A study on pronunciation problems of the first year english major students at hung yen university of technology and education

The rest of the survey suggests some solutions to improve teaching and learning English pronunciation for teachers and second-degree first-year English major students at UTEHY.. Chapter

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ENGLISH PRONUNCIATION PROBLEMS OF THE FIRST-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU CÁC LỖI PHÁT ÂM TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Supervisor: Nguyen Thi Duyen, M.A Student: Nguyen Quang Vinh Student number: 11317081 Hung Yen – 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ENGLISH PRONUNCIATION PROBLEMS OF THE FIRST-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU CÁC LỖI PHÁT ÂM TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Student: Nguyen Quang Vinh Student number: 11317081 Supervisor: Nguyen Thi Duyen, M.A Hung Yen – 2021 i DECLARATION I hereby state that I-Nguyen Quang Vinh, from TAK15.1, certify my authorship of the study report entitled “A study on pronunciation problems of the first year English major students at Hung Yen University of Technology and Education” This graduation paper is the result of my own research and the substance of this graduation paper has not been submitted for a degree to any other university or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules Hung Yen, March 2021 Signature Nguyen Quang Vinh ii ACKNOWLEDGMENTS During the process of doing this graduation paper, I have received much necessary assistance, precious ideas, and timely encouragement from my teachers, family, and friends This paper could not have been completed without the help, encouragement, and support from several people who all deserve my sincerest gratitude and appreciation First of all, I wish to express my deepest gratitude to my supervisor – Mrs Nguyen Thi Duyen, the English teacher of the Faculty of Foreign Language, who has always been willing to give me valuable advice and suggestions so that I can complete successfully this study My graduation paper would have never been completed without her instructions I also would like to take this opportunity to show my sincere thanks to all my teachers at the Faculty of Foreign Languages, Hung Yen University of Technology and Education, who have handed me basic knowledge to complete this study I am so thankful to the second-degree first-year English major students at the Faculty of Foreign Language for their whole-heart participation in the study I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study I am equally indebted to my classmates for their suggestions and encouragement in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper iii ABSTRACT Pronunciation is one of the indispensable skills for English learners, especially students specializing in English However, there are many students who have difficulties in pronouncing English sounds This study aims at finding some problems in English pronunciation encountered by the first-year major students, especially is second-degree English major students, then giving some suggested solutions for teachers and students in teaching and learning pronunciation skill Both qualitative and quantitative method were used to analyze and to find the English pronunciation problems of the first-year students, then suggest solutions to the problems The research was conducted at Hung Yen University of Technology and Education and the subject of this study was the seconddegree first-year English major students of FFL There were 68 students and teachers as the subject of this study Data were collected through questionnaires, an open-ended question, and recordings (students' home-assignment videos) The result of analyzing errors in English pronunciation for first-year major students showed that three main findings were found: Students often mispronounce some English sounds (both vowels and consonants), not stress words or stress incorrect words, and mispronounce ending sounds To deal with these issues, the researcher recommended some solutions for both teachers and students to be better in teaching and learning English pronunciation in speaking lesson This research would have many benefits to both English teachers and students in terms of teaching and learning English pronunciation iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF CHARTS viii CHAPTER 1: INTRODUCTION 1 Rationale of the study Aim and objectives of the study Research questions Scope of the study The method of the study Significance of the study Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Overview of pronunciation 2.1.1 Definition of pronunciation 2.1.2 The importance of pronunciation 2.2.Some common pronunciation errors 2.2.1 English sounds 2.2.1.1 English vowels 2.2.1.2 English consonants 2.2.2 Stress 2.2.3 English ending sounds 10 2.3 Some strategies to improve English pronunciation 12 2.3.1 Some activities teachers can use in learning Speaking curriculum 12 2.3.1 Learning the International Phonetic Alphabet (IPA) 12 2.3.2 Learn to listen 12 2.3.3 Read out loud and record yourself 13 2.3.4 Other strategies to improve pronunciation skills 13 2.4 Summary 14 v CHAPTER 3: THE STUDY 15 3.1 Overview of Speaking lesson and pronunciation skill 15 3.2 Participants of the study 18 3.3 The research methodology 19 3.3.1 Analyzing pronunciation errors from Recordings 19 3.3.2 Survey questionnaires 19 3.4 Data analysis 20 3.4.1 Results and discussion from survey questionnaire for students and teachers 20 3.4.1.1 Teachers’ and students’ opinion about pronunciation skill 20 3.4.1.2 The problems of students when pronouncing English 21 3.4.1.2.1 The problems of students relate to English vowels 22 3.4.1.2.2 Students’ problems related to English consonants 24 3.4.1.2.3 Students’ problems related to English stress 26 3.4.1.2.4 Students’ problems related to English ending sounds 27 3.4.1.3 Some suggested solutions to improve students’ English pronunciation 28 3.4.1.3.1 Some effective pronunciation activities in pronouncing lessons 28 3.4.1.3.2 Some exciting activities in pronouncing lessons 29 3.4.1.3.2 Students’ and Teacher’ opinion about some effective solutions to improve English pronunciation 31 3.4.2 Results and discussion from recording (home-assignment videos) 32 3.5 Findings and discussion 33 3.6 Recommendations 36 3.6.1 Recommendations for students 36 3.6.2 Recommendations for teachers 38 3.7 Summary 38 CHAPTER 4: CONCLUTION 39 4.1 Summary of the study 39 4.2 Limitation of the study 39 4.3 Suggestions for furthers studies 40 REFERENCES 41 APPENDICES I APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS I vi APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS VI APPENDIX 3: STUDENT'S PRONUNCIATION ASSESSMENT TABLE XI vii LIST OF ABBREVIATIONS FFL: Faculty of Foreign Language UTEHY: Hung Yen university of technology and education IPA: International Phonetic Alphabet viii LIST OF CHARTS Chart Students’ opinion toward to English pronunciation skill 20 Chart Teachers’ and students’ opinion about the importance of English pronunciation skill 20 Chart Students’ problems in pronouncing 21 Chart 4.1 Students’ evaluation on their problems related to English vowels 22 Chart 4.2 Teachers’ evaluation on students’ problems related to English vowels 23 Chart 5.1 Students’ evaluation on their problems related to English consonants 24 Chart 5.2 Teachers’ evaluation on students’ problems related to English consonants 25 Chart 6.1 Teacher's assessment of students' stress problems 26 Chart 6.2 Students’ respond to the stress of the given words 26 Chart 7.1 Students’ evaluation on difficulties in pronouncing ending sounds 27 Chart 7.2 Teachers’ evaluation on students’ difficulties in pronouncing ending sounds 27 Chart 8.1 Students’ evaluation on the effectiveness of some pronunciation activities 28 Chart 8.2 Teachers’ evaluation on the effectiveness of some pronunciation activities 29 Chart 9.1 Students’ response to the exciting activities in English pronunciation lessons 30 Chart 9.2 Teachers’ respond to the exciting activities in English pronunciation lessons 30 Chart 10.1 Students’ opinion about some effective solutions to improve English pronunciation 31 Chart 10.2 Teachers’ opinion about some effective solutions to improve English pronunciation 31 38 3.6.2 Recommendations for teachers For teachers, teachers can help students improve their pronunciation skill through some pronunciation activities in class, pronunciation exercises at home such as recording a video on a certain topic and uploading it on the Facebook group of the class, the classmates will give suggestions for each video to help this student improve English pronunciation Some pronunciation practice activities in class that teachers can use such as letting students listen to the pronunciation of the syllables in the IPA, then the whole class will pronounce those syllables out loud, the teacher will correct students errors Besides, students can work in pair, the two of them will choose a topic to discuss for about 15 minutes (note that these two students will have separate articles) then they will present in front of the class, classmates will have the task of finding and correcting pronunciation errors for the presentator The content of this activity is that through pairing, students can discuss and help each other to the activity In addition, teachers can use some pronunciation videos to slide on the screen, then students will listen and pronounce those words Other activities such as letting students listen to a news on VOA, BBC, students have to copy it and speak it aloud in front of the class The purpose of this activity is mainly to practice pronunciation for students, so when students pronounce incorrectly, the teacher will help them correct their pronunciation 3.7 Summary In this chapter, research shows some pronunciation problems of students who are the first-year English major Besides, the study also finds out the suggested solution to improve their pronunciation To summary at the main contents analyzed above, the research introduces the last part as the conclusion of the study 39 CHAPTER 4: CONCLUTION 4.1 Summary of the study In general, the study aims at finding out the pronunciation problems of the first-year English major students and then suggesting some solutions to improve the pronunciation problems of the first-year English major students at UTEHY The results gained from research give the researcher enough confidence to say that the study has finally succeeded in completing the objectives mentioned in the introduction The study was divided into four chapters, the first chapter briefly covered the content of the study, aim and objective of the study, scope of the study, etc.; the second chapter presented literature review, the next chapter presented the author's analysis and finding through questionnaire and recording, and the last chapter is this chapter, conclude the study and then give suggestions for further study The research used qualitative and quantitative methods through questionnaires, one open-ended question and recordings through home-assignment videos of first-years English major students of FFL Based on those data, the researcher will point out the students' pronunciation problems, then the researcher will make the most objective comments and draw conclusions Besides, all the theory by different authors was collected that shows the term of pronunciation After analyzing the data, the result of the study points out that students have problems with English sounds, stress and ending sounds Finally, the author gives some suggested solutions for students to improve their pronunciation and some effective activities for teachers to help their students improve English pronunciation 4.2 Limitation of the study In the process of concluding the study, although the research has made a great effort, the mistake and shortcomings are inevitable First of all, because of limited time and the period time of the Covid-19 virus, the questionnaires were just done with 45 students, teachers, and 14 home-assigment videos This also partially affects the results of the study Secondly, due to the limitation of the scope of the study and the sampling population, the researcher only focuses on second-degree first-year English major students which account 40 for a small number of students at FFL, UTEHY So, the result of the study cannot be generalized Although the mentioned limitation, the researcher hopes that this research help teachers and students have effective pronunciation methods in teaching and learning English 4.3 Suggestions for furthers studies Because of limit of a paper, this study only focuses on some students' pronunciation errors, the further studies can refer to the following suggestions as: - Expand the scope of research: analyze and find out pronunciation errors of students with rhythm, intonation, accent, and sentence stress - Find out the effective learning methods for students when learning Speaking skills as well as pronunciation skill - Based on the results of this research, it can be extended to other modules such as Listening and Speaking skills In general, this study was successful in finding some students' pronunciation errors as well as helping students to have effective learning methods in pronunciation learning Besides, it also helps teachers have an overview of students' pronunciation errors, thereby teachers will have more effective teaching methods In short, due to the limitation of time and experience, shortcomings are unavoidable All comments are greatly appreciated to help the author's further studies would be better 41 REFERENCES [1] Avery, P & Ehrlich, S (1992), Teaching American English Pronunciation, Oxford University Press, Oxford [2] Crystal, D (2003), A dictionary of Linguistics and Phonetics, Oxford: Blackwell [3] Harmer, J (2001) The Practice of English Language Teaching London: Longman [4] Jenkins, J (2006) Global intelligibility and local diversity: Possibility or paradox? In R Rubdy & M Saraceni (Ed) English in the world: Global Rules, pp 32-39 London: Continuum [5] Lund, K (2003) Age and Accent, Retrieved September 8, 2009, from http://www.intel.dbp.dbu.dk/infodok/sprogforum/Espr26/Lund-eng.pdf [6] Nguyen, T.T.T (2007) Difficulties for Vietnamese when pronouncing English final consonants Hongskolan Dalana, Engelska C Uppsats [7] Oxford Advanced Learner’s Encyclopedic Dictionary (1992), Oxford University Press [8] Oxford Advanced Learner’s Encyclopedic Dictionary (2008), Oxford University Press [9] Oxford English Dictionary (2007), Oxford University Press [10] Pourhosein Gilakjani, A (2016) What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326 [11] Rachael, A.K (2003), Understanding English Variation, University of Survey – Roehampton, Week [12] Roach, P (2000), English Phonetics and Phonology, Cambridge: Cambridge University Press [13] Rogerson, P & JB Gilbert (1990), Speaking clearly, Cambridge: Cambridge University Press [14] Treiman, R (1985), Phonemic awareness and spelling: Children’s judgments not always agree with adults Journal of Experimental Child Psychology, 39, 182-201 [15] Treiman, R (1989), “The internal structure of the syllable”, In G Carlson and M Tanenhaus (Eds.), Linguistic structure in language processing, Norwell, MA: Kluwer Academic [16] https://en.wikipedia.org/wiki/Consonant [17] https://en.wikipedia.org/wiki/Diphthong [18] https://www.learning-english-online.net/pronunciation/stress-and-intonation/ I APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS Dear all students, My name is Nguyen Quang Vinh I am from class TAK15.1, Department of Foreign Language at Hung Yen University of Technology and Education (UTEHY) This survey questionnaire is designed for my graduation research The study focused on: “A study on pronunciation problems of the first-year English major students at Hung Yen University of Technology and Education” Therefore, I would like to this survey questionnaire in order to complete my survey research It is highly appreciated if you spend your time completing truthfully this questionnaire I would like to ensure that all the information provided by you is used for this researching only, not for any other purposes Besides, to ensure your individual you can be confident that you will not be identified in any discussion of the data I would like to thank you so much for your help and cooperation I.GENERAL INFORMATION What is your gender : Male Female 2.What is your age: 25-30 31-36 >36 Others ( ……years old) 3.How long have you been learning English (Bạn học tiếng Anh rồi) 10-15 15-20 >20 Others (… years) II STUDENTS’ PERSPECTIVE TOWARD PRONUNCIATION AT UTEHY How you feel about English pronunciation skill? (Bạn cảm thấy kỹ phát âm tiếng Anh) It is interesting It is difficult and boring It is difficult It is neutral It is quite easy and interesting Others It is difficult but interesting II What you think about the importance of English pronunciation skill? (Bạn nghĩ tầm quan trọng phát âm tiếng Anh) Very important Normal Important Not important III THE PROBLEMS OF LEARNERS IN ENGLISH PRONUNCIATION SKILL What problems you often encounter when pronouncing English? English sounds (Consonants and vowels sounds) Word stress Ending sounds All of them Do you often encounter with difficulties in pronouncing the following vowels? (Bạn có thường gặp khó khăn việc phát âm nguyên âm sau không?) STT Vowel Yes No STT Vowel /i:/: mean, peace 13 /ɪə/: near, hear /u:/: food, soon 14 /eə/: scare, hair /ɜ:/: bird, purse 15 /eɪ/: pain, face /ɔ:/: board, horse 16 /ɔɪ/: voice, boy /ɑ:/: card, pass 17 /aɪ/: nice, time /ɪ/: bit, fish 18 /əʊ/: home, most /ʊ/: pull, put 19 /aʊ/: house, loud /e/: men, yes 20 /ʊə/: tour, sure /ə/: banana, doctor 10 /æ/: man, bad 11 /ʌ/: but, rush 12 /ɒ/: pot, gone Yes No III Do you often encounter with difficulties in pronouncing the following consonants? (Bạn có thường gặp khó khăn việc phát âm phụ âm sau không?) (Note: first sound and ending sound) STT Consonants Yes No Consonants /p/ Pen, copy 13 /s/ Soon, cease /b/ Baby, job 14 /z/ Zero, music /t/ Tea, tight 15 /∫/ Ship, national /d/ Date, need 16 /ʒ/ Pleasure, vision /k/ Key, clock 17 /h/ Hot, ahead /g/ Get, giggle 18 /m/ More, hammer / tʃ / Church, match 19 /n/ Nice, know /dʒ / Judge, age 20 /ŋ/ Ring, anger /f/ Fat, coffee 21 /l/ Light, valley 10 /v/ View, heavy 22 /r/ Right, arrange 11 /θ/ Thing, author 23 /j/ Yet, use 12 /ð/ This, other 24 /w/ Wet, one Yes No Mark the stress on the following words: First syllable apply arrive money encounter determine potato information Vietnamese agreement Second syllable Third syllable IV 10 Do you often encounter with difficulties in pronouncing the following ending sounds? (Bạn có thường gặp khó khăn việc phát âm âm đuôi sau không?) Yes No Yes /k/ in ‘blank’ /lfθ/ in ‘twelfth’ /d/ in ‘blind’ /kst/ in ‘next’ /ks/ in ‘banks’ /ksθs/ in sixths /pt/ in ‘helped’ /ksts/ in ‘texts’ No IV SOME SUGGESTED SOLUTIONS TO IMPROVE LEARNING ENGLISH PRONUNCIATION SKILL 11 How you rate the effectiveness of the pronunciation activities? Effectiveness Ways Not effective Low effective Effective Very effective Practice in pairs Practice in groups Practice with the whole class Practice individually 12 In your opinion, which of following activities help you feel excited about learning pronounciation skill? Statements Watching movies in English 2.Singing the song with the lyrics Learning with your friends 4.Listening news in English in VOA, BBC,…and repeat 5.Taking part in English centers Watching some Talk Show in English such as Ted Talks, the Ellen DeGeneres Show… Strongly agree Agree Neutral Disagree Strongly disagree V 13 What are your opinions about some effective solutions to improve pronunciation skill? Statements Strongly agree Agree Neutral Disagree Strongly disagree Learning the International Phonetic Alphabet (IPA) Reading out loud and record yourself 3.Noticing the stressed words that you feel difficult and you often pronounce wrong Watching the English news in BBC, VOA,… Finding a conversation partner online Joining groups/activities/clubs with English speakers 14 What other suggestions can you give to improve pronunciation skill in English? (can write into Vietnamese) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… VI APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS Dear my beloved teachers, My name is Nguyen Quang Vinh I am from class TAK15.1, Department of Foreign Language at Hung Yen University of Technology and Education (UTEHY) This survey questionnaire is designed for my graduation research The study focused on: “A study on pronunciation problems of the first-year English major students at Hung Yen University of Technology and Education” Therefore, I would like to this survey questionnaire in order to complete my survey research It is highly appreciated if you spend your time completing truthfully this questionnaire I would like to ensure that all the information provided by you is used for this researching only, not for any other purposes Besides, to ensure your individual you can be confident that you will not be identified in any discussion of the data I would like to thank you so much for your help and cooperation I GENERAL INFORMATION Fill in the information where appropriate: What is your gender : Male Female What is your degree: Bachelor Master Dr Othersdegree How long have you been teaching English? years II TEACHERS’ PERSPECTIVES TOWARD PRONUNCIATION AT UTEHY Do you think pronunciation is important in teaching and learning English? Not important at all A little important Important Very important VII How you assess the first-year English major students' pronunciation? (second-degree students) Excellent Quite good Normal Bad III STUDENTS’ PROBLEMS IN ENGLISH PRONUNCIATION What problems your students often encounter when pronouncing English? English sounds (Consonants and vowels sounds) Word stress Ending sounds All of them Do your students have problems in pronouncing the following vowels? STT Vowel Yes No STT Vowel /i:/: mean, peace 13 /ɪə/: near, hear /u:/: food, soon 14 /eə/: scare, hair /ɜ:/: bird, purse 15 /eɪ/: pain, face /ɔ:/: board, horse 16 /ɔɪ/: voice, boy /ɑ:/: card, pass 17 /aɪ/: nice, time /ɪ/: bit, fish 18 /əʊ/: home, most /ʊ/: pull, put 19 /aʊ/: house, loud /e/: men, yes 20 /ʊə/: tour, sure /ə/: banana, doctor 10 /æ/: man, bad 11 /ʌ/: but, rush 12 /ɒ/: pot, gone Yes No VIII Do your students have problems in pronouncing the following consonants? STT Consonants Yes No Consonants /p/ Pen, copy 13 /s/ Soon, cease /b/ Baby, job 14 /z/ Zero, music /t/ Tea, tight 15 /∫/ Ship, national /d/ Date, need 16 /ʒ/ Pleasure, vision /k/ Key, clock 17 /h/ Hot, ahead /g/ Get, giggle 18 /m/ More, hammer / tʃ / Church, match 19 /n/ Nice, know /dʒ / Judge, age 20 /ŋ/ Ring, anger /f/ Fat, coffee 21 /l/ Light, valley 10 /v/ View, heavy 22 /r/ Right, arrange 11 /θ/ Thing, author 23 /j/ Yet, use 12 /ð/ This, other 24 /w/ Wet, one Yes No Which kind of words your students encounter with difficulties in mark the stress when pronouncing? Word with one syllable Word with two syllable Word with three syllable 10 Do your students encounter problems in pronouncing the following ending sounds? STT Yes No STT Yes /k/ in ‘blank’ /lfθ/ in ‘twelfth’ /d/ in ‘blind’ /kst/ in ‘next’ /ks/ in ‘banks’ /ksθs/ in sixths /pt/ in ‘helped’ /ksts/ in ‘texts’ No IX IV SOME SUGGESTED SOLUTIONS TO IMPROVE LEARNING ENGLISH PRONUNCIATION SKILL 11 How you rate the effectiveness of the pronunciation activities? Effectiveness Ways Not effective Low effective Effective Very effective Practice in pairs Practice in groups Practice with whole class Practice individually 12 In your opinion, which of following activities help your students feel excited about learning pronounciation skill? Statements Watching movies in English 2.Singing the song with the lyrics Learning with your friends 4.Listening news in English in VOA, BBC,…and repeat 5.Taking part in English centers Watching some Talk Show in English such as Ted Talks, the Ellen DeGeneres Show… Strongly agree Agree Neutral Disagree Strongly disagree X 13 What are your opinions about some effective solutions to improve pronunciation skill for your students? Statements Strongly agree Agree Neutral Disagree Strongly disagree Learning the International Phonetic Alphabet (IPA) Reading out loud and record yourself 3.Noticing the stressed words that you feel difficult and you often pronounce wrong Watching the English news in BBC, VOA,… Finding a conversation partner online Joining groups/activities/clubs with English speakers 14 What other suggestions can you give to improve pronunciation skill? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… XI APPENDIX 3: STUDENT'S PRONUNCIATION ASSESSMENT TABLE The words which students mispronounce or STT pronounce incorrectly Eg: /i:/: reason,… Vowels (/u:/, /ɜ:/, /ɔ:/, /ɑ:/, /ɪ/,… /ɪə/, /eə/, /eɪ/, /ɔɪ/,… ) English sounds Consonants Stress Ending sounds Eg: /p/ : peak,… (/b/, /t/, /d/ ,…….) Eg: /k/: like, make,…