Statement of the problem and rationale of the study
English has emerged as a global language, utilized by millions across various countries for communication, academic pursuits, and career opportunities in international firms The significance of English is underscored by Decision No 1400/QĐ – TTg issued on September 30th.
In 2008, the Prime Minister's Government mandated the inclusion of foreign language education at all levels of the national education system, including training levels In response to this directive, the principal of Phu Xuyen Primary School selected an approved English program from the Ministry of Education Since then, the school has implemented the Phonics Learning Box program from the United Kingdom to enhance English language learning.
2010 with the aim of providing students a chance to access an international language from the first grade of a primary school
Effective communication in daily life is the ultimate goal of learning a foreign language, yet many learners struggle to achieve this due to common pronunciation errors that hinder understanding As noted by Kelly (2000), consistent mispronunciation of phonemes can make it challenging for speakers from different language backgrounds to comprehend one another While mastering grammar and vocabulary is essential, as highlighted by Celce-Murcia (1985), these skills become ineffective without accurate pronunciation This perspective is supported by Hinofitis and Baily, emphasizing the critical role of pronunciation in successful language learning.
According to a study by Ha (2005), pronunciation issues significantly hinder the communication abilities of English foreign learners, more so than vocabulary or grammar To address these challenges, the Phonics program offers 70 learning sessions over two semesters throughout the academic year.
This syllabus provides students with two weekly periods dedicated to enhancing their English skills in reading, writing, listening, and speaking Each session includes frequent pronunciation practice, supported by two Vietnamese teachers who assist students in articulating English sounds, words, and short sentences Teachers are also required to create supplementary activities and identify students' pronunciation errors, particularly with word endings The implementation of this English program aims to improve students' speaking and communication abilities.
Observations in first-grade classes at Phu Xuyen Primary School reveal significant mispronunciation errors among 6-year-old students, particularly with word-final consonants Research indicates that Vietnamese learners struggle with final consonant clusters due to their absence in the Vietnamese language, leading to difficulties in pronunciation (Pham, 2009; Nguyen, 2011) A study by Nguyen (2004) found that all participants faced challenges with ending sounds, highlighting the critical role of pronunciation in effective communication This study aims to investigate the common pronunciation errors related to word-final consonants /s/, /z/, and /t/ among these young learners.
Aims of the study
The purpose of this study is investigating the common errors made by 6 year-old
- Identify the situation of errors made when pronouncing word-final consonants: /s/, /z/ and /t/ faced by those learners;
- Find out the causes of the errors;
- Provide some suggestions assisted by Phonics Program for both teachers and students to overcome the errors
It is hoped that the study will be considered as a useful document for both teachers and students to better their teaching and learning pronunciation.
Research questions
The study is expected to find answers to the following questions:
1) What is the situation of errors made when pronouncing word-final consonants: /s/, /z/ and /t/?
2) Why do 6 year-old students make those errors?
3) What are some possible solutions assisted by Phonics Program in helping teachers and students to correct those errors?
Scope of the research
The English language comprises 44 sounds, including 20 vowel sounds and 24 consonant sounds Vietnamese students typically do not struggle with all English vowels and consonants However, this study focuses specifically on the production of three word-final consonants—/s/, /z/, and /t/—by six-year-old students at Phu Xuyen Primary School The researcher has conducted multiple observations throughout the school year to assess the learning process of these students.
Significance of the study
Despite extensive research on word-final consonant errors, there is a notable lack of studies specifically examining the production errors of consonants like /s/, /z/, and /t/ Previous investigations predominantly targeted high school and university students, leaving a gap in research concerning young English learners Additionally, the data collection process can be particularly stressful for participants, especially those with lower proficiency levels.
This study aims to enhance English proficiency assessment by collecting data in a natural setting through games and activities, addressing limitations in previous research where students were tested in isolation Additionally, it seeks to improve data analysis by involving native speakers to evaluate students' pronunciation errors, particularly focusing on word-final consonants /s/, /z/, and /t/ By implementing these methods, the research aims to provide valuable insights into common pronunciation errors among 6-year-old students at Phu Xuyen Primary School.
Organization of the study
The study consists of three main parts as follow
The introduction outlines the problem statement, rationale, aims, research questions, scope, and significance of the study It also provides a brief overview of the methodology, including the research design, participant selection, data collection instruments, and data analysis procedures.
Part B of the article encompasses three chapters: Chapter 1, titled "Literature Review," provides a theoretical background and critical analysis of relevant studies; Chapter 2, "Methodology," outlines the research methodology, including participant descriptions, data collection plans, and analysis procedures; finally, Chapter 3, "Findings and Discussions," presents the results derived from the collected and analyzed research data.
In conclusion, this article addresses the implications and recommendations for addressing word-final consonant errors in six-year-old students Additionally, it offers suggestions for future research to further explore this important area of language development.
LITERATURE REVIEW
English consonants in general
Consonants are defined as sounds that impede the airflow through the mouth, as noted by Peter Roach (2000) While these sounds may restrict airflow, they do not completely obstruct it According to Jones (1972), consonants include voiced sounds with impeded airflow (/b/, rolled /r/), sounds where air does not pass through the mouth (/g/, /m/), and those that create audible friction (/f/, /v/, /s/, /z/, /b/) The English consonant system comprises 24 distinct consonants, categorized based on the place of articulation, manner of articulation, and voicing Kelly (2000) and Roach (2000) further classify these consonants into six distinct groups.
Inter- dental Alveolar Alveo- palatal Velar Glottal
The consonant sounds /s/ and /z/ are classified as alveolar fricatives, while /t/ and /d/ are categorized as alveolar stops To gain a deeper understanding of the sounds /s/, /z/, and /t/, it is essential to explore their phonological characteristics and articulation.
1.1.1 Phonological characteristics and articulation of the sound /t/
The alveolar stop /t/ is produced by pressing the tongue blade against the alveolar ridge, without contact with the front teeth, unlike the dental plosives found in various languages (Roach, 2000).
Figure 1: ( As retrieved from http://www.uiowa.edu/~acadtech/phonetics/ english/frameset-ad3.html )
The strong stop /t/ is aspirated, unlike the sound /d/ To pronounce the word "too" (/tʰu:/), place the tip of the tongue at the center of the alveolar ridge, ensuring only the tip is in contact, while allowing air to escape with the voiceless vowel /u:/.
1.1.2 Phonological characteristics and articulation of the sound /s/
Peter Roach (2000) describes the /s/ sound as an alveolar fricative, produced with a similar articulation to /t/ During its articulation, air flows through a narrow passage in the center of the tongue, resulting in a relatively intense sound.
Figure 2: ( As retrieved from http://www.uiowa.edu/~acadtech/phonetics/englis h/frameset-ad3.html )
O'Connor (1975) proposed that to achieve a pronounced /s/ sound, one should make slight adjustments in the positioning of the tongue's tip and blade, ensuring that the cold air strikes the tongue precisely at the center of the alveolar ridge, without moving too far forward or backward.
1.1.3 Phonological characteristics and articulation of the sound /z/
/s/ and /z/ are alveolar fricative with the nearly same articulation but /z/ is quite weak, short and may be voiced
(O‟Connor, 1975) The articulation of the sound is shown in figure 3
Figure 3:( As retrieved from http://www.uiowa.edu/~acadtech/phonetics/en glish/frameset-ad3.html )
Word-final consonants
The English language consists of 24 consonants, which can typically appear at the beginning, middle, and end of words, with exceptions for sounds like /h/ and /ʒ/ According to Yule (2006), the fundamental structure of a syllable in English highlights the importance of final consonants.
Consonant Vowel Consonant (s) According to Rachael (2003), there can be up to 4 consonants in a coda:
If there are no consonants at the end of the word, it has zero coda e.g go / ɡ o ʊ /
A single consonant is called the final consonant Any consonant except for /h/, /r/, /w/, /j/ may be a final coda e.g cat /kᴂt/, price / praɪs/
When there are two or more consonants standing at the end of the word, the term
“pre-final” and “post-final” are used
Two consonant clusters e.g help /help/, bank /bổŋk/
Three consonant clusters e.g next /nekst/
Four consonant clusters e.g prompts /pr ɒ mpts/
Vietnamese is a tone, monosyllabic language, and its consonants are classified into 22 initial consonants and 6 final consonants (Seen in Table 2 and Table 3)
Table 2: Vietnamese initial consonants (Duong, 2009)
Place of articulation/ Manner of articulation
Labial Alveolar Alveo- palatal Palatal Velar Glottal
Table 3: Vietnamese final consonants (Duong, 2009)
Manner of articulation Labial Alveolar Velar
According to Nguyen (2007), “the tone of each Vietnamese syllable structure covers the whole syllable and only the nuclear vowel is compulsory”
Tone Initial consonants Labialization Nuclear vowel Final consonant/Semi-vowel
According to Doan (1999, as cited in Nguyen, 2007), Vietnamese final consonants can be categorized as follows: the phoneme /m/ appears in words such as "em" [ɛɯ] (meaning "I" or "younger sibling"), "lượm" [lɯɪɤ:m] (meaning "pick up"), and "nghiêm" [ŋiem] (meaning "strict") The phoneme /n/ is found in words like "ăn" [an] (meaning "eat"), "làm" [la:m] (meaning "do"), and "phiên" [fien] Additionally, the phoneme /ŋ/ has three allophones that vary in pronunciation.
[ŋm]: bilabialized, produced by rounded vowels /u, o, ɔ / - xong [soŋm], súng [ ʃ uŋm] không [xoŋm]
[ŋ]: corresponding to letters „nh‟, proceded by front vowels /i, e, ɛ / - bệnh [beŋ], tình [tiŋ], nhanh [ŋaŋ]
In Vietnamese phonetics, the sound [ŋ] appears in words such as "tặng" [taŋ], "thiêng" [t h ieŋ], and "chuộng" [cuoŋ] The phoneme /p/ is characterized by a lack of air release after pronunciation, evident in words like "úp" [up], "Pháp" [fap], and "tiếp" [tiep] The /t/ sound in Vietnamese is pronounced shortly and sharply without aspiration, unlike English, as seen in words like "ớt" [ɤ:t], "giết" [ziet], and "ghét" [g ɛ t] Lastly, the /k/ sound occurs at the end of syllables represented by the letters "c" and "ch," with linguists agreeing that this phoneme has three allophones that are distributed complementarily.
[kp]: this ending sound is bilabialized if the consonant is preceded by round vowels /u, ɒ , ɔ ] - ngọc [ŋ ɔ kp], cốc [kp], nhục [kp]
[c]: preceded by front vowels /i, e, ɛ/, performed by letters “ch” - nghịch [ŋic], lệch [lec], sách [sa:c]
In the Vietnamese language, the final semi-vowel /w/ occurs in the diphthongs and triphthongs formed by the letters "u" or "o" following vowels, as seen in examples like đau [da:w], vào [va:w], and đều [dew] Similarly, the semi-vowel /j/ is found with the letters "i" or "y" when preceded by vowels, creating diphthongs and triphthongs such as tay [ta:j] and dài [da:j].
1.2.3 Comparison between Vietnamese and English word-final consonants
In both English and Vietnamese syllables, the basic structure comprises a consonant, a vowel, and a coda However, a key distinction lies in the type of coda each language permits Vietnamese allows either a vowel or a consonant as a coda, exemplified by the semi-vowel /ṷ/ in the word "đau." In contrast, English restricts its coda to consonants, as seen in the word "go," where the final sound is a vowel, resulting in a zero coda with no consonant present.
Most English consonants can appear in various positions within words, including initial, medial, and final placements In contrast, Vietnamese consonants predominantly occur only in the initial position Additionally, English allows for final consonants to form single or complex clusters with multiple consonants in succession, a feature that is absent in the Vietnamese consonantal system.
This study explores the final consonant sounds /s/, /z/, and /t/ across two languages, revealing that only the sound /t/ appears in the final position in both languages In contrast, the sounds /s/ and /z/ are not found at the end of English words, as illustrated in Table 1 and Table 3.
Vietnamese learners often face challenges in pronouncing English word-final consonants due to the differences between the two languages Many students struggle to articulate these final consonant sounds, frequently omitting them altogether Even when they recognize the presence of these sounds, significant pronunciation errors still occur.
Pronunciation errors
Errors and mistakes are very common in learning any new foreign language Lennon,
Errors in language learning, as defined by Ellis (2008), are linguistic forms that a learner produces which would unlikely be generated by a native speaker in similar contexts Burt and Krashen (1982) describe these errors as the flawed aspects of learner speech or writing Distinguishing between errors and mistakes, Brown (2007), Ellis (1997), and Corder (1981) explain that mistakes are performance errors resulting from carelessness or slips, while errors indicate a learner's lack of understanding of the language system Learners may make mistakes when they know the correct form but fail to apply it, whereas errors arise from systematic gaps in their competence, highlighting areas that are unfamiliar to them (Adrian, 1994).
Learners often make numerous errors while acquiring a foreign language, as it involves mastering new ways to use speech organs for producing unique sounds (Ha, 2005) Consequently, pronunciation errors can arise spontaneously during conversations Jenkins (2006) describes these errors as variants that hinder mutual understanding of the intended message in communication.
Based on different criteria, errors can be categorized in many ways Politzer & Ramirez
(1973, as cited in Taylorson, 2011) showed the first way to categorize errors was to
“make linguistic categories such as morphology, syntax, and vocabulary” The fact information of the observation characteristics carried out by Duley, Burt and Krashen
In 1982, four types of errors were identified in language use: omission, addition, misformation, and misordering Omission refers to the absence of necessary items in a well-formed utterance, while addition involves the inclusion of items that should not be present Misformation occurs when the incorrect form of a morpheme or structure is used, and misordering involves the incorrect placement of morphemes or groups of morphemes within an utterance.
The descriptions appear to be appropriate for learners with intermediate to advanced English proficiency Additionally, a study involving 6-year-old students with limited English skills revealed insights into their understanding of the language.
(2005) was much more suitable with 3 types of errors, sound omitted, sound confusion, sound redundancy In this study, the researcher intends to follow the error types from
Ha (2005) to clarify the most common errors in pronouncing word-final consonants, examine the reasons and suggest some possible solutions
Vietnamese learners often encounter pronunciation errors due to several key factors These include a limited understanding of articulation manners and places, negative interference from their native language, a lack of awareness regarding standard pronunciation, and insufficient practice and drills (Duong, 2009, p.48).
Many Vietnamese learners face challenges in mastering English due to differences in speech structure and articulation The primary obstacle is often a lack of proficiency in English, which hinders both speaking and writing skills Additionally, learners frequently encounter "transfer errors," which arise from interference with their native language, as well as "intralingual errors," which occur within the target language itself (Ellis, 2008, as cited in Taylorson, 2011).
The findings of the two studies are reasonable but would be more convincing with detailed descriptions of the participants In Duong's (2009) article in the Vietnam National University Journal of Science, only "Vietnamese learners" are mentioned without specifics on their proficiency, ages, or learning experiences Similarly, Taylorson (2011) examined the final consonant errors of a single L1 Mandarin-speaking Master's student in the UK but also failed to provide comprehensive participant details Each learner faces unique challenges with final consonants, highlighting the need for a thorough investigation into the pronunciation abilities of six-year-old students to identify their specific errors.
METHODOLOGY
Research design
A case study, as defined by Becker (1970), involves an in-depth analysis of a single instance, suggesting that significant insights can be gained from exploring one case thoroughly This approach aims to produce findings that extend beyond the individual subject, as noted by Fidel (1984) Nunan (1992) further describes a case study as an "instance in action," emphasizing the researcher's observation of specific characteristics within the context of the case In this study, the researcher focuses on examining word-final consonant errors among 6-year-old students at Phu Xuyen primary school, aiming to understand these errors within their specific educational environment.
Participants of the study
The study involved 35 first-grade students, aged 6, who began learning English at the start of the 2013 school year, along with two Vietnamese teachers instructing these classes Prior to this, the students had no exposure to English in kindergarten The focus of the research is crucial, as teaching English to young learners is essential for developing accurate pronunciation of sounds, words, and sentences Furthermore, fostering a love and passion for learning English at this early stage is vital for their successful introduction to a new foreign language.
Data collection procedure
Richards (1980) identified several elicitation techniques for conducting error analysis, including translation, free composition, elicited imitation, picture description, sentence completion tasks, structured interviews, and story-telling These methods aim to collect "experimental data" that enables researchers to obtain specific language insights and assist learners in producing relevant data (Coder, cited in Taylorson, 2011) In this study, the researcher plans to employ two experiments to gather such data, alongside questionnaires distributed to both teachers and students, to investigate the causes of errors and identify potential improvement techniques.
To be more specific, the data gathering procedure of the study is divided into 3 phases as follows
This observation paper aims to document the teaching and learning of the ending sounds /s/, /z/, and /t/ among 6-year-old students at Phu Xuyen Primary School Throughout the entire school year, seven specific facts were assessed using a five-point ranking system—never, seldom, sometimes, often, and always—during each English class This approach ensures that the collected data is both reliable and reflective of natural learning experiences.
Fact 1shows the information gained from the teaching such ending consonant sounds /s/, /z/, and /t/
Fact 2 indicates the status of making errors in pronouncing the ending sounds /s/, /z/, /t/ faced by the students
Facts 3 - 4 find out the causes of the students‟ making such errors
Facts 5 - 7 examine the strategies applied by the teachers at this primary school to help the students to remove the errors
Six-year-old students will participate in two separate reading aloud tasks on different days, as the recording schedule is aligned with the school's English timetable Due to their limited attention spans and difficulty in sitting still for extended periods, it is necessary to spread the recording sessions over multiple days to ensure effective participation.
The layout of the classroom is crucial for effective recording, with the researcher positioned centrally to capture high-quality audio from all participants using an mp3 recorder To enhance the recording experience, the researcher incorporates engaging activities that create a pleasant atmosphere To address potential challenges related to non-native speakers, a native speaker will review the recordings to ensure the accuracy of the students' pronunciations, thereby increasing the reliability of the results The recording phase consists of two key tasks.
Task 1 with the least challenging asks participants to read aloud the content of each picture card with the picture describing the word and its spelling
Task 2 is more difficult task for 6-year-old students when they have to read aloud the whole sentences that are prepared carefully
Phase 3: Questionnaire The questionnaire aims at finding out the causes of making errors and investigating some effective solutions There are two different survey questionnaires, which are carried out in this study The first questionnaire is written in Vietnamese for 6 year-old students fully understand the questions and give the answers appropriately When delivering the questionnaire for students, each question will be explained carefully so that students can fulfill the task without any difficulty
There are 8 questions in this questionnaire Questions 1 - 4 show readers an overview of learning English word-final /s/, /z/, /t/ of 6-year-old students at Phu Xuyen primary school
Question 5 aims at seeking the causes of making the errors
Questions 6 - 7 investigate whether students have tried any strategies to improve their pronunciation
Then, some exact strategies carried out by teachers at Phu Xuyen primary school are investigated in question 8
The English version of the survey questionnaire for teachers focuses on assessing their awareness of teaching ending consonant sounds to Grade 1 students at Phu Xuyen Primary School It includes six questions, with the first question addressing the total weekly teaching hours allocated for each class.
Question 2 shows teachers‟ opinion about the importance of teaching pronunciation Questions 3 - 6 aim at finding an overview of teaching the ending consonant sounds for Grade 1 students.
Data analysis procedure
This study aims to identify the common pronunciation errors of word-final consonants /s/, /z/, and /t/ among 6-year-old students at Phu Xuyen Primary School Data collected from observation papers highlight the teaching and learning practices related to these consonants across various English lessons The researcher, acting as an observer, meticulously prepares and analyzes these observation papers to uncover the underlying issues.
The analysis focuses on data from two reading aloud tasks, specifically examining 21 English final consonants According to O'Connor (1975), the consonant sounds /w/, /j/, and /h/ do not appear at the end of words, leading to the exclusion of these sounds from the study Each of the 21 words used in Task 1 features a unique final consonant sound, which is recorded to assess the number and percentage of errors made by learners This assessment aims to identify which final consonant sounds are particularly challenging for students Additionally, the task facilitates the classification of error types and their frequencies Following the identification of the most problematic consonants, participants are tasked with reading aloud three specific words that end with the sounds /s/, /z/, and /t/.
In 2005, research identified three types of phonetic errors: sound omission, sound confusion, and sound redundancy In Task 2, participants read aloud three sentences rich in final consonants /s/, /z/, and /t/, selected from a previous task to facilitate easier completion These sentences are transcribed using basic phonemic scripts The activities in Phase 2 are structured from least to most challenging, helping to alleviate student nervousness and enabling learners to perform at their best.
The study employs two distinct survey questionnaires: one targeting students and the other aimed at teachers The students' questionnaire, administered to 35 participants after completing two reading aloud tasks, gathers insights on their perceptions regarding the causes of errors in pronouncing ending consonant sounds /s/, /z/, and /t/, as well as potential solutions for correction Prior to participation, all individuals involved in the recordings and questionnaire responses provide informed consent to address ethical considerations Meanwhile, the teachers' questionnaire seeks to assess educators' awareness and strategies for teaching and correcting these specific pronunciation errors among students.
FINDINGS AND DISCUSSIONS
Common errors in pronunciation
The observation and recording phase revealed that students frequently mispronounced the ending sounds /z/, /s/, and /t/ Analysis of the observation papers showed that teachers often neglected to provide detailed instruction on these sounds during lessons, contributing to the students' pronunciation errors The data summarized in Appendix 1 highlights the number and percentage of errors, allowing for a focused discussion on the most problematic word-final consonants in Table 5 below.
Word-final consonant sound Number of subjects with errors Percentage of errors (%)
Word-final consonant sound Number of subjects with errors Percentage of errors (%)
Table 5 reveals that the /z/ consonant sound is the most challenging for students, with 82.86% of 6-year-olds at Phu Xuyen Primary School making errors Table 6 highlights that the predominant error type is sound omission, as evidenced by a 68.97% error rate in Task 1.
A significant percentage of students, specifically 76.67%, struggled with the pronunciation of the sound /z/ in task 2, indicating a notable increase in errors Additionally, sound confusion emerged as a prevalent issue, particularly when students read entire sentences In task 1, 24% of students exhibited sound confusion, which increased to 26.67% in task 2, highlighting the challenges faced during reading tasks.
% of them in task 2 deviated the ending sound /z/ to / ʧ / The sound /z/ sometimes was pronounced into / ʤ / and no one added extra sound for this ending sound
A survey conducted among English teachers at Phu Xuyen Primary School revealed that all teachers prioritize students' pronunciation, particularly focusing on ending sounds They employ various methods, such as using Phonics software and conducting class-wide reading exercises, to address mispronunciations However, when asked if they consider mispronounced ending sounds as mistakes, only 50% acknowledged them as such, indicating a lack of clarity in distinguishing between mistakes and errors Additionally, the absence of the /z/ sound in the Vietnamese consonant system contributes to the challenges Vietnamese students face in mastering this pronunciation.
Table 6: Number of subjects with errors in pronouncing the ending sound /z/ and types of errors in isolated words
Number of subjects with errors
A study involving thirty-five students revealed that 57.14% struggled with the pronunciation of the ending sound /s/ According to the data, over 80% of the students failed to articulate the /s/ sound correctly, while 15% confused it with /ʃ/, and others mistakenly pronounced it as /ʒ/ The analysis indicated that the difficulty level of the tasks contributed to the increased error rates during reading aloud Additionally, a survey of teachers showed that only 50% sometimes provided detailed instruction on the articulation of sounds Despite efforts to familiarize students with the /s/ sound, which does not appear at the end of Vietnamese words, the number of pronunciation errors remained high.
Table 7: Number of subjects with errors in pronouncing the ending sound /s/ and types of errors in isolated words
Number of subjects with errors
In a study analyzing pronunciation errors, it was found that 60% of subjects mispronounced the ending sound /t/, similar to previous findings with the sounds /s/ and /z/ Notably, 66.67% of participants failed to articulate the /t/ sound, with this percentage rising to over 70% in Task 2 While 19.05% of subjects in Task 1 recognized the need to pronounce /t/, many substituted it with /tr/ due to a misperception of aspiration (Ha, 2005) In Task 2, confusion between /t/ and /tr/ decreased to 8.33% Additionally, 14.29% of participants added an /s/ sound to the /t/ in the final position, with this error increasing to 20.83% in Task 2.
Table 8: Number of subjects with errors in pronouncing the ending sound /t/ and types of errors in isolated words
Number of subjects with errors
The /t/ consonant sound appears in both English and Vietnamese, yet a survey revealed that 83% of participants found word-final consonants challenging to pronounce, while only 17% disagreed This highlights the difficulties young learners face, even when mastering their native language.
Figure 4: Students' perceptions of the difficulty of pronouncing the word-final consonants
Sources of error reasons in 3 ending consonants
According to Ha (2005), learning a language involves mastering a new method of utilizing speech organs, which includes controlling them to produce sounds unique to that language This process can be particularly challenging due to the complexities associated with some speech organs.
Many foreign learners, including adults, struggle with pronunciation due to the difficulty of controlling sounds that are not visible and are located deep in the pharyngeal cavity Consequently, it is understandable that six-year-old students, who are very young learners with limited English proficiency, often make errors in their spoken communication.
This study reveals that students frequently struggle with pronouncing the ending sounds /s/, /z/, and /t/, primarily due to the inherent differences between English and their native language In English, omitting the pronunciation of these ending sounds can lead to communication breakdowns, while in the students' native language, these sounds are recognized but not pronounced clearly Additionally, the absence of /s/ and /z/ in the Vietnamese final consonant system further complicates students' pronunciation accuracy Consequently, the linguistic disparities between the two languages significantly impact the correctness of students' pronunciation.
Students' hobbies and learning habits significantly contribute to mispronunciation in English, particularly regarding word-final consonant errors According to the data collected, 74.29% of students tend to pronounce words based on their perceptions or by imitating sounds from teachers and peers Additionally, 77.14% of students admitted to a lack of practice in reading these consonant sounds, attributing their errors partly to laziness Psychological factors also play a role, with 45.72% of students expressing concerns about mispronouncing ending sounds and 48.57% feeling shy when seeking assistance This lack of confidence further exacerbates their difficulties with pronunciation.
Table 9: Students‟ opinion about the causes of errors
Thực trạng học phát âm các âm cuối /s/, /z/, /t/
Number of subjects and (percentage of evaluation)
Có lúc đúng Đúng Rất đúng a Con không được Thầy/ Cô giáo hướng dẫn cụ thể cách phát âm
00.00% b Lúc nào con cũng nghĩ con đọc sai 02
00.00% c Con sợ và xấu hổ khi phải nhờ Thầy/ Cô giáo hoặc bạn chỉ cho con cách đọc
25.71% d Con tự phát âm theo cách con cảm nhận 00
74.29% e Con bắt chước cách phát âm của Thầy/
Cô giáo và các bạn trong lớp
91.43% f Con không chăm chỉ luyện phát âm thường xuyên
Figure 5: Percentage of students‟ opinion about the causes of errors
Strongly AgreeAgreeNeutralDisagreeStrongly disagree
3.2.2 External reasons 3.2.2.1 Reasons from teachers
A recent survey of students revealed that both internal factors and teacher activities significantly impact pronunciation skills Observations indicated that teachers often neglected to focus on correcting students' pronunciation of ending sounds such as /s/, /z/, and /t/ Notably, 85.71% of participants felt their teachers did not adequately instruct them on these sounds Despite the emphasis on English learning at Phu Xuyen Primary School, students lack sufficient knowledge and skills in pronunciation, particularly regarding word endings.
The findings reveal a discrepancy between teachers' self-reported practices and students' experiences in learning articulation While 50% of teachers claimed they often introduced the place and manner of articulation, and another 50% stated they always did, most students reported a lack of detailed instruction on ending sounds Additionally, concerns were raised about teachers' pronunciation, as 91.43% of students attempted to imitate sounds from teachers or peers, yet the quality of teachers' pronunciation in class remains questionable.
Errors in pronouncing the ending consonant sounds /s/, /z/, and /t/ are often attributed to various factors outlined in textbooks Specifically, students dedicated 30.77% of their learning, or 8 lessons, to mastering the /z/ sound, while 23.08%, or 6 lessons, focused on the /t/ sound.
During the observation period, mispronunciation errors of the /s/ sound increased across four lessons, with a recorded error rate of 15.38% This trend indicates that students struggle with ending sounds, but it also suggests that their pronunciation could significantly improve with better-designed lessons and increased practice time.
Suggestions to remove problems
The Phonics software for Grade 1 features 26 engaging lessons designed to guide students from basic language units, such as letters and sounds, to more complex elements like words and phrases Each lesson captivates students with interesting videos narrated by native speakers, while Vietnamese teachers play a crucial role in helping students listen to and imitate these language components A survey of teachers revealed that 50% sometimes use the software to highlight ending sounds of isolated words; however, only 25.72% of teachers reported introducing these sounds in detail To address this gap, it is essential for teachers to utilize the software more effectively to thoroughly teach every ending sound.
Table 10: Students' reflection on their teacher‟s strategies to help them to overcome the errors
Number of subjects and (percentage of evaluation)
Luôn luôn a Con được Thầy/ Cô giáo dạy chi tiết cách phát âm
00.00% b Con được nghe phần mềm chuẩn của Anh và nhắc lại nhiều lần
17.14% c Con được luyện đọc to từng âm tại lớp
00.00% d Phương pháp khác 100 % of students did not add any strategy
Figure 6: Percentage of Students' reflection on their teacher‟s strategies
Learning a foreign language requires students to listen to and imitate native speakers Since 2010, the Box United Kingdom program has been implemented in schools to enhance students' listening skills and pronunciation from a young age A recent study revealed that 51.43% of students reported their teachers frequently encouraged them to listen and pronounce words However, there was an increase in errors related to ending sounds, indicating that while teachers at Phu Xuyen primary school generally utilized the software, they overlooked the importance of isolated English sounds Additionally, none of the survey respondents indicated that they often read aloud in class Therefore, it is crucial for teachers to focus on the software's pronunciation of ending sounds and provide opportunities for each student to read aloud, facilitating easier identification and correction of pronunciation errors.
3.3.2 Phonics with self-correction program
Questions 6 – 8 of the students‟ survey questionnaire investigated whether students have tried any strategies to improve their pronunciation 82.86 % of the participants circled the answer yes for the question “Khi học đọc 1 từ, con có thử phát âm theo các cách khác nhau cho đến khi con đọc chính xác các âm cuối /s/, /z/, /t/ không?” and continued to do the question 8 with the detailed description of many strategies The data was analyzed by using both Table 11 Students’ self-strategies to correct the errors and Figure 7 Percentage of students’ frequencies of applying these self-strategies
Table 11: Students‟ self-strategies to correct the errors
Number of subjects and (percentage of evaluation)
Thường xuyên Luôn luôn a Con nghe và bắt chước theo các Thầy/Cô hoặc các bạn nước Anh
03.45% b Con nhờ Thầy/Cô hoặc các bạn cùng lớp giúp hướng dẫn cách phát âm
00.00% c Con cố gắng chăm chỉ luyện phát âm thường xuyên hơn
00.00% d Phương pháp khác 100 % of students did not add any strategy
Figure 7: Percentage of students’ frequencies of applying these self-strategies
AlwaysOftenSometimesSeldomNever
In a study, it was found that 48.28% of participants had never listened to or imitated standard sounds from native speakers in Phonics software, indicating a lack of engagement with the lessons Nearly two-thirds of students were prompted to use the software, yet many passively absorbed the material Additionally, 48.57% of students felt too shy to seek help from teachers or peers, which correlated with their error patterns Alarmingly, 48.28% of students did not frequently practice English ending consonant sounds To address these issues, educators should foster a supportive classroom environment and actively engage students with appealing visuals and entertaining songs in the software.
Summary of findings
After a year of observing six-year-old students during English lessons, the researcher identified significant pronunciation errors, particularly with word-final consonants This case study aims to highlight the common pronunciation mistakes made by young learners at Phu Xuyen Primary School, explore the underlying causes of these errors, and propose effective solutions to help students improve their pronunciation skills.
Data collection at Phu Xuyen Primary School involved various instruments, including observation papers, two experimental recording tasks, and follow-up questionnaires for both teachers and students The quantitative and qualitative data from 35 students across two classes were meticulously analyzed by the researcher and a native speaker using well-defined criteria.
Concluding marks
In this research, the passionate English teacher aimed to explore the theoretical background of pronunciation, focusing specifically on word-ending consonant sounds The findings from each research question will be summarized in the subsequent sections, serving as a valuable reference for English teachers and researchers interested in teaching word-final consonant sounds effectively.
What is the situation of errors made when pronouncing word-final consonants: /s/, /z/ and /t/?
A study involving thirty-five students revealed that nearly 75% struggled with 21 word-final consonants while reading aloud from flashcards Specifically, 82.86% made errors with the ending sound /z/, 60% with /t/, and 57.14% with /s/ The most frequent error types included sound omission, sound confusion, and sound redundancy Approximately 70% of participants omitted ending sounds, 20% experienced sound confusion, and some added an extra /s/ to words ending in /t/.
Why do 6 year-old students make those errors?
A study utilizing questionnaires and observation papers identified key causes of pronunciation errors among students The primary issue was found to be sound imitation from peers and teachers, rather than proper listening and repetition of standard sounds from the Phonics - Learning Box United Kingdom software Additionally, 85.71% of students lacked guidance on the pronunciation structure of isolated sounds There was a discrepancy between teacher and student surveys, with 50% of teachers claiming they taught articulation techniques Observations revealed that Vietnamese teachers at Phu Xuyen primary school focused on word recognition without emphasizing ending sounds Furthermore, 45.72% of students with lower proficiency hesitated to seek help, and 77.14% admitted that laziness contributed to their mispronunciations.
%) The other cause was the students‟ perception of their own pronunciation 45.72 % of them kept thinking of their mispronunciation.
What are some possible solutions assisted by Phonics Program in helping teachers and students to correct those errors?
Many participants struggled with ending consonant sounds, despite nearly 70% reporting frequent opportunities to listen to and repeat the standard software, Phonics – Learning Box United Kingdom The issue stemmed from the ineffective methods employed by Vietnamese teachers in utilizing the software.
During the observation, it became evident that the teacher relied heavily on a mechanical teaching method, primarily asking students to listen and repeat without providing explanations or focusing on word-final sounds To improve this approach, teachers should incorporate standard sounds and engaging video materials to thoroughly introduce these sounds to students Data analysis revealed that 45.71% of students struggled to recognize individual sound pronunciations, and none had the opportunity to read aloud individually Therefore, it is crucial for teachers to emphasize the presentation of ending sounds and ensure each student has a chance to practice speaking in front of the class Additionally, to combat student passivity and lack of motivation, educators should create a comfortable English learning environment and actively engage students through appealing visuals and songs in the software.
Teaching recommendations
This minor thesis explores the teaching and learning of word-final consonant sounds /s/, /z/, and /t/ at Phu Xuyen Primary School It identifies the underlying causes of difficulties faced by students and proposes potential solutions, aiming to equip teachers, parents, and students with the necessary knowledge to address these challenges effectively.
Teachers who recognize ending sound errors as mistakes must shift their perspective and take responsibility for enhancing students' pronunciation through the Phonics Program implemented in Grade 1 classes This program provides various images that mimic sounds, which teachers should leverage to introduce sounds comprehensively Additionally, to ensure students articulate words with clear ending sounds, educators can employ a technique that focuses on each letter of a word in the "Learn to Read" component before students attempt to read the word For instance, students should pronounce the isolated sounds /r/, /a/, /b/, /b/, /i/, /t/ before reading the word "rabbit."
In the pronunciation class, it was observed that only a few students engaged in reading aloud in front of their peers To promote equal learning opportunities, teachers should ensure that all students have the chance to practice their pronunciation skills.
Addressing students' psychology in pronunciation classes is crucial for enhancing their reading aloud skills To engage shy students, teachers should create a comfortable and enjoyable learning environment that encourages participation Additionally, consistent practice of ending sounds is essential; both teachers and parents should prioritize regular practice sessions Students lacking confidence in their pronunciation should listen to and imitate standard sounds from a Phonics program rather than relying solely on their peers or teachers Fostering a supportive classroom atmosphere where students feel safe to speak and receive constructive feedback is a significant achievement for educators Ultimately, a joyful and friendly English environment promotes knowledge absorption and boosts students' confidence in their pronunciation skills.
Limitations and suggestions for further research
This research offers teachers a theoretical framework for understanding English pronunciation, particularly focusing on word-final consonant sounds The analysis of data collected from 6-year-old students at Phu Xuyen Primary School reveals common errors in producing the sounds /s/, /z/, and /t/ By identifying the causes of these errors, the findings provide valuable insights and strategies for educators to assist their students in improving their pronunciation skills Overall, this study addresses the needs of those interested in enhancing English pronunciation among young learners.
Due to time constraints and the scope of this minor thesis, the study focused on only three consonant sounds at the final position—/s/, /z/, and /t/—rather than the full set of 21 English consonants The language items used in the experimental tasks were also limited by the students' cognitive levels Furthermore, the study's methodology required improvement, as the researcher planned to include interviews to assess the students' natural sound production but ultimately relied on only two recording tasks and questionnaires The inclusion of standard software for analyzing specific types of ending consonant errors would enhance the reliability of the results Additionally, psychological factors related to young learners may have influenced the quality of their responses.
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Dao, T M (2012) A study on common mistakes made by Vietnamese learners of
English when pronouncing English final consonants MA minor thesis Vietnam
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Duong, T N (2009) Mistakes or Vietnamese English Journal of Science, Vietnam National University
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Retrieved July 21 st , 2014 from http://faculty.washington.edu/fidelr/RayaPubs/TheCaseStudyMethod.pdf
Ha, C.T (2005) Common pronunciation problems of Vietnamese Learners of English Journal of science-Foreign languages, Vietnam National University, Hanoi
Daniel Jones' "An Outline of English Phonetics," published by Cambridge University Press in 1972, provides a comprehensive overview of English phonetics For educators seeking guidance on teaching pronunciation, G Kelly's 2000 work, "How to Teach Pronunciation," offers valuable insights and strategies, published by Person Longman Education in England.
Le, N H (2011) A study on common mistakes made by Vietnamese beginners of
English in pronouncing ɵ, ð , ʃ, ʒ, ʤ, ʧ and possible solutions MA minor thesis Vietnam National University, Hanoi
In her 2011 MA thesis, Nguyen T H explores effective strategies for correcting common pronunciation errors related to final consonant clusters among second-year English majors at Phuong Dong University The study highlights the significance of addressing these pronunciation challenges to enhance overall language proficiency and communication skills in English learners By implementing targeted instructional techniques, the research aims to improve students' pronunciation accuracy and confidence in spoken English.
Vietnamese speakers often face challenges when pronouncing English final consonants, as highlighted in Nguyen's 2007 study from Hürgskolan Dalarna This linguistic difficulty is rooted in the phonetic differences between Vietnamese and English, which can lead to mispronunciations O'Connor's 1975 work on phonetics further emphasizes the importance of understanding these sound distinctions to improve language proficiency Addressing these pronunciation issues is crucial for effective communication in English for Vietnamese learners.
Roach, P (2000) English Phonetics and Phonology - A practical course, Cambridge University Press, Cambridge
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In Table 5, when analyzing errors made by each speaker in the table below, the researcher used 2 symbols for correct pronunciation and for incorrect one.
APPENDIX 2 Task 1: Look at the pictures and read aloud the words
Duck worm rabbit fish lemon drive gallop giraffe mouth breathe deer garage ostrich bridge sing tribe
Task 2: Read aloud the sentences below
1 Horse likes to eat grass
2 Rabbit is flying a white kite
3 Mouse likes apple juice and lemon juice
APPENDIX 4 PHIẾU ĐIỀU TRA NGHIÊN CỨU
Bài viết này trình bày các câu hỏi được thiết kế nhằm nghiên cứu về các lỗi phát âm phổ biến của học sinh lớp 1 trường TH Phú Xuyên, đặc biệt là khi phát âm các phụ âm cuối /s/, /z/, và /t/ Cô xin chân thành cảm ơn các em đã tham gia trả lời những câu hỏi này.
1 Con đã học phát âm trước khi học lớp 1 chưa?
A Đã tham gia B Chưa từng tham gia
2 Một tuần con được học mấy buổi tiếng Anh?
3 Con có được học cách đọc từng từ trong khi học tiếng Anh trên lớp không?
4 Con có thấy việc phát âm đúng âm /s/ trong từ “cats”, /z/ trong từ “mouse”, /t/ trong từ “rabbit” có khó không?
5 Con hãy dùng bút chì đánh dấu vào ô có mặt cười phù hợp để trả lời những câu hỏi bên tay trái nhé
Khi con học phát âm các âm cuối /s/, /z/, /t/ Hoàn toàn sai
Nhiều lúc, con cảm thấy mình không học cách phát âm đúng, dẫn đến việc luôn nghi ngờ khả năng đọc của bản thân Con thường xuyên lo lắng và xấu hổ khi không biết cách phát âm chính xác từ ngữ Thay vì luyện tập, con tự phát âm theo cách riêng của mình và chỉ bắt chước cách phát âm của thầy cô giáo cùng bạn bè trong lớp Tuy nhiên, con chưa dành thời gian để luyện phát âm một cách thường xuyên.
6 Khi học đọc 1 từ, con có thử phát âm theo các cách khác nhau cho đến khi con đọc chính xác các âm cuối /s/, /z/, /t/ không?
7 Con hãy dùng bút chì đánh dấu vào ô có mặt cười phù hợp để trả lời những câu hỏi bên tay trái nhé
Luôn luôn a Con nghe và bắt chước theo các Thầy/Cô hoặc các bạn nước Anh trong băng
Để cải thiện kỹ năng phát âm, con nên thường xuyên nhờ Thầy/Cô hoặc bạn bè trong lớp hỗ trợ hướng dẫn Việc luyện tập phát âm hàng ngày là rất quan trọng Ngoài ra, con có thể tìm kiếm những phương pháp học tập khác để nâng cao khả năng phát âm của mình.
Hãy cho cô biết nào:
8 Con hãy dùng bút chì đánh dấu vào ô có mặt cười phù hợp để trả lời những câu hỏi bên tay trái nhé
Cách thức Chưa bao giờ
Để cải thiện kỹ năng phát âm, con luôn được Thầy/Cô giáo hướng dẫn chi tiết cách phát âm cuối Con cũng thường xuyên nghe đĩa hoặc đài và nhắc lại nhiều lần để củng cố kiến thức Ngoài ra, con được luyện đọc to từng âm trên lớp để nâng cao khả năng phát âm Thầy/Cô còn áp dụng các phương pháp khác để hỗ trợ việc học của con.
This questionnaire is a crucial component 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!
1 How many periods do you have to teach for each grade 1 class?
2 What do you think about the importance of teaching pronunciation for your students?
E Not very important at all
3 While teaching English in class, have you ever paid attention to help students to pronounce correctly the sound /s/ in the word “cats”, /z/ in “mouse”, /t/” in rabbit”?
4 Towards the students‟ mispronunciation the ending sounds, do you perceive as a mistake?
5 Have you ever tried any methods to improve your students‟ pronunciation?
If Yes, come to Question 6 If No, stop here
6 How often do you apply the following methods to improve your students‟ pronunciation?
Never Seldom Sometimes Often Always a Use the Phonics software to introduce the place and manner of articulation of each sound in detail b Listen and imitate the standard sounds
Never Seldom Sometimes Often Always c Reading aloud d Other methods (please specify…)
THANK YOU FOR YOUR COOPERATION!