Rationale
English has been a mandatory subject in Vietnam from primary school through university for several decades According to Harmer (2001), the primary aim of language education is to empower students to communicate effectively in the target language However, the traditional teaching methods, which focus more on grammar and vocabulary than on communicative competence, have resulted in many graduates lacking adequate listening and speaking skills despite years of English study Consequently, they fail to achieve true communicative competence.
Effective spoken communication relies not only on proper grammar and a rich vocabulary but also significantly on correct pronunciation Research by Hinofitis and Baily (1980, as cited in Tam, 2005) indicates that pronunciation issues are the primary barrier to communication for EFL/ESL learners, overshadowing vocabulary and grammar concerns Fangzhi (1998) emphasizes that pronunciation is crucial for conveying messages accurately Additionally, Burns (2003) notes that learners can still communicate effectively despite minor vocabulary and grammar errors if they have good pronunciation and intonation Therefore, mastering pronunciation is essential for English language learners, as it directly enhances their communicative competence and fluency.
Many English as a Second Language learners struggle with pronunciation despite years of study (Fraser, 2000a) The recent shift towards communicative teaching methods has increased the focus on pronunciation in English curricula However, pronunciation is primarily taught as a separate subject only within English language faculties, raising concerns about non-major students It is crucial to explore whether these learners recognize the significance of pronunciation and how much they value and comprehend its role in their language acquisition This topic is the focus of my research.
“A Survey Research on Freshmen’s Perceptions of the improtance of pronunciation and their difficulties in Learning English Pronunciation”.
Objectives of the study
This study aims to investigate freshmen's perceptions of pronunciation learning Specifically, it seeks to address key questions related to their experiences and challenges in mastering pronunciation skills.
Firstly, the attitudes of the freshmen at Hanoi University of Industry towards the importance of pronunciation in learning English
Secondly, the factors which the learners consider as their difficulties in learning pronunciation
Thirdly, what the students want to achieve in learning pronunciation
The study aims to equip English teachers at Hanoi University of Industry (HaUI) with insights into freshmen's perspectives on pronunciation learning and the challenges they face It seeks to identify whether students should recalibrate their learning goals, if instructors need to modify their teaching methods, or if additional guidance is necessary to help students navigate their difficulties and establish realistic, attainable objectives.
Research questions
To achieve the above mentioned purposes, the following research questions are set out to be answered:
How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
What are the goals of students in terms of learning English pronunciation?
Methods of the study
To fulfill the aims of the study, both quantitative and qualitative methods were selected for this survey research
The data serving the research analysis and findings are collected by the following instruments:
Data was collected from freshmen enrolled in two non-major classes at HaUI, and the analysis was conducted to address the research question The conclusions drawn are based on these findings.
Significance of the study
The study reveals a fresh perspective on learners' attitudes towards English pronunciation, offering valuable insights for educators By understanding the specific pronunciation needs of their students, teachers can enhance their instructional methods in spoken English, ultimately leading to more effective learning outcomes.
Scope of the study
The participants of the study are the first-year students at Hanoi University of Industry However, the informants of the study are limited to non-major students
This article focuses on the challenges that impact learners' ability to master English pronunciation and their objectives in improving their pronunciation skills.
Organization of the study
My thesis is composed of three main parts
This article is structured into two main parts: Part A introduces the rationale, aims, research questions, methods, scope, significance, and overall structure of the study Part B, titled Development, is divided into three chapters that delve deeper into the findings and discussions related to the research.
LITERATURE REVIEW
An overview of the previous studies
In the past two decades, there has been a growing interest among scholars in learners' attitudes and beliefs regarding language learning, yet research on learners' perceptions of pronunciation remains limited Recent studies have sought to address this gap, highlighting the critical role of pronunciation in English proficiency As Brown (1991) emphasizes, poor pronunciation can significantly hinder learners' success A 1999 study by Cenoz and Garcia Lecumberri at the University of the Basque Country revealed that while most participants found pronunciation challenging, they recognized its importance Further research by Derwing and Rossiter continues to explore these perceptions.
In a 2002 study on learners' perceptions of language needs related to pronunciation in an ESL context in Canada, it was found that 55% of participants identified pronunciation as a significant challenge, with 90% expressing interest in a pronunciation program if offered Similarly, Tergujeff's 2013 research in Finland revealed that upper secondary students also desire more instruction in pronunciation These findings underscore learners' recognition of the importance of pronunciation teaching and their eagerness for enhanced instruction in this area.
1.2 Role of English pronunciation in learning English
The importance of pronunciation in successful communication has been emphasized by many researchers Fraser (2000a), for instance, argues that:
Effective English speaking encompasses various sub-skills such as vocabulary, grammar, and pragmatics, but pronunciation stands out as the most crucial Good pronunciation ensures that a speaker remains intelligible even when other errors are present, while poor pronunciation can hinder understanding, regardless of accuracy in other areas Additionally, pronunciation significantly influences how speakers are perceived by others and how they are formally evaluated in other language skills.
Pronunciation is crucial for developing oral skills, as it directly impacts intelligibility and our ability to effectively convey meaning It plays a vital role in communication, influencing both practical transitions and personal interactions.
Intelligible pronunciation is crucial for effective communication, as highlighted by Morley (1991) and supported by Celce-Murcia et al (1996), who emphasize that correct pronunciation is vital for communicative competence Even with strong grammar skills and a rich vocabulary, mispronunciation can hinder oral communication, leading to misunderstandings Therefore, teaching pronunciation at both the segmental and supra-segmental levels is essential for ensuring clear and successful communication.
In conversations, participants aim to effectively communicate their messages, which they organize into meaningful units known as tone units or intonation groups Intonation plays a crucial role in highlighting the prominence of these units, while also conveying social meanings and indicating speaker involvement Additionally, intonation aids in managing the flow of conversation, facilitating turn-taking, and signaling the informational value of each tone unit (Dalton and Seidlhofer 1994).
Properly stressing the correct syllables is essential for learners at all levels, as it significantly impacts intelligibility and is closely linked to the articulation of individual sound segments.
Understanding distinctive sounds at the segmental level is essential in language, as they convey differences in meaning For example, the vowel sounds in the words "feel" and "fill" illustrate how slight variations can lead to significant distinctions in interpretation.
Allophones are variations of phonemes that do not change meaning and are influenced by their surrounding sounds For instance, the aspirated and non-aspirated forms of /p/, /k/, and /t/ are considered non-distinctive Understanding articulatory phonetics is essential for grasping how sounds are produced in a target language.
According to Burns (2003), speakers of English can achieve:
Intelligibility (the speaker produces sound patterns that are recognizable as English)
Comprehensibility (the listener is able to understand the meaning of what is said)
Interpretability (the listener is able to understand the purpose of what is said)
Clear pronunciation is essential in oral communication, as inaccuracies in sound, stress, and intonation can render a message unintelligible For example, saying “Is ho day” instead of “It’s hot today” may confuse listeners, preventing them from understanding even indirect requests, such as asking to open a window Despite minor vocabulary and grammar errors, effective communication is still possible when speakers maintain good pronunciation and intonation.
Pronunciation is crucial in foreign language learning, alongside listening, speaking, grammar, and spelling Accurate pronunciation is essential for developing speaking skills and is closely linked to listening and grammar Correctly pronouncing word endings can convey grammatical information, highlighting the interconnectedness of these language components Furthermore, incorrect pronunciation can hinder communication, similar to the effects of spelling errors Resources like The Cambridge Guide to Teaching English to Speakers of Other Languages provide additional examples of this relationship.
Bygate (1987), Anderson and Lynch (1988), Bailey and Savage (1994), and Nunan and Miller (1995) provide a comprehensive overview of the theoretical foundations and teaching strategies for listening and speaking, highlighting their close connection to pronunciation Rost (1990) emphasizes the importance of stress and intonation as key cues for listeners in understanding spoken language, while Seidlhofer and Dalton-Puffer (1995) advocate for integrating pronunciation instruction with lexico-grammar teaching.
(1994) effectively integrates pronunciation with other skill in her “multidimensional curriculum design for speech-pronunciation instruction” for English for academic purposes
According to Fraser (2000a), effective English speaking encompasses several sub-skills, including vocabulary, grammar, pronunciation, and pragmatics, with pronunciation being the most crucial She emphasizes that good pronunciation allows a speaker to be understood even if there are errors in other areas, while poor pronunciation can hinder comprehension, regardless of accuracy in vocabulary or grammar (Fraser, 2000a, p.7).
Pronunciation plays a crucial role in effective communication and is essential for successful foreign language learning Since the 1990s, the study of pronunciation has evolved significantly, expanding its relevance and connections to various aspects of language use Mastering pronunciation is vital for learners, as it greatly impacts their ability to communicate orally and facilitates their overall language acquisition journey.
Goals of English pronunciation teaching and learning
The field of pronunciation in English Language Teaching (ELT) has long been influenced by two contradictory paradigms: “nativeness” and “intelligibility”
Historically, pronunciation teaching has relied on the nativeness principle, which suggests that achieving native-like pronunciation in a foreign language is both desirable and attainable (Levis, 2005) However, research conducted in the 1960s revealed that native-like phonology is primarily biologically conditioned to develop before adulthood, making the pursuit of nativeness an unrealistic expectation for both educators and students Additionally, many learners may prefer to maintain their mother tongue identity, rendering the nativeness principle less appealing.
The intelligibility principle emphasizes that learners need to be understandable rather than aiming for a native-like accent According to Jenkins (1998), most English learners prioritize effective communication with non-native speakers over interacting with native speakers This shift in focus necessitates identifying appropriate pronunciation norms for learners who use English as an international communication tool Jenkins (2000) advocates for teaching local varieties of English instead of native speaker models, particularly for learners engaging with non-native speakers Supporting this view, Levis (2005) highlights that learners under the intelligibility principle seek to be understood by both native and non-native L2 users.
Kenworthy (1987) argues that many teachers believe pronunciation instruction may not be beneficial, as only a few learners achieve native-like pronunciation Instead, indigenous pronunciation serves as a more suitable goal for some, while intelligibility remains a reasonable objective for most learners Harmer (2001) notes that perfect pronunciation is rare, and many learners prefer to keep their foreign accents as part of their identity Consequently, aiming for native-like pronunciation may not be appropriate for the majority Therefore, understandable pronunciation should be a fundamental goal for language learners, with practical guidelines that emphasize the development of communicative competence.
To achieve communicative competence, Morley (1991) identifies four essential learner goals: first, “functional intelligibility,” which emphasizes clarity in spoken English to ensure ease of understanding for listeners; second, “functional communicability,” focusing on the development of spoken language that effectively meets individuals' needs and fosters overall communicative competence.
Developing a positive self-awareness as non-native speakers significantly enhances self-confidence in oral communication Additionally, implementing speech monitoring abilities and modification strategies equips students with the tools necessary for improved intelligibility and communicability, fostering their confidence both inside and outside the classroom.
According to Burns (2003:5), effective English communication hinges on three key factors: intelligibility, where the speaker's sound patterns are recognizable as English; comprehensibility, which ensures that the listener understands the meaning conveyed; and interpretability, allowing the listener to grasp the intended purpose behind the spoken words.
Pronunciation learning
Kenworthy (1987:4, as cited in Nunan 1991) points out the following factors that affect the pronunciation learning
The native language significantly influences pronunciation in language learning Greater differences between a learner's native language and the target language lead to increased challenges in pronunciation When specific sounds are absent in a learner's mother tongue, they often replace them with the closest equivalent from their native language Consequently, it is clear that a learner's native language plays a crucial role in shaping their pronunciation of the target language.
Research suggests that age significantly impacts pronunciation in language learning Learners who begin studying a target language at a younger age tend to develop a more native-like accent.
Exposure to English significantly impacts learners' language acquisition Those residing in countries where English is the primary language or immersed in English-speaking environments enjoy distinct advantages compared to those with limited exposure.
Some individuals possess a heightened ability to perceive foreign languages, often referred to as "phonetic coding ability," "aptitude for oral mimicry," or "auditory discrimination ability."
Research indicates that language learners with positive attitudes toward native speakers of the target language are more likely to achieve accurate, native-like accents.
For many English learners, pronunciation plays a crucial role in their language acquisition Those who prioritize pronunciation often seek feedback and are attentive to the quality of their spoken English Recognizing the significance of pronunciation is essential, as it greatly influences the overall effectiveness of language learning.
1.3.2 Common problems in pronunciation learning
Teaching and learning pronunciation present numerous challenges that require a deep understanding from both teachers and learners to overcome These difficulties stem not only from the complexities of pronunciation itself but also from various subjective and objective factors Current and previous studies identify several key issues that teachers and students frequently face in pronunciation classes.
The mother tongue significantly impacts the pronunciation learning of a foreign language, as highlighted by Nunan (1991), who notes that mastering the phonology of a second language poses substantial challenges for language acquisition theories Learners face increased difficulties when there are pronounced differences between their native language and the target language Additionally, the complexity of English pronunciation, with its numerous rules and factors, presents unique challenges, particularly for Vietnamese learners of English.
In 1998, it was highlighted that learners frequently encounter challenges in English pronunciation, including difficulties with sounds absent in their native language, confusion between similar sounds, struggles with consonant clusters, and a tendency to apply equal stress to all syllables.
Research from Asian countries, including Vietnam, Thailand, Korea, and China, indicates that significant challenges in teaching and learning pronunciation stem from classroom settings Many university English classes have an average of over 60 students, which contributes to difficulties in effective instruction Additionally, poor classroom conditions and inadequate teacher quality further complicate the teaching and learning process for pronunciation.
METHODOLOGY
The rationale of using the survey method
Surveys are a prevalent method for data collection across various fields, particularly in educational research, as noted by Cohen and Manion (1985) Unlike experimental studies that involve manipulating environments to observe variable interactions, surveys focus on collecting data through observation or direct inquiry without altering the subjects According to Nunan (1992a), this approach captures a snapshot of conditions, attitudes, and events at a specific moment This study aims to explore learners' perceptions of pronunciation needs in English learning, making surveys the most appropriate method for achieving this objective.
Description of the setting
On December 2, 2015, the Prime Minister announced decision number 315/2005 QĐ/TTG, elevating Hanoi College of Industry to Hanoi University of Industry This institution is dedicated to delivering education and training services, conducting scientific research, and offering technology consulting and transfer to support Vietnam's industrialization, modernization, and global integration efforts.
During the 2016-2017 academic year, Hanoi University of Industry offered a total of 31 training programs, primarily emphasizing technical disciplines such as Engineering Technology, Information Technology, and Garment Technology The university's leadership has consistently prioritized both the quality of education and the enhancement of campus facilities.
HaUI currently operates three training campuses, with two located in Hanoi and one in Ha Nam province The classrooms are modern and well-equipped, particularly within the Faculty of Information Technology.
As Vietnam's economic integration with global markets deepens, foreign investment in the country is on the rise, prompting HaUI to prioritize the training of a skilled workforce proficient in English The university's administration places significant emphasis on English language instruction, aiming for students to achieve a B1 level in accordance with the Common European Framework of Reference (CEFR) This framework is increasingly recognized in Vietnam for assessing foreign language proficiency To support this goal, HaUI provides ample textbooks, teaching materials, and essential resources, ensuring a stable internet connection for its electronic library, which is regularly updated Furthermore, over 90% of teaching aids and equipment are maintained in optimal working condition to meet educational demands.
In the second year, English textbooks are tailored to specific departments related to students' majors, while all first-year students utilize the globally recognized "New Headway Elementary." This authoritative textbook features engaging topics and focused tasks, effectively enhancing classroom learning Although pronunciation is incorporated into various activities, the book provides phonetic symbols to help learners become familiar with English phonetic transcription systems.
Participants
The study involved 128 first-year students from Hanoi University of Industry, specifically from the Garment Technology and Information Technology majors The university's training programs emphasize technical fields, resulting in a male-dominated demographic in certain faculties like Mechanical Engineering and Electronics Conversely, departments such as Tourism and Fashion Design attract more female students To ensure gender balance and neutrality in analysis, participants from Garment Technology and Information Technology were chosen, comprising 74 males and 54 females aged 18 to 20 Their English proficiency levels varied, as detailed in Figure 3 and Section 3.1.1 of Chapter 3.
Importantly, the informants were absolutely guaranteed to be unidentified in any discussion of the data, hence all of them would feel comfortable and open to share their own opinions.
Data collection instruments
The study employed a mixed-method design, utilizing both quantitative and qualitative approaches as per the explanatory sequential design According to Creswell and Clark (2007), this mixed method provides more comprehensive insights into research problems, where qualitative methods clarify the "what" and quantitative methods elucidate the "how."
To address the research questions outlined in the Introduction, the study employed two data collection methods: quantitative survey questionnaires distributed to students and qualitative interviews conducted with selected participants.
To seek answers to the above three research questions, a questionnaire survey was used
First of all, due to the suitability and effectiveness of questionnaire, it is chosen as the main research instrument for this study According to Dornyei (2003),
Administering a questionnaire allows researchers to efficiently gather a substantial amount of information in under an hour, making it a valuable tool for saving time, effort, and financial resources According to Richards and Lockhart (1994), questionnaires effectively capture the affective dimensions of teaching and learning, including beliefs, attitudes, motivations, and preferences Miles and Huberman (1994) highlight three key advantages of using questionnaires: they enable quick analysis of large data sets, help verify hypotheses, and promote analytical honesty by minimizing bias Additionally, questionnaires facilitate easier engagement with research problems for participants Therefore, the questionnaire emerged as the most appropriate instrument for data collection in my study.
As mentioned in the Introduction part, the aim of the study is to seek answers to the following issues:
Firstly, the attitudes of the freshmen at Hanoi University of Industry towards the importance of pronunciation in learning English
Secondly, the factors which the learners consider as their difficulties in learning pronunciation
Thirdly, what really are the main goals of learners in learning pronunciation
To achieve theses purposes, the following research questions were set out to be answered:
How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
What are the goals of students in terms of learning English pronunciation?
Questionnaire was the major data collection instrument employed in this thesis It was composed of questions divided into four categories
Part A is about learners‟ profiles (Questions 1, 2, 3, 4, 5, 6, 7)
Four first questions investigate learners‟ background information: age, gender, major at university, and their first language
Questions 5 & 6 ask students about the time they have spent on learning and using English
Question 7 surveys the English proficiency level of students
Part B is about learners‟ views on the importance of pronunciation in learning
Questions 8, 9 invite learners to express their opinions about the needs of pronunciation in learning English
Question 10 asks learners about their views on relation between pronunciation with other aspects in English learning
Questions 11,12 ask students to self-asses their English pronunciation proficiency level
Question 13 asks learners about the factors which affect their communication in English
Part C is about learners‟ views on their problems which they met in the process of learning English pronunciation (Questions 14, 15, 16, 17)
Questions 14 and 15 are used to ask students about their English textbook and English learning in their class
Question 16 explores learners‟ views on learning pronunciation
Question 17 aims at finding out which factors pose difficulties for them in learning pronunciation
Part D is about learners‟ views on their main goals in learning English pronunciation (Questions 18, 19, 20, 21)
Each section deals with one research problem 135 copies were sent and 128 copies were returned
The questions in the questionnaire are mainly multiple-choice questions They are in forms of mixed questions, rating scale questions, and Likert scale questions
There are three types of interviews: structured, semi-structured, and unstructured Semi-structured interviews offer a relaxed atmosphere, allowing interviewees to feel more comfortable sharing detailed information compared to traditional surveys This format is particularly effective for exploring individuals' views, attitudes, and beliefs on specific topics In this study, semi-structured interviews were employed to gain deeper insights into students' attitudes and beliefs regarding pronunciation learning.
In the second phase of data collection, the author developed an interview guide consisting of five questions The initial section gathered participants' background information, such as their duration of English learning and pronunciation practice The subsequent sections explored their perceptions of the challenges faced in learning pronunciation and identified their primary objectives for mastering English pronunciation.
When did you start to learn English pronunciation?
Why is English pronunciation important?
Could you arrange five following elements, including grammar, vocabulary, pronunciation, culture, and English fluency basing on their influence to communication due to the descent?
When examining the factors influencing pronunciation learning, several elements may pose challenges: the influence of the mother tongue, age-related differences, the frequency of exposure to English, phonetic ability, and the learner's attitude and identity Additionally, motivation levels, classroom conditions, and the quality of the teacher play crucial roles in shaping pronunciation skills Identifying which of these factors impact your learning can help tailor your approach to improving pronunciation effectively.
What is your target in learning English pronunciation?
Procedures of data collection
In the second term of the 2016-2017 school year, a study was conducted using a questionnaire to gather data from 135 students in the Faculty of Garment Technology and the Faculty of Information Technology To enhance the validity and reliability of the results, clear instructions were provided to the participants, and the author monitored their responses to ensure that each student answered independently and verified their answers.
135 copies of questionnaire were sent and 128 copies were returned
Following the collection and analysis of survey questionnaire data, semi-structured interviews were conducted with a selected group of students Out of 10 students from the Faculty of Garment Technology and Faculty of Information Technology, 7 agreed to participate in the interviews The author meticulously recorded all interviews, ensuring that all relevant data for the study was captured.
RESEARCH FINDINGS AND DISCUSSION
Quantitative data
Part A of the questionnaire aimed to gather insights into the background of learners, focusing on general demographic information The findings revealed a total of 128 participants, comprising 74 males and 54 females, aged between 18 and 20 These students are enrolled in Garment Technology and Information Technology programs at Hanoi University of Industry, and all respondents are native Vietnamese speakers.
Next two questions 5 and 6 related to the time that learners have spent on learning and using English
Figure 1 Time of learning English
1 year2-5 years6-10 years over 10 year
According to Figure 1, a significant majority of participants, 59.4%, have been studying English for 6 to 10 years, while 40.6% have dedicated over 10 years to their English education This indicates that the learners possess a substantial amount of experience, with a minimum of six years of English study among them.
Figure 2 Frequency of using English
According to the data presented in Figure 2, a significant majority of students (92.2%) reported that they rarely or occasionally use English, while only 7.8% of learners indicated that they frequently engage in speaking English.
Question 7 surveyed the English proficiency level of learners
Figure 3 English level of informants
As we can see the results from Figure 3 that 28,1% of respondents are at beginner level, nearly two-thirds (60,2%) attain elementary level, and only 11,7% reach pre- intermediate level
According to the above statistics, I found that, there was no significant achievement in their process of learning English although they spent a lot of time learning English
3.1.2 Learners’ perception of the importance of pronunciation in English learning
In this part, the informants were asked to self-asses the proficiency level of English pronunciation
Figure 4 Learners’ proficiency level of English pronunciation
According to recent findings, only 22.7% of participants felt that others could comprehend their spoken English Additionally, nearly half of the students (49.2%) acknowledged the need for improvement in their English pronunciation, while a significant portion (28.1%) admitted that their pronunciation is quite poor.
All informants indicated that they prioritize English pronunciation in their learning process, recognizing its significance However, the perceived importance of pronunciation varies among individuals, as detailed in Table 1.
Table 1 Learners’ views on the importance of English pronunciation
Next, consider learners‟ views on the influence of English pronunciation to other aspects according to Table 2
Table 2 Learners’ views on aspects related to pronunciation
Table 2 reveals that a significant majority of students (87.5%) recognize the connection between pronunciation and speaking skills, while 60.2% see its link to listening skills Furthermore, the awareness of the relationship between pronunciation and reading skills, grammar, and vocabulary is equally noted among learners However, the impact of pronunciation on writing skills is minimal, with only 7.1% acknowledging its influence.
Question number 12 was about the amount of information which learners can get when communicating in English with other people
Figure 5 The amount of information which learners can get
As can be seen from the above pie chart in Figure 4, whilst a minority (6,3%) had good communication, nearly 61% of participants (78 out of 128) understood under 30% what others said
The author presents four key factors that affect communication: grammar and vocabulary, cultural aspects, pronunciation, and the frequency of English usage Notably, 46.9% of respondents identified pronunciation as the most significant factor influencing effective communication For further insights into the other aspects, refer to Figure 6.
Figure 6 Learners’ views on aspect which has most influence to communication
3.1.3 Learners’ views on English pronunciation learning
The target of part C of the questionnaire was to find out learners‟ views on
Cultural aspectsPronunciationEnglish fluency
In a recent survey, learners were asked about their experiences with English pronunciation The results revealed that 75% of respondents found learning pronunciation to be challenging, while 25% did not view it as an obstacle.
Next question focused on the factors affecting the learners‟ pronunciation learning The following table reveals the factors pose difficulties for learners in their process of learning pronunciation
Table 3 Factors pose difficulties for learners in learning pronunciation
The analysis reveals that freshmen encounter challenges across various factors in their pronunciation learning Notably, their progress is most significantly affected by three key elements: the influence of their mother tongue (68%), their phonetic ability (50%), and the extent of exposure to the language (40.6%) Interestingly, age and teaching quality do not appear to impact their learning outcomes.
3.1.4 Learners’ goals in learning English pronunciation
The questions 18-21 related to students‟ goals in learning pronunciation The participants were asked about their goals their English pronunciation
Figure 7 Learners’ goals in learning pronunciation
According to the results depicted in Figure 7, 60.9% of students aim for intelligibility in their communication, while 35.2% aspire to pronounce English like a native speaker Notably, only 3.9% of learners expressed a desire to achieve both objectives.
Last three questions were aimed to expand learners‟ attitude towards the goals of pronunciation learning See the results in the following table:
To what extent do you agree that you prefer speaking English in their country accent style to native one?
Native-like pronunciationBoth of them
To what extent do you agree that sounding like a native speaker is very important in learning pronunciation?
To what extent do you agree that communicating purpose is much more important than sounding like a native speaker?
Table 4 Learners’ attitude towards the goals of learning pronunciation
According to Table 4, a significant majority of learners (90.6%) prioritize effective communication over sounding like a native English speaker While over two-thirds (53.9%) aspire to achieve native-like pronunciation, a notable portion (29.7%) prefers to maintain their accent when speaking English.
Qualitative data
The questionnaire included an open-ended question exploring the relationship between pronunciation and various language skills The author identified five key aspects: grammar and vocabulary, listening skills, speaking skills, reading skills, and writing skills Learners were then prompted to share their thoughts on which of these aspects are connected to pronunciation in English learning and to explain their reasoning.
The open question garnered 42 responses, with many participants sharing their thoughts based on personal feelings, such as "I think so" or referencing their own experiments Most respondents highlighted the connection between pronunciation and other skills, particularly emphasizing its relationship with speaking and listening.
“Speaking means pronouncing Thus, if I want to speak English well, I must have good pronunciation.”
“Good pronunciation helps me understand what other people say as well as helps others understand what I want to say.”
“Good pronunciation is necessary condition to achieve high results in comprehension listening, speaking and reading skills.”
“Good pronunciation helps me pronounce correctly when learning vocabulary.”
“Good pronunciation + enough vocabulary + more listening = > good speaking.”
Also, some of them show the impact of other skills on pronunciation Such as:
“Speaking and listening skills helps students learn pronunciation better.”
“Practicing frequently in other skills leads to good pronunciation.”
At the conclusion of the questionnaire, the author invites participants to share additional observations regarding EFL pronunciation teaching or any related issues Notably, several students provided feedback, predominantly offering suggestions for improving their pronunciation learning experience.
“I want to have more speaking activities in English class.”
“Pronunciation needs to be evaluate through reading and speaking activities.”
“ I want teacher to create more interesting learning environment in the class The teacher should focus on communication and reduce literature as well as avoid using textbook too much ”
3.2.2 Qualitative data from semi-structured interviews
The interviews aimed to explore students' perceptions of the significance of pronunciation in English, examining their challenges and primary objectives in mastering English pronunciation.
In a recent study, learners were asked about their experiences with English pronunciation prior to university, revealing that all seven interviewees had only begun to focus on pronunciation during their university studies They acknowledged that before attending university, their English education primarily emphasized grammar, with one respondent noting, “Before going to university, I was mainly taught English grammar When studying at university, I see the importance of oral skills in English, therefore, I put more emphasis on pronunciation.” Additionally, another learner mentioned that she started learning pronunciation “some months after I came to university.” Notably, only two participants had previously taken a pronunciation course at an English center, highlighting a common trend among learners to recognize the significance of pronunciation only after beginning their higher education.
The author asked the students “Why is pronunciation important?” to explore their opinions According to their answers, all of them realized the position of pronunciation in communication
Effective communication relies on proper grammar and pronunciation While incorrect grammar may still allow listeners to grasp the message, mispronunciation can lead to misunderstandings Good pronunciation significantly enhances listening skills, and regardless of writing quality or voice clarity, poor pronunciation can hinder comprehension.
A participant emphasized the importance of mastering pronunciation as a fundamental step in learning English He stated that proper pronunciation is essential for effective listening and comprehension, highlighting that his primary goal in learning the language is communication Therefore, he believes that focusing on pronunciation is crucial.
Non-standard pronunciation can create significant misunderstandings in communication, as illustrated by a student's observation about interactions between individuals from different regions, such as a person from Nghe An speaking to someone in Hanoi, which can lead to confusion for the listener.
Most of them have same ideas that pronunciation is “the foundation” for listening and speaking skills
Pronunciation plays a crucial role in effective communication, as highlighted by a recent exercise where students ranked five key elements: grammar, vocabulary, pronunciation, culture, and English fluency The results revealed that pronunciation, vocabulary, and grammar were the top three factors, with six students agreeing that pronunciation is the most important element for successful communication.
To effectively learn Vietnamese, it's essential to first master the alphabet, as this forms the foundation for reading and pronunciation Without understanding the correct pronunciation, learners may struggle to recognize and articulate words when they encounter them.
In interviews regarding factors influencing pronunciation learning, interviewees highlighted phonetic ability as the primary determinant They expressed that this skill is often an innate talent, with many individuals naturally adept at imitation Some participants lamented their lack of a pleasing voice, comparing themselves to speakers from Nghe An, while others noted personal challenges, such as having a lisp, that hinder their pronunciation development.
The second important factor is motivation One confirmed that “To learn
Effective English pronunciation requires motivation and well-defined goals Many learners struggle with self-study, making a teacher's role crucial in inspiring students and fostering a love for learning English pronunciation.
Student B said that “I only finish target when I have motivation If I don’t like, I don’t care.” Thus, motivation has big impact on learners
The primary factor influencing English language retention is the level of exposure, as many learners believe that "a new language will be forgotten without practice." Common frustrations include the lack of opportunities to use English, with individuals expressing sentiments like, "I want to use English, but I don't have the conditions," and "I live far from the city center, making it rare to interact with foreigners."
Some of interviewees reported that the nature of English pronunciation makes it difficult to learn because “Rules of pronunciation in English is too different from the ones in Vietnamese.”
Teacher quality is considerable because of their experiences in the past “the teacher’s pronunciation in my high school is not standard”
2 of interviewees had the same idea that “age is not important factor if we want to learn pronunciation”
Many interviewees emphasized that their primary goal in learning English pronunciation is to effectively communicate and secure a good job However, they also believe that achieving native-like pronunciation becomes a key objective once they have developed a solid foundation They recognize that both goals are significant but exist in different stages of their learning journey.
Discussion
Research question 1: How do the first-year-students at HaUI perceive the importance of pronunciation in learning English?
Despite learning English for over six years, most participants have not achieved significant proficiency, with 60% only reaching an elementary level and nearly 30% remaining at the beginner stage Over 90% of students reported rarely using English after ten years of study, and few felt confident in their communication skills The majority struggled to understand spoken English, often due to a focus on passing exams rather than developing communicative competence Interviews revealed that many students lacked knowledge of English pronunciation until university, attributing this gap to traditional teaching methods prioritizing grammar and vocabulary over practical communication skills As Harmer (2001) noted, the primary goal of language education should be to enable effective communication, highlighting the shortcomings in the current English language learning approach.
Before entering university, students began to recognize the significance of communicative competence, leading them to focus on English pronunciation Questionnaire and interview data reveal that while all participants acknowledged their pronunciation needs, the perceived importance of pronunciation in English learning varied among them This aligns with previous studies, such as Cenoz and Garcia Lecumberri (1999), which found that although many learners struggle with pronunciation, they still regard it as essential Similarly, research by Derwing and Rossiter (2002) in an ESL context in Canada indicated that 55% of learners identified pronunciation as a major challenge, with 90% expressing willingness to engage in pronunciation improvement programs if offered.
The research highlights the significance of pronunciation as a fundamental aspect of communication, with most interviewees acknowledging its crucial role in enhancing speaking and listening skills Questionnaire data reveals that students recognize the strong connection between pronunciation and other language skills, including reading, writing, vocabulary, and grammar They emphasize that pronunciation serves as the foundation for English learning, particularly for speaking skills, while also noting that other skills reinforce pronunciation, creating a mutually supportive relationship among them.
Effective communication relies heavily on pronunciation, which is often viewed as a critical factor for success While some individuals prioritize pronunciation based on emotional perceptions, others recognize its significance alongside grammar, vocabulary, and cultural aspects Understanding these elements collectively enhances overall communication skills.
Research question 2: Which factors do the learners consider as their difficulties in the process of learning English pronunciation?
As mentioned in the literature review, Kenworthy (1987:4, as cited in Nunan
According to research by 1991, five key factors influence pronunciation learning: native language, age, exposure, phonetic ability, and motivation Studies in various Asian countries, including Vietnam, Thailand, Korea, and China, reveal that many pronunciation teaching challenges stem from inadequate classroom conditions and the substandard quality of teaching staff.
The questionnaire results indicate that learners encounter six out of eight identified challenges in learning English pronunciation, including native language interference, limited exposure, phonetic ability, class setting, motivation, and attitude Notably, the most significant issue is the differences in pronunciation rules between the two languages Additionally, half of the participants expressed concerns about their phonetic abilities, which they attribute to their natural limitations Many learners reported insufficient exposure to English, citing a lack of time dedicated to pronunciation practice in class and limited opportunities to use the language outside of class Class size and conditions also hinder progress, as overcrowded classrooms reduce participation in pronunciation activities, despite the availability of modern facilities that are underutilized, such as language labs Ultimately, learners emphasized that motivation and attitude are crucial for effective pronunciation learning, asserting that without these factors, their efforts would be futile While the quality of teaching was not a primary concern, some learners reflected on past traditional pedagogical approaches that prioritized grammar and vocabulary over communicative competence.
Research question 3: What are the goals of students in terms of learning English pronunciation?
A recent study revealed that while 90% of learners prioritize effective communication over sounding like a native English speaker, 71.1% still value achieving native-like pronunciation Interestingly, only 29.7% prefer to maintain their unique identity while speaking English.
A significant 60.9% of learners aim to achieve intelligibility in their pronunciation for effective communication, while 35.2% aspire to sound more like native speakers Interestingly, only 3.9% of respondents expressed a desire to attain both goals simultaneously.
The primary goal of learning English pronunciation among interviewees is effective communication and securing good employment While many learners emphasize the importance of clear pronunciation, some aspire to achieve native-like pronunciation as their ultimate target Both objectives are crucial but represent different stages in the learning process.
The study reveals that while most students recognize the importance of intelligibility in pronunciation, many still aspire to achieve native-like pronunciation This desire stems from the common aspiration among language learners to communicate in the target language as fluently as native speakers do.
Based on the study's findings, the researcher summarizes the key results, presents final thoughts, discusses the study's limitations, outlines teaching implications, and offers recommendations for future research.
Recapitulation of the major findings
This study investigates freshmen's perceptions regarding the significance of pronunciation in English learning The findings reveal that students recognize pronunciation as a crucial aspect of effective communication, influencing their confidence and comprehension in language use Additionally, the research highlights that proper pronunciation enhances their overall learning experience and facilitates better interaction with peers and instructors.
Freshmen at Hanoi University of Industry recognized the significance of pronunciation in English language learning, understanding its impact on communication and other skills However, some students only grasped its importance on an emotional level, lacking a clear understanding of why pronunciation is crucial.
When learning English pronunciation, students encounter several challenges, including differences in pronunciation rules between their native language and English, limited exposure to the language, insufficient phonetic skills, lack of resources, and low motivation The primary difficulties lie in understanding the nature of pronunciation and the opportunities to practice English While motivation and attitude are not the most immediate problems, students believe they are crucial factors that significantly impact their pronunciation learning.
The study highlights that learners prioritize intelligibility in communication over achieving native-like pronunciation, with nearly two-thirds of students emphasizing the importance of being understood Interestingly, many learners also aspire to attain a native-like accent, with some aiming for both clear communication and a native-like sound Nonetheless, one-third of participants still view sounding like native speakers as their primary objective in learning pronunciation.
Concluding remarks drawn from the major findings
This study effectively addressed three key research questions, with results aligning closely with the literature review The findings can be grouped into three primary themes: freshmen's perceptions of the importance of pronunciation, the challenges learners face in mastering pronunciation, and the main objectives that learners aim to achieve in their pronunciation studies.
Firstly, the freshmen at Hanoi University of Industry have positive attitudes towards the importance of pronunciation as well as the English pronunciation learning
Secondly, 6 factors poses difficulties for learners in learning pronunciation including mother tongue, amount of exposure, phonetic ability, class setting and condition, motivation, attitude and identity
Concerning learners‟ goal in learning pronunciation, although many students wished to achieve native-like pronunciation, making intelligible communication was believed to be more important purpose which they need achieve.
Limitations of the study
Although this research has been conducted with the best efforts of the researcher, there are some limitation as follows:
The author faced challenges in observing students' pronunciation learning due to its integration with other activities in the English class Without direct observation during the survey classes, she lacked insight into the specific pronunciation issues learners encountered A thorough observation would have provided a clearer understanding of the difficulties faced by students in mastering pronunciation.
The study aimed to include approximately 130-150 students; however, only 128 participants were present on the data collection day due to 13 absences Additionally, out of those approached for interviews, 3 declined for personal reasons, resulting in only 7 willing respondents A larger participant pool would have yielded more accurate results.
Teaching implication
Traditional English pedagogy focused on grammar and vocabulary due to examination pressures, but modern university teaching prioritizes communicative competence Students recognize the significance of communicative English and the importance of pronunciation However, both learners and teachers face challenges in teaching and learning pronunciation, and many students have an unclear understanding of its role in language acquisition This lack of clarity indicates that educators have not effectively conveyed the importance of pronunciation Students encounter various difficulties in mastering English pronunciation, stemming from both subjective and objective factors While learners must address subjective challenges independently, they require support from educators, particularly English teachers, who play a crucial role in their learning journey Teachers should inspire and motivate students while administrators need to enhance learning conditions It is essential for teachers to seek solutions that assist learners in overcoming their pronunciation difficulties.
Many learners have specific goals for improving their English pronunciation, yet a significant number still lack the appropriate targets This issue arises from both learners' perceptions and the guidance provided by teachers Educators must convey to students that while achieving a native-like accent is improbable, effective pronunciation instruction can significantly enhance their intelligibility.
In recent years, foreign language teaching has transitioned from teacher-directed instruction to a student-centered approach, recognizing the importance of learners' beliefs in shaping their attitudes and motivation towards language acquisition According to Richards & Lockhart (1994), these beliefs significantly influence learners' motivation, expectations, and perceptions regarding language difficulty and learning strategies Similarly, Fraser (1999) emphasizes the need for motivation and practice in pronunciation, advocating for discussions that engage learners in their own understanding of pronunciation within a communicative context This framework aims to boost learners' confidence and shift the focus from merely imitating a native accent to effectively conveying intelligible messages Ultimately, English teachers must adapt their methods and support learners in their pronunciation journey to enhance communicative competence.
This study focuses solely on students' perceptions of pronunciation learning Future research should also investigate teachers' views on their students' pronunciation learning Comparing teachers' perceptions with those of learners can provide researchers with more comprehensive insights.
In addition, the author expects that above limitations will be used as a useful reference for those who intend to conduct researches in the same interest
Last but not least, if possible, the author conduct this study again with larger population of participants in other universities to come up with more reliable results
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APPENDICES APPENDIX 1 QUESTIONNAIRE FOR LEARNER
This survey questionnaire is designed for my M.A Minor Thesis on
“FRESHMEN’S PERCEPTIONS OF THEIR PRONUNCIATION NEEDS IN
The English learning program at Hanoi University of Industry focuses on enhancing students' language skills through a comprehensive curriculum This initiative aims to equip students with the necessary tools for effective communication in a globalized world The study emphasizes the importance of practical application and immersive experiences in language acquisition By fostering a supportive learning environment, the university seeks to prepare graduates for successful careers in various industries Your participation in this survey is crucial for understanding the effectiveness of the program and will remain confidential.
4 What is your first language?
5 How many years have you been learning English?
☐ 1 year ☐ 2-5 years ☐ 6-10 years ☐ more than 10 years
6 How often do you use English?
7 What is your English level?
Part B: Your view on the importance of pronunciation in learning English
8 Do you take notice of pronunciation when learning English??
9 To what extent do you think that pronunciation is important in learning English?
10 In your opinion, which aspect(s) is/are related to pronunciation in learning English?
☐ Vocabulary and grammar Why? (Please clarify) _ _ _ _ _ _
11 In which level do you rate your English pronunciation?
12 How much information could you get when communicating in English with foreigners??
13 Could you point out the element which has most influence to communication?
Part C: Your views on your problems in the process of learning English pronunciation
15 You are taught pronunciation in every English lesson, aren't you??
16 Is it difficult to learn English pronunciation?
17 Which factors pose difficulties for you in learning English pronunciation?
☐ Amount of exposure to English
Part E: Your views on Vietnamese learners’ main goal in English pronunciation
18 To what extent do you agree that you prefer speaking English in their country accent style to native one?
19 To what extent do you agree that sounding like a native speaker is important in learning pronunciation?
20 To what extent do you agree that communicating purpose is much more important than sounding like a native speaker
21 What are your goals in learning pronunciation?
☐ to achieve intelligibility in communication
☐ to sound more like a native speaker
If you have any other observations about EFL pronunciation teaching, or any of the issues raised in this survey, please record them here