challenges in mastering it Vietnamese learners, especially TUEBA students, frequently struggle with English final consonant sounds, leading to common pronunciation errors To address this, English teachers should emphasize the importance of proper pronunciation, encouraging students to dedicate more time to improving their skills.
When designing and selecting teaching materials, it is essential to consider the learners' goals, such as achieving a native-like accent or ensuring intelligibility in international communication.
This study serves as an effective teaching resource by offering essential insights into pronunciation Additionally, it includes visual aids that clearly illustrate the production of various sounds, enhancing the learning experience.
To improve TUEBA learners‟ pronunciation of English consonant in word final position, first of all, the teachers should help them be aware of the significance of final sounds
To reduce language interference, teachers should offer learners comprehensive descriptions of consonant sounds, focusing on their manner and place of articulation, as well as the variants of each phoneme Additionally, it is essential to consider the unique features of the Vietnamese language.
The limitations in phonetic knowledge often stem from learner carelessness or errors induced by teaching methods To address this, it is crucial for teachers to focus on correct pronunciation and provide students with a solid theoretical understanding of phonetics Additionally, students should practice pronunciation both in isolated words and in connected speech Most importantly, engaging students in the correct production of words and encouraging frequent practice is essential for their improvement.
Limitations and Suggestions for further research
Although this study has answered the research questions relating to TUEBA students‟ mispronunciation of English final stop consonants, it still has some limitations
Due to time constraints, this thesis focuses on the most common pronunciation errors of six English stop consonants in word-final positions The study does not explore the combination of these sounds with others, limiting the analysis of issues like consonant clusters and sound linkage Additionally, while natural speech was not recorded, the researcher was unable to conduct interviews for deeper insights into the difficulties causing these mistakes Furthermore, the recordings were made with the informants' awareness, which may have introduced factors such as anxiety and nervousness, resulting in a performance that deviates from their natural speaking patterns.
To achieve good pronunciation in English, learners must focus on sounds, stress, intonation, and rhythm A comprehensive understanding of Vietnamese learners' pronunciation requires further research This study serves as an initial step toward this important topic, likely to spark discussions in teaching and learning forums The researcher aspires to explore this field more deeply in future studies.
The researcher would be grateful to receive all remarks, comments, and suggestions from the readers so that her next research will be better.
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APPENDIX 1 READING ALOUD TASKS FOR INFORMANTS Task 1: Read aloud the following words
Task 2: Read aloud the following sentences
1 A lot of interest has been generated by the competition
2 The award ceremony was filmed by a local TV film crew
3 They held the poll to find out what voters thought
4 People are encouraged to participate and make themselves heard
5 Could you hold on a while I find a pen?
6 She turned down the job offer because it involved working shifts
7 We generally take on extra staff at Christmas when it‟s busy
8 I my gap year I travelled round Australia and South-east Asia and did develop a much broader awareness of other cultures and ways of life by doing various short- term jobs including being a nanny, cook and waitress
My adopted parents gave me a handbag with a small frog embroidered on the top on my 20 th birthday
Task 3: Read aloud the following conversation It's Friday afternoon and John's friend Mark is coming for tea tomorrow
Mrs S: John, is Mark coming for tea tomorrow?
John: Yes mum, I told you yesterday!
Mrs S: Oh did you? Sorry, I must have forgotten
John: What are we having?
Mrs S: I don't know yet, I was just writing out the shopping list What sort of things does he like?
John: Anything, just about I know he hates pasta though, he never eats school dinner if it's pasta
Mrs S: OK, what about pizza
John: Yeah, pizza would be great, not too much salad though please mum
Mrs S: How about a fruit salad for pudding instead?
1 Read aloud the following text
Before securing a loan, banks require evidence of your financial commitment to your business, expecting you to invest your own money They also seek collateral, such as your car or house, which means that if your business fails, you risk losing your assets In the event of bankruptcy, obtaining future loans becomes challenging, and once banks decide to reclaim their funds, it can be nearly impossible to change their minds.
2 Read aloud the following story
At just 6 years old, Bob is already capable of assisting his parents with shopping One day, he was sent to a nearby store to pick up items for his mother, including a comb, a bulb, a plug, a cap, a packet of soap, and various food items like lamb, an egg, garlic, and pork Unbeknownst to him, his dog, Pab, followed him outside After gathering all the necessary items, Bob was startled by Pab's barking, only to discover that the dog had knocked over and broken some products Consequently, Bob had to compensate the shop owner for the damage caused by Pab, leaving him frustrated and upset as he walked out without acknowledging his mischievous companion.
This questionnaire is an integral part of my MA study, and your participation is greatly valued The data gathered will solely be utilized for my research paper and will not be used for any other purposes.
Thank you for your cooperation!
For questions 1 to 7, please circle the option most appropriate to you
1 How long have you been learning English?
2 How many English class hours do you have a week?
3 Have you ever attended any pronunciation course?
4 How would you rate the importance of proper pronunciation to your communication?
5 How often do you practice pronouncing English words at home?
6 Your difficulties in speaking English is………
C Not very great D Not great at all
7 You have difficulties in producing ………
C Both English vowels and consonants
8 For each of the items a-i in question 8, please put a tick in the box provided which best describes your opinion of the causes of your making mistakes when pronouncing
Causes of mistakes Strongly agree
Agree Neither agree nor disagree
Strongly Disagree j I do not know how to produce these sounds (how to use my tongue, mouth, teeth etc.)
k I imitate my teachers and friends when they speak English l I pronounce the sounds as I perceive m I think these sounds are pronounced in the same way in
English and in Vietnamese n I think I can‟t pronounce these sounds accurately o I am afraid of asking my teachers or friends for help in pronouncing these sounds
p I do not practise pronouncing these sound frequently enough q I do not pay attention to the pronunciation of these sounds at final position
r I do not think that bad or wrong pronunciation of these sounds can cause communication breakdown
9 Have you tried any strategy to improve your pronunciation?
If your answer to question 9 is Yes, continue with question 10 If No, go to question11
10 How often do you apply the following strategies to improve your pronunciation?
Strategies Always Often Someti- mes
To improve your English pronunciation, consider imitating native speakers, practicing speaking as much as possible, and seeking assistance from teachers and friends Additionally, attending specialized English pronunciation courses can be beneficial Don't forget to implement your own strategies for enhancing your skills.