A STUDY ON COMMON PRONUNCIATION ERRORS MADE BY FIRST-YEAR STUDENTS AT THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY AND SOME SOLUTIONS..docx

A STUDY ON COMMON PRONUNCIATION ERRORS MADE BY FIRST-YEAR STUDENTS AT THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY AND SOME SOLUTIONS

INTRODUCTION

R ATIONALE

English has become increasingly vital as a global language, emphasizing the importance of pronunciation accuracy for effective communication While understanding grammar rules and having a broad vocabulary are essential, the ability to pronounce words correctly plays a critical role in successful communication.

Language learning encompasses a range of skills, including grammar, vocabulary, reading, writing, and speaking Ellis (1997) emphasized that proper pronunciation is a crucial component of effective speaking While mastering grammar and vocabulary is important, learners also need to pronounce words and structures correctly Fraser (2000) pointed out that even if a speaker makes occasional errors in vocabulary, grammar, or pragmatics, clear pronunciation ensures that the message is understood In contrast, poor pronunciation can impede comprehension, even when other linguistic elements are correct.

Hewing (2004) highlighted that pronunciation is essential for both speaking and listening in communication Listeners rely on the ability to recognize spoken language based on phonemes and phonological systems Thus, speakers must articulate clearly and accurately to facilitate understanding. Thornbury (2006) further emphasized that mispronunciations are a common cause of miscommunication.

Given the phonological differences between English and Vietnamese,Vietnamese learners often face challenges in English pronunciation.

Mispronunciations can result from a lack of understanding the relationship between letters and sounds Therefore, it's crucial to educate learners on correct pronunciation and understanding word meanings (Torat, 2001).

The study aims to identify common pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University It seeks to understand the underlying reasons for these errors and propose practical solutions to improve students' pronunciation skills when learning or speaking English.

Therefore, the study entitled “A study on common pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University and some solutions”.

A IMS AND O BJECTIVES OF THE S TUDY

The study aims to point out pronunciation errors of the first-years students at the Faculty of English, Hanoi Open University and suggests some solutions to improve their pronunciation skills For these reasons, the research objectives of the study are as follows:

- To figure out typical pronunciation errors faced by first-year students at the Faculty of English, Hanoi Open University.

- To assess the causes of pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University.

- To recommend possible solutions to improve the pronunciation skills of the first-year students at the Faculty of English, Hanoi Open University.

S COPE OF THE S TUDY

- Academic scope: English pronunciation errors.

- Social scope: The first-year students at the Faculty of English, Hanoi OpenUniversity.

R ESEARCH Q UESTIONS

The research is primarily concerned with answering the following questions:

Question 1: What are the attitudes of first-year students at the Faculty of English, Hanoi Open University toward pronunciation?

Question 2: What are the pronunciation errors faced by first-year students at the Faculty of English, Hanoi Open University?

Question 3: What are the causes lead to the pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University?

Question 4: What are some practical solutions to improve the pronunciation skills for first-year students at the Faculty of English, Hanoi Open University?

M ETHODS OF THE S TUDY

The study focuses on some typical pronunciation errors and suggests some solutions for first-year students at the Faculty of English, Hanoi Open University to improve English pronunciation skills.

In this study, quantitative and qualitative methods were used The quantitative technique was used to study the common errors made by first-year students at the Faculty of English, Hanoi Open University when acquiring English pronunciation Furthermore, the qualitative method was employed to describe and analyze the causes of errors committed by first-year students at theFaculty of English, Hanoi Open University.

D ESIGN OF THE S TUDY

The study is divided into three sections The first section is also the first chapter – the Introduction, in which the rationale, aims and objectives, scope, research question, and methods of the study are mentioned.

The second section is the thesis development It includes four chapters: Literature Review, Research Methodology, Result, and Discussion The Literature Review chapter discusses crucial The chapter addresses fundamental theoretical foundations and previous study results relating definition of pronunciation, phonology, phonetics as well as differences between error and mistake The research methodologies chapter is considered to be very important It describes the data collection instruments, procedures, and gathering research tools (questionnaires, records of the students’ speaking, and tests) The following part indicates the interpretations and analyses of causes related to the previous chapter The study's concerns will be resolved in the Solution section by providing appropriate solutions.

The final chapter is the deciding section This section will present the study’s summary, limitations, and the application of research into practical communication.

LITERATURE REVIEW

D EFINITION OF T ERMS

Pronunciation serves as a fundamental skill in language acquisition, playing a pivotal role in enabling effective communication It is universally recognized as an essential aspect of language learning that significantly impacts a learner's performance and proficiency The Longman Dictionary defines pronunciation as "the way in which a language or a particular word is pronounced." Clarity and intelligibility in speech are crucial for mutual understanding, transcending mere syntactical correctness and vocabulary usage Even with occasional errors in other linguistic domains, learners who articulate words accurately are generally comprehensible Conversely, poor pronunciation, despite flawless grammar, hinders effective communication and may render speech incomprehensible.

Yates (2002) characterizes pronunciation as the production of sounds aimed at conveying meaning, while Paulston & Burder (1976) describe it as the establishment of a sound system that facilitates clear communication from both the speaker's and listener's perspectives Otlowski (1998) defines pronunciation as the accepted manner of uttering words.

Elder (2004, p 95) and Khalifa (2020, p 13) advocate for a model-based approach to provide students with detailed feedback on their pronunciation errors and guidance on rectifying them, especially when compared to native speakers' utterances.

Trask (1996: 291) offers a more encompassing perspective, defining pronunciation as "the manner in which speech sounds, especially connected sequences, are articulated by individual speakers or speakers in general." In contrast, Pennington & Richards (1986: 208) provide a more technical definition, linking pronunciation primarily to the articulation of individual sounds and, to a lesser extent, to the stress and intonation patterns of the target language.

Mastering English pronunciation is often viewed as a daunting task for learners, demanding substantial dedication and practice to achieve proficiency (Aliaga García, 2007; Martínez-Flor et al., 2006; Pourhosein Gilakjani, 2016). Accurate pronunciation is essential for effective communication and is a critical component of language education While a solid grasp of grammar and vocabulary is beneficial, without clear pronunciation, learners may struggle to convey their ideas effectively (Pourhosein Gilakjani, 2012).

Dalton and Kelly (1997; 1969) argued that pronunciation is often neglected in language instruction, overshadowed by grammar and vocabulary teaching. Many Vietnamese learners prioritize learning grammar and vocabulary over pronunciation, either due to a lack of phonetic understanding or the belief that other language skills are more important As a result, while they may have a strong foundation in grammar and vocabulary, they often face challenges in maintaining fluent conversations due to pronunciation issues Derwing & Rossiter (2002) found that pronunciation is a significant challenge for many English learners, with communication difficulties frequently linked to pronunciation errors.

Cameron (2012, p 58) acknowledged the complexities of achieving clear and natural English speech, which may be influenced by the pronunciation ofESOL instructors The primary goal for foreign language learners (FLL) is intelligibility, ensuring they can communicate effectively and be easily understood Additionally, the level of exposure to the language can impact pronunciation skills, with Mahon (2002, p 42) suggesting that students' pronunciation abilities are shaped by their daily interactions with English.

Pronunciation errors can be influenced by various factors, including the learner's first language Some mispronunciations may stem from interference from the learner's native language While interlanguage errors in pronunciation are common, not all mistakes can be attributed to the learner's mother tongue Despite the diverse influences on English pronunciation, learners from different backgrounds often make similar pronunciation errors due to various reasons Burleigh (2005, p 76) emphasizes the importance of analyzing every sound in a speaker's speech to understand their pronunciation accurately.

Phonology is a pivotal subfield within linguistics that focuses on the systematic organization and structure of sounds in languages Various scholars have contributed to the conceptualization of phonology, providing nuanced definitions that underscore its importance in understanding the intricate sound patterns and relationships within languages.

Kenstowicz (2014) posits phonology as an inquiry into the patterns governing the selection and utilization of sounds in a language Yule (2016, p 88) elaborates further, characterizing phonology as the systematic study of a language's sound system and its underlying patterns This definition emphasizes the abstract nature of phonology, moving beyond the mere physical articulation of speech sounds to explore the conceptual frameworks that govern them.

In a similar vein, Richards & Schmidt (2010: 433) define phonology as the systematic analysis of distinct sound units, known as phonemes, and their interrelationships within a linguistic system Crystal (2008) and Visonil and Marlina (2020) emphasize the role of phonology in elucidating the rules and patterns that govern phonetic relationships and the distribution of sounds, often referred to as the "phonological environment."

For instance, the phoneme /l/ demonstrates varying articulations contingent upon its phonological context In words such as "wealth" and "health," where /l/ precedes the interdental sound /ɵ/, it is realized as a dentalized /l/. Conversely, in words like "hill," "like," and "skill," where /l/ appears before or after a vowel, it manifests as a dark /l/ These phonological phenomena exemplify the intricate patterns and relationships between sounds that phonology seeks to elucidate and understand.

In phonetics, sounds are thought to be studied The variety of sounds that people employ in their languages can be objectively described and analyzed,according to Mahon (2002, p 27) According to Wiese R (2006), phonetics is defined “that part of language which comprises the systematic and functional properties of sound in language.” To clarify, phonetics falls under the acoustic category It is a field of linguistics that investigates how speech sounds are produced Phonetics comes in three primary forms They are as follows: A.Articulatory Phonetics: the study of sound production B Auditory Phonetics:the study of how sounds are perceived and received C Acoustic phonetics:examines sound waves It studies and distinguishes between sounds using spectrographs Linguists identify sounds based on wave frequency

According to articulatory phonetics sounds are classified as a.) consonants b.) vowels and c.) semivowels or semi-consonants.

It is referred to be the smallest abstract unit that distinguishes meaning. Kwnaroqiaa (1979, p.25) defined "distinctive or contrastive sound in a language." This indicates that because sounds can have multiple meanings, they have some sort of communicative value "Minimal Pairs" typically serve as a means of distinguishing between sounds with various meanings Words that differ in one sound that sets one word apart from another, such as "can,"

"man," and "fan," or "Shut, cut, and but," are instances of “Minimal Pair” It is actually thought that a phoneme's accurate pronunciation contributes significantly to an individual's oral ability.

According to the Oxford Advanced Learner’s Dictionary, a consonant is a speech sound that partially or completely stops the flow of air through the mouth while speaking Thiem (2004) describes consonants as sounds produced by obstruction in the articulators, which are not easily audible, not gentle, and do not have a consistent frequency.

D IFFERENCES BETWEEN E RRORS AND M ISTAKES

Mistakes and errors are not the same thing According to Green and Tanner (1998, p 93), a mistake is characterized as "a slip of the tongue," where "the learner knows the correct form but has temporarily forgotten it." They further suggest that learners can often catch and correct their own mistakes, attributing them to factors such as fatigue or lack of concentration In contrast, Gass and Selinker (2008) define errors and mistakes differently, stating that

"a mistake can be self-corrected, but an error cannot." They emphasize that

“errors are "systematic", likely to occur repeatedly and not recognized by the learner, requiring the intervention of a teacher or researcher for detection”(Gass & Selinker, 2008).

M OTHER T ONGUE E FFECT

There is no denying that mother tongue interference affects L2 learning.Differences between L1 and L2 may cause mistakes to be made unintentionally or unconsciously That being said, not every inaccuracy could be attributed to L1 Errors may indicate "gaps in learner's knowledge" or just sporadic performance lapses, Rod Ellis (1997) and Hojati (2012) signal

In addition to the consonant and vowel differences highlighted previously, this issue can be further understood as stemming from interference from one's native language.

The influence of the mother tongue on pronunciation is not solely determined phonetically; it is also influenced by the speaker's dialect For example:

According to Phan, Nguyen, and Nguyen (2021) “Many students often confuse /s/ and /ʃ/, with a common error being the substitution of /s/ for /ʃ/, particularly when it occurs as the initial sound For example, "shoe" may be pronounced as "sue", or "Pen" may become "Ben" It typically takes nearly a week to correct this pronunciation Learners may notice that this error is prevalent among individuals from the Southern region.”

Hence, according to Duong (2009), Vietnamese learners of English,particularly those with a Hanoi dialect (from the Northern region), often struggle to articulate /ʒ/ as a fricative sound and tend to pronounce it as /z/.

V OCABULARY

Despite starting their English education in primary school and continuing through college or university, many students still have a limited vocabulary. While they receive instruction in basic English skills at university, real-life conversations with native speakers often involve slang, idioms, and phrasal verbs As a result, first-year English majors frequently encounter difficulties in communication, relying on simple words only Furthermore, in English- speaking classes, the lack of vocabulary presents another hurdle, leading to uninspiring and ineffective communication.

C OMMON E RRORS IN E NGLISH P RONUNCIATION

Knowing how sounds work in students' native language (L1) can help us understand the challenges they might face English and Vietnamese are quite different: Vietnamese is in the Austro-Asiatic language family, while English is in the Indo-European family These language families are distinct, and their differences affect the contrast between English and Vietnamese There is an array of English pronunciation errors made by Vietnamese students, thus due to the limitations in the length of this study, the most focused pronunciation errors mentioned are consonant and vowel errors, word stress and student’s recognition of vocabulary.

2.5.1 Common Pronunciation Errors in Differences of Consonants

On the other hand, English comprises 24 consonant sounds (/p, b, t, d, k, g, f, v, θ, ð, s, z, ʃ, ʒ, h, ʧ, ʤ, m, n, ŋ, l, w, r, j/), as documented by various sources (Deterding, 2005; Roach, 1991), and showcases a variety of final consonants and consonant clusters (Schuberg, et al., 2013) The following figures provide an overview of the consonant inventories in Vietnamese and English.

Figure 2.1 English consonants (Deterding, 2005; Roach, 1991)

Vietnamese contains 22 consonants at the beginning of words, including /b, m, f, v, t̪, t̪h, d, n, s, z, l, ʈ, ȿ, ʐ, c, ɲ, k, ŋ, x, ɣ, Ɂ, h/ (Dinh and Nguyen, 1998;Duong, 2009) Additionally, it features 6 final consonants (/m, n, ŋ, p, t, k/) and 2 semi-vowels (/ɪ̯/ and /ʊ̯/) or approximants (/j/ and /w/) at the end of words (Dinh and Nguyen, 1998; Duong, 2009; Kirby, 2011; Schuberg, et al.,2013)

Table 2.2 Vietnamese initial consonants (adapted from Dinh and Nguyen, 1998; Kirby, 2011; Tang, 2007)

Place of articulation/Manner of articulation

As previously mentioned, English comprises 24 consonants (Roach, 1983),which can be categorized based on three criteria: voicing, manner of articulation, and place of articulation Moreover, in English, consonants can occur at the beginning, middle, or end of words.

In contrast, Vietnamese possess 30 consonants: 22 initial consonants and 8 final consonants (Thuat, 1980) Among the final consonants, there are 6 consonants (p, t, k, m, n, ŋ) and 2 semi-consonants, also known as semivowels: (/ɪ̯/ and /ʊ̯/) Specifically, in the case of semi-consonants, there may be instances where there is no change in the final phoneme's timbre, resulting in a zero ending consonant, as seen in words like má (mother), lá (leaf), chợ

(market), and thơ (poetry) Alternatively, there may be a change in the final phoneme's timbre (closing), leading to the presence of ending consonants, as exemplified by words like tai (ear), đau (pain), and thau (jar).

In Vietnamese, syllables vary in their endings Certain syllables, like má, cho, đi, maintain the sound quality of the main phoneme, referred to as a zero consonant Additionally, when the articulators close, some syllables undergo a change in sound quality at the final phoneme, resulting in two types: semi- consonants (/ɪ̯/ and /ʊ̯/), such as (/ɪ̯/) in tai (ear) and (/ʊ̯/) in đau (hurt), and consonants, exemplified by /n/ in chân (leg), /k/ in khóc (cry), and /t/ in sốt

However, Peter Roach (1983) suggests that in English, consonants can occur in the initial, middle, and final positions Additionally, with the exception of / h/ (glottal), all consonants are classified as either fortis (strong) or lenis (weak) This classification depends on the pronunciation of the syllables preceding the final consonant sound, which may contain short vowels, long vowels, or diphthongs:

 Long vowels result in weak final consonants (lenis), as seen in examples like "rye" /rai/, "hers" /hɜ:z/, "rise" /raiz/, and "heard" /hɜ:d/.

 Short vowels lead to strong final consonants (fortis), as demonstrated by words such as "hearse" /hɜ:s/, "rice" /rais/, "right" /rait/, and "hurt" /hɜ:t/.

Similarly, the final consonants in syllables containing /p/, /t/, and /k/ in words like "belt" /belt/, "bump" /bʌmp/, and "bank" /bổŋk/ are considered strong consonants, as are consonants like /l/, /m/, and /n/ in English.

Furthermore, English includes consonants that are absent in Vietnamese. These are approximants, which consist of bilabial /w/, palato-alveolar /r/, and palatal /j/ It's important to note that while the consonants /k/ and /g/ in English are velar plosives, in Vietnamese, /k/ is a tongue plosive and /ɣ/ is a tongue fricative Additionally, Vietnamese possesses a consonant, /ɲ/, that is not present in English Due to these differences, some Vietnamese learners may struggle with pronouncing certain English consonants, such as /ʧ/ and /ʤ/.

2.5.2 Common Pronunciation Errors in Differences of Vowels

English vowels are characterized by four factors: (i) vowel length, (ii) tongue height, (iii) tongue position, and (iv) lip rounding There are 11 distinct single vowels in English, comprising 5 long vowels and 6 short vowels (Roach,

To make the description clearer, a chart of English vowels is given below:

English vowels also include a type of vowel known as a trip-thong A trip- thong involves a rapid transition from one vowel to another and then to a third vowel, all without interruption Trip-thongs can be formed by combining the five closing diphthongs described previously with the vowel /ə/ added at the end They are: ei + ə = eiə (mayor , player) ai + ə = aiə (liar, fire) ɔi + ə = ɔiə (loyal, royal) əʊ +ə = əʊə (lower, mower) aʊ + ə = aʊə (power, hour)

Vietnamese has three types of vowels, including acute (front): i, e, ɛ, ɛ̆, light grave: ɯ, ɤ, ɤ̌, a, ă, grave (back): u, o, ɔ, ɔ̌ These vowels can be presented in figure 2.5:

English features trip-thongs, which are vowel sounds that involve a quick transition through three different vowel qualities within a single syllable. However, Vietnamese does not include this type of vowel in its phonetic inventory Trip-thongs present difficulties for English learners as they are pronounced rapidly, making them challenging to discern accurately.

In both English and Vietnamese, the sound /i/ exists Despite their visual similarity, the /i/ sound in English is shorter and closer to the front of the mouth compared to the /i/ sound in Vietnamese Another sound that students often find challenging is the distinction between /ɔ/ in Vietnamese and /ɒ/ in English While the English sound /ɒ/ is a low rounded vowel, the Vietnamese sound /ɔ/ is a mid-rounded vowel However, the English /ɒ/ sound is pronounced with more rounding and further back in the mouth compared to the Vietnamese /ɔ/ sound As a result, there are subtle differences in their pronunciation.

As a result, there are noticeable differences in pronunciation between the two languages.

D IFFERENCES BETWEEN E NGLISH S TRESS - V IETNAMESE T ONES

Although both English and Vietnamese utilize the Latin script, there are numerous differences between the two languages.

Vietnamese and English, despite sharing the Latin script, manifest strikingly distinct phonological characteristics Vietnamese is predominantly monosyllabic, meaning that each word typically consists of a single syllable that serves as a self-contained unit of meaning and pronunciation This is exemplified in the Vietnamese sentence "Mèo thích cá," where each word-“Mèo,” “thích,” and “cá” - is articulated as a separate entity. Moreover, Vietnamese is tonal, with each syllable being associated with a specific lexical tone that can alter the meaning of words Although Vietnamese lacks a comprehensive system of word stress, accentual prominence at the phrasal level contributes to the rhythmic structure of the language (Nguyen, 1970, 1980; Thompson, 1987).

In contrast, English is characterized by its polysyllabic nature, with many words being composed of multiple syllables Stress plays a crucial role inEnglish phonology, serving as a means of emphasizing particular syllables to convey meaning effectively As described by Roach (1982), stress encompasses various parameters, including clarity, duration, pitch, and volume For instance, in the word "OcTOber," the stress is placed on the second syllable Roach further categorizes stress into word stress, phrase stress, and sentence stress, each with its distinct characteristics Additionally, English employs a culminative word stress system, with the majority of words having stress on their initial syllable due to the prevalence of short stressed word roots and reduced suffixes (Dauer, 1983; Garde, 1965).

The phonological disparities between English and Vietnamese necessitate careful attention from Vietnamese learners of English Recognizing these differences is vital for acquiring accurate pronunciation and enhancing communicative competence in English.

RESEARCH METHODOLOGY

P ARTICIPANTS

The participants of this study were first-year students of the Faculty ofEnglish, Hanoi Open University with a total number 45 students who were selected randomly They were all freshmen and had learned English chiefly in formal EFL classroom context All participants had a common English background for at least ten years in schools and one semester at Hanoi OpenUniversity As for their language proficiency all participants were intermediate based on the results of University entrance examination.Participants were initially acquainted with the study's objectives.

D ATA C OLLECTION I NSTRUMENTS

The study employs a combination of quantitative and qualitative strategies.Gay, Milla, and Airasian (2009) outline that the term "quantitative" implies a significant reliance on statistical analysis to interpret data obtained in this research approach Consequently, quantitative research demands a substantial participant pool to generate reliable statistical findings regarding the studied phenomena In contrast, Gay, Milla, and Airasian (2009) elucidate that unlike the quantitative approach, qualitative methodology does not hinge on numerical data or statistics Rather, it entails the gathering, analysis, and interpretation of comprehensive narrative and visual data to uncover insights into a specific phenomenon of interest.

In this study, questionnaires and recording were the methods employed to collect data To describe more specifically, the data collection instruments are presented as follows:

Questionnaires were divided into two sections for the purpose of data analysis for the next chapter of this study.

For the purpose of answering the first question: “What are the attitudes of first-year students at the Faculty of English, Hanoi Open University toward pronunciation?”, prior to commencing the survey addressing the primary research topic of "common pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University”, students were prompted to share their perspectives on pronunciation This included queries about their experience (E) with English learning (three questions) and their feelings (F) towards pronunciation (three questions):

1 How long have you been learning English? (E)

2 Are you interested in learning pronunciation skills? (F)

3 Do you think pronunciation is an important factor when speaking English? (F)

4 In your perspective, how difficult about English pronunciation ? (F)

5 In your opinion, which is your pronunciation level? (E)

6 How much time do you spend on practicing speaking/pronunciation (per week)? (E)

Considering what the question was about, they were asked to select one of the options which are sorted by level as follows:

1 Yes 1 Very good 1 Extremely difficult

To explore the research questions further, the next questionnaire aimed to uncover students' perceptions of the problem The questionnaire was employed to identify the reasons behind students' pronunciation errors during speaking.

The causes categories below were listed based on the researcher’s observation and the previous literature review.

1 Most of my pronunciation errors are made due to the Vietnamese sound system interference.

2 Limited vocabulary and its pronunciation.

4 Lack of confidence while speaking in public.

5 Limited opportunities for English usage in their daily experience.

For the recording, this study utilized a list of individual words The lexical word list was chosen with the intention of covering the regions where errors are most likely to occur based on the literature.

D ATA C OLLECTION P ROCEDURE

All participants were required to answers all compulsory questions which were in the form of choosing the appropriate answer

Next, to record their voices, participants had to read the sentences and vocabulary list aloud They had to upload their recording by pasting their Google Drives link in the survey The researcher listened and analyzed the students’ pronunciation by listening the records through the links they shared.

Then the students’ pronunciation problems were found in the records were constructed in the form of notes The listener must be familiar with the sound units in order to interpret and respond The analysis was carried out taking into consideration earlier studies on the constructive phonological analysis ofEnglish.

FINDINGS AND DISSCUSSION

S TUDENTS ’ A TTITUDES

The results of questions about student’s attitude play a part in reflecting the pronunciation errors they make These results are listed in the following tables and charts.

Figure 4.1 Students’ years of learning English

The graph illustrates that a significant portion of students, approximately58%, have been engaged in English studies for over seven years Conversely,only 7% of students have embarked on their English learning journey within the last two to four years It means that a small minority of students do not have a standard of English when they enter Hanoi Open University, so the fact that they choose English as their major is truly a big challenge ChoosingEnglish as their major presents a considerable challenge for these students, as they may struggle to keep pace with their peers in class Consequently, the majority of English majors, comprising 58%, likely have a solid foundation inEnglish communication if they can overcome their obstacles Conversely, for the remaining students who have recently begun their English studies, it will require considerable time and effort to catch up with their peers and enhance their English speaking skills and pronunciation.

Table 4.2 First-year student’s attitude toward English pronunciation

YesNumber of students Percentage (%) NoNumber of students Percentage (%) Not reallyNumber of students Percentage (%)

Are you interested in learning pronunciation skills?

Do you think pronunciation is an important factor when speaking English?

The table clearly highlights the significant emphasis placed by the majority of students on the importance of speaking English, particularly focusing on pronunciation According to the data, a striking 88.9% of students perceive pronunciation as highly important when speaking English, with approximately 84,5% expressing a specific interest in honing their pronunciation skills This indicates a growing trend of recognizing the significance of pronunciation in English communication Conversely, a mere4% of students express boredom or disinterest in pronunciation, as well as around 4% demonstrate a lack of attention to this aspect Approximately 9% of students fall into the category of showing no particular attitude toward speaking Overall, the majority of students acknowledge the essential nature of learning pronunciation, reflecting a positive attitude toward improving this aspect of their English language skills.

Figure 4.3 First-year students’ pronunciation proficiency

Good Average Bad Very bad

Improving English speaking proficiency is a primary goal for students, but it requires consistent effort Over 80% of students perceive their speaking skills as average, indicating a widespread need for enhancement In contrast, about11.1% of students feel confident in their fluency, rating themselves as excellent speakers Notably, a significant portion of students falls into the average or below-average category in terms of English proficiency This suggests that many students face challenges, particularly in pronunciation,which impacts their overall speaking abilities.

Figure 4.4 Students’ Opinions about the Difficulty of Pronunciation

This pie chart reflects first-year students’ perspectives on the process of pronouncing and speaking English In general, the majority of participants found it difficult to pronounce English, with the figure of more than 60%. When comparing with the data in the figure 4.3 above, although the number of students is more interested in pronunciation skills, in reality, they find some obstacles to speaking or pronouncing English.

Figure 4.5 Students’ practicing-time on speaking/pronunciation per week

According to the data, only 13% of students allocate a recommended two to four hours weekly for practicing English speaking and pronunciation The pie chart highlights that the vast majority of students invest insufficient time in honing their spoken English skills, which could hinder their progress Almost90% of students show little interest in daily speaking practice, indicating a general reluctance to engage in consistent English communication exercises.

S TUDENTS ’ P RONUNCIATION E RRORS

For question 2 “What are the pronunciation errors faced by first-year students at Faculty of English, Hanoi Open University?”, there was a list of words were required students to record their pronunciation The word list is organized based on the objective of identifying pronunciation errors at various positions.

The recorded content was carefully transcribed and evaluated to identify any significant pronunciation mistakes made by the students The main phonetic issues that students have with pronunciation are listed in the tables below.

Table 4.6 Pronunciation Errors in the terms of Phonology and Word

FALSE Average percentage (%) birth breathe far car question future sale smile wild

Total 84.00% love glove sheep meat

Correct Pronunciation Mispronunciation chaos /ˈkeɪ.ɒs/ /tʃaʊ/ or /ćou/ 82.00% soldier /ˈsəʊl.dʒər/ /ˈsəʊl.diər/ 93.00% purpose /ˈpɜː.pəs/ /ˈpɜːpouz/ 91.00% schedule /ˈʃedʒ.uːl/ /'ske.djʊər/ 91.00%

Word Recognition omitting /l/ a, Sound /θ/ and /ð/:

These two consonants /θ/ and /ð/ represent some of the most frequent pronunciation errors among first-year students at the Faculty of English,Hanoi Open University and English learners overall In the Vietnamese pronunciation system, the /th/ sound aligns closely with these two sounds. However, the tongue placement differs between these sounds, and this distinction in pronunciation often leads to errors for students This confusion causes audio transmission errors with an average percentage of about 81%. b, Sound /tʃ/ and /ć/:

The Vietnamese sound /ć/ is created by the blade of the tongue touching the front of the hard palate It's voiceless and aspirated Conversely, the English sound /ʧ/ is a voiceless palato-alveolar consonant, where the tongue rolls slightly during its production.

In table 4.6, the words "question" and "future" feature the sound /ʧ/, yet first- year students pronounce it as /ć/, resembling the Vietnamese vowel This mispronunciation occurs at a high rate, approximately 85% of the time. c, Ending sound /r/:

In English phonetics, many consonants, including the final sound /r/, frequently occur at the end of words This difference arises from variations in the phonemic systems and word structures between English and Vietnamese. While the pronunciation of the /r/ sound in both languages involves curling the tongue, Vietnamese doesn't have a final /r/ sound Consequently, first-year students often neglect to pronounce the final /r/ sound in English due to this unfamiliarity This is shown in the figure of 87% when the majority of students make the error of not pronouncing the final sound enough. d, Ending consonant /l/, /ld/:

In English, the letter "l" can appear at the end of words However, Vietnamese word structures do not include words ending with the letter "l" or “ld”.Consequently, Vietnamese students may not be accustomed to pronouncing the final sound /l/, /ld/ in words like "smile" /smail/, "sale" /seɪl/ or “wild”

/waɪld/ As a result, they often omit these final sound into /smai/, /seo/, /waɪ/, leading to pronunciation errors. e, Sound /iː/, and /ɪ/

Based on previous literature review, in both English and Vietnamese, the sound /i/ exists Despite their visual similarity, the /i/ sound in English is shorter and closer to the front of the mouth compared to the /i/ sound in Vietnamese.

Additionally, the English letter "I/i" has both a long-vowel sound, /iː/, and a short-vowel sound, /ɪ/ The short-vowel /ɪ/ is closer in sound to the Vietnamese /i/, while Vietnamese doesn't have an equivalent to the English long-vowel Consequently, students often confuse these sounds, mispronouncing words with the long-vowel /iː/ as /ɪ/ due to their perceived similarity: “sheep” /ʃiːp/  /ʃɪp/; “meat” /miːt/  /mɪt/.

The findings from the data table underscore the role of phonological differences, specifically in consonant and vowel articulation, as a contributing factor to pronunciation challenges encountered by first-year students These discrepancies, arising from the inherent distinctions between the students' native language and English, manifested in pronunciation errors for over 80% of the surveyed participants. f, Word recognition errors:

There were some words which researcher predicted that first-year students might made the mistake, they are: chaos, soldier, purpose, schedule and the data showed that as predicted by the surveyor, there were many students who mispronounced these words, in one phoneme position or even more

Aside from the pronunciation errors highlighted in the analysis of vowel and consonant differences in the vocabulary, these errors also reflect the students' understanding and awareness of the vocabulary.

- “chaos”, “schedule”: This word is seldom encountered in daily conversations Consequently, when students encounter them in written form, they tend to pronounce them based on the phonetic patterns and pronunciation habits of their native language “Chaos” sound /k/ they tend to pronounce like /tʃ/ or even sound /ć/ in Vietnamese

- “purpose”, “schedule”: In English, there are many words with the ending sound "-ose" pronounced /-oʊz/, for example: suppose /səˈpoʊz/ or propose

/prəˈpoʊz/ Therefore, students will definitely assume that the "-ose" sound will be pronounced the same as the other vocabulary words and mispronounce it in the consonant position according to the results table: /ˈpɜːpouz/ instead of / ˈpɜː.pəs/ The word “schedule” has the first sound “sch” which assume this sound is pronounced the same as other words like: “scheme” /skiːm/,

“school” /skuːl/ However the sound “sch” in this word is pronounced as /ʃ/.

- “Soldier”: When written, this words appear to have three syllables:

/sold/i/er/ However, English contains numerous words with unique pronunciation patterns Instead of being pronounced as three syllables, as suggested by its written form, they are articulated differently, just 2 syllables:

/ˈsəʊl.di.ər/ This difference in pronunciation explains why students frequently make errors with these particular words.

To sum up, first-year students often mispronounce vocabulary words they rarely encounter This mispronunciation stems from their limited word recognition, leading to a high error rate, close to 90%.

Table 4.7 Silent Mispronunciation and Average Percentage Figures

% % debt /det/ /deb/ or /debt/ 42,2% 57,8% island /ˈaɪ.lənd/ /ˈaɪz.lənd/ 35,6% 64,4% heir /eər/ /eər/ 26,7% 73,3% vegetable /ˈvedʒ.tə.bəl/ /ˈve.dʒe.tə.bəl/ 46,7% 53,3% chocolate /ˈtʃɑːk.lət/ /ˈtʃɑːkɑlət/ 37,8% 62,2% salmon /ˈsổm.ən/ /ˈsổml.ən/ 28,9% 71,1% interesting /ˈɪn.tres.tɪŋ/ /ˈɪn.tɜː.res.tɪŋ/ 44,4% 55,6% evening /ˈiːv.nɪŋ/ /ˈiːvɜː.nɪŋ/ 51,1% 48,9%

Word List Correct pronunciation Mispronunciation

F ACTORS E FFECT S TUDENT ’ S E NGLISH P RONUNCIATION

The phenomenon of pronunciation errors arising from the influence of one's native language on the acquisition of a second language has been extensively explored within the realm of second language acquisition research Such errors often stem from the transfer of phonological rules and patterns from the learner's first language to the target language.

Lado (1957) introduced the concept of "language transfer," suggesting that learners frequently import linguistic forms, meanings, and distributions from their native language into their interactions with a second language This transfer process can occur both actively, during speaking and cultural exchanges, and passively, when learners are exposed to the language and cultural practices of native speakers This conceptual framework highlights the intricate relationship between the first and second languages in the language learning trajectory.

Building upon Lado's insights, Faerch and Kasper (1987) further delineate

"transfer" as a psycholinguistic mechanism In this context, "transfer" refers to the cognitive process wherein second language learners utilize their existing linguistic knowledge to construct or deploy their "interlanguage." Interlanguage can be understood as the learner's evolving linguistic system, which embodies the influences of both the first language and the target language, as well as the learner's continuous efforts to approximate the target language.

In conclusion, a nuanced understanding of the processes of language transfer and interlanguage development is crucial for educators and learners By recognizing and addressing these processes, educators can devise more efficacious pedagogical approaches, while learners can gain valuable insights into potential pronunciation challenges, thereby facilitating the attainment of greater linguistic proficiency.

Table 4.9 Percentage of the Per Factor effect on student’s English pronunciation

Most of my pronunciation errors are made due to the

2 Limited vocabulary and its pronunciation 75%

3 Lack of confident while speaking in public 77,3%

5 Limited opportunities for English usage in their daily experience 66,7%

In summary, this survey finding highlighted various factors influencing pronunciation errors among first-year students at the Faculty of English, Hanoi Open University Notably, interference from the mother tongue, particularly in pronunciation, stood out as the most significant challenge, as indicated by the highest percentage among the identified factors.

Further analysis of the data highlights five key factors that contribute to students' pronunciation errors in English speaking The primary issue identified is the interference from the mother tongue, particularly noticeable in pronunciation, which impacts around 83,6% of the students surveyed.Second, first-year students have limited vocabulary and its pronunciation The data reveals that approximately 75% of survey respondents recognized they made pronunciation errors during daily language interactions or while completing the survey These errors often involved unfamiliar vocabulary or even words they knew but hadn't pronounced all of their word forms correctly yet (Eg project (n)/(v)) One of the main reasons students mispronounce words is their own lack of practice Over 60% of surveyed students acknowledged they hadn't practiced enough to master pronunciation.

When considering the factors contributing to mispronunciation in first-year students, it's essential to look at both internal influences, like students' individual practices and habits; and external factors, such as the environment.Certainly, psychological factors play a crucial role in students' speaking and pronunciation skills When students lack confidence, it can lead to increased anxiety and distraction, making them more susceptible to making mistakes,including pronunciation errors The data underscores this point, with 77.3% of students identifying a lack of confidence as a significant factor impacting their ability to pronounce English accurately Absolutely, the learning environment plays a vital role in students' motivation and progress in mastering pronunciation When students are immersed in an environment where English is regularly spoken, they are more likely to be motivated to study and practice Conversely, a less ideal environment can hinder their progress and make it challenging to correct pronunciation errors This is supported by the data, with 66.7% of students indicating that their environment has an impact on their ability to improve their pronunciation.

SOLUTIONS

S HADOWING TECHNIQUE

Initially conceptualized by Horiyama (2012) as a method of interpretation, shadowing has evolved over time to become an integral component of contemporary language teaching methodologies It was only in recent years that shadowing garnered significant attention from language educators, prompting its integration into foreign language pedagogical approaches as highlighted by Hamada (2012).

Shadowing can be conceptualized as an advanced iteration of the audio- lingual method This technique allows participants to engage with sentence structures without heavily relying on short-term memory or textual references.

Fundamentally, shadowing entails attentive listening to spoken language followed by immediate repetition, facilitating comprehension and retention of the linguistic content This method is particularly advantageous for enhancing phonological working memory.

Hamada (2018) contends that shadowing is instrumental in assisting learners to comprehend rapid speech, a challenge frequently encountered by non- native listeners The natural pace at which native speakers communicate, replete with connected speech features, often poses difficulties for learners in deciphering the spoken content Engaging in shadowing exercises allows learners to adapt to the quicker tempo of native speech, progressively enhancing their listening comprehension abilities.

The incorporation of shadowing into focused listening practices elevates the precision of pronunciation training Attending meticulously to nuanced pronunciation distinctions, particularly when juxtaposed with native speaker models, is pivotal in honing learners' speaking proficiency.

To achieve native-like pronunciation, it's essential to emulate the model.Listening to native speakers and mimicking their pronunciation is a valuable technique for both improving pronunciation and honing listening skills inEnglish.

U SING M OVIES

Integrating fun and entertainment into the learning process can significantly enhance the effectiveness of pronunciation practice Watching movies or listening to songs and applying the shadowing technique can make the learning experience more engaging and relatable By starting with films that feature everyday conversations, learners can practice pronunciation in a context that mirrors real-life situations, making it easier to grasp and retain. This approach not only helps improve pronunciation skills but also makes the learning process enjoyable and motivating.

Absolutely, this method offers a relaxed and enjoyable way to improve pronunciation and expand vocabulary By watching movies with subtitles, learners can identify unfamiliar words and focus on their pronunciation. Repeatedly practicing these words while shadowing the dialogue helps reinforce memory and pronunciation skills For first-year students at the Faculty of English, Hanoi Open University, who may struggle with vocabulary, this approach can be particularly beneficial in addressing their vocabulary gaps while simultaneously enhancing their pronunciation abilities.

There are some movies that students can refer to such as: Extra, Friends, The

Suit Life of Zac and Cody, The Big Bang Theory and others.

U SING M OBILE A PPLICATIONS

In today's technologically advanced era, there are numerous applications available to assist students in self-studying pronunciation Through various social platforms, several applications are frequently recommended by proficient English learners, including Duo lingo, Elsa Speak, Cake, and others These applications offer learners the flexibility to practice pronunciation at their convenience, be it at home, during breaks, or while commuting This approach provides English majors first-year students atHanoi Open University with more opportunities and time to improve their pronunciation skills beyond the confines of traditional classroom settings.

Duolingo is a widely popular application in many countries around the world This application helps learners practice pronunciation based on their level The application will provide a study schedule suitable to the user's needs and remind them to practice very often Students will mainly practice pronunciation: words, phrases or simple sentences.

Elsa Speak is an application specifically designed for speaking and pronunciation practice Utilizing an input speaking test, the application evaluates students' proficiency levels based on their pronunciation accuracy The practice exercises offered cater to various proficiency levels, ranging from simple sentences and complex phrases to full conversations and short paragraphs The application highlights even the minutest errors in phonemes, stress, and connecting sounds, providing students with detailed feedback to help them improve their pronunciation effectively.

Cake is an app designed to improve vocabulary and pronunciation through short videos covering daily communication topics

When users search for words or phrases, the app suggests relevant videos that feature the targeted vocabulary Each video includes a pronunciation practice feature, helping users learn colloquial expressions used by native speakers.

B OOKS AND O THER R EFERENCE M ATERIALS

First-year students at the Faculty of English, Hanoi Open University have a long path ahead, with three more years of study to refine their pronunciation skills Active participation in speaking classes with lecturers and classmates will be instrumental in this journey Furthermore, students will encounter two essential subjects: theoretical phonetics and practical phonetics Delving into these textbooks can offer valuable insights to address the pronunciation challenges highlighted in the survey It's crucial to engage deeply with these resources.

Additionally, students may find it beneficial to explore trusted pronunciation guides, such as "English Pronunciation in Use," "Ship or Sheep - AnIntermediate Pronunciation Course," and "Perfecting Your Pronunciation."These resources can provide additional support and practice opportunities.

CONCLUSION

R ECAPITULATION

The purpose of the study is to find out the common pronunciation errors made by freshmen at the Faculty of English, Hanoi Open University The pronunciation errors highlighted in the study are the mispronunciation of phonetics, phonemes and word stress Based on the results of the survey, the study revealed that first-year students encounter pronunciation errors due to hindrance of mother tongue, limited vocabulary, lack of practice and lack of confidence Furthermore, writer has suggested practical solutions to help first- year students at the Faculty of English, Hanoi Open University improve their English pronunciation.

The study is organized into six chapters, each serving a distinct purpose.

The Introduction chapter outlines the thesis's rationale, its objectives, scope, and provides an overview of the thesis's structure.

The Literature Review chapter aims to establish the theoretical foundation for the study, focusing on English pronunciation This section defines essential pronunciation units, compares the English and Vietnamese pronunciation systems—exploring consonant and vowel differences, word stress, and relevant theoretical frameworks.

Chapter III details the research methodology It delves into the students' attitudes and experience regarding pronunciation A survey was utilized to pinpoint specific pronunciation errors, particularly focusing on phonemes and word stress among first-year students.

The next part of the study is Chapter IV Here, participants engage in the survey, responding to questions and recording as instructed The gathered data undergoes thorough analysis, examining each pronunciation aspect highlighted in the earlier sections.

Next, the main objective of learning a foreign language like English is to enhance communication skills The fifth chapter carried out the task of providing suggested solutions for English majors first-year students at Hanoi Open University By concentrating on improving pronunciation, a crucial component of speaking, individuals can speak more fluently, leading to better communication and broader opportunities.

Chapter VI - the final chapter outlines the study process, in addition point out some limitations and make some suggestions for further research.

C ONCLUSION R EMARKS

Pronunciation is indeed a crucial aspect of language learning Achieving clear and accurate pronunciation can greatly enhance a learner's ability to communicate effectively and be understood by others As Morley (1998) pointed out, mastering pronunciation is essential for becoming an intelligible speaker

The research focuses on identifying the typical pronunciation errors made by first-year students at the Faculty of English, Hanoi Open University The theoretical framework suggests that students commonly face challenges with specific phonetic elements and word stress, because of factors such as the influence of the first language, lack of vocabulary, and impact of external factors The gathered data supports this, highlighting the necessity for students to refine their pronunciation and modify their study habits to bolster their pronunciation abilities.

L IMITATIONS

While the study received enthusiastic guidance and support from the supervisor, family, and friends, there remain several limitations that could impact the final outcomes This research marks the researcher's inaugural attempt at such an empirical study Given time constraints and limited expertise, some errors were inevitable.

Firstly, the study's scope was restricted by its sample size The research involved a modest cohort of just 45 first-year English major students selected randomly, leading to potential instability in the research findings Therefore, the researcher can only focus on students’ English pronunciation errors in a small area of language (phonetics, stress and words), and not expand the research scope to the wider area (pronunciation of sentences and paragraphs).

Secondly, the collection and analysis of pronunciation recordings are time- intensive tasks As this was the researcher's maiden attempt at a thesis, this aspect of the research was understandably challenging to expedite.

Lastly, sourcing relevant reference materials posed challenges, as there is a scarcity of studies specifically focused on pronunciation as opposed to speaking skills in general Nonetheless, the researcher remains optimistic that this study will offer valuable insights beneficial to first-year English major students at Hanoi Open University.

R ECOMMENDATIONS FOR F URTHER S TUDIES

Given the constraints highlighted earlier, future studies might benefit from involving a broader group of students across various courses This approach could yield more varied, practical, and trustworthy results.

Moreover, having completed this research on common pronunciation mistakes among first-year English majors, it's hoped that upcoming studies will delve into other types of errors and explore ways to help students overcome these challenges.

1 Aliaga García, C (2007) The Role of Phonetic Training in L2 Speech

Learning Proceedings of the Phonetics Teaching and Learning Conference (PTLC2007), University College, London Available at http://www.phon.ucl.ac.uk/ptlc/ptlc2007_web_procindex.html Applied Linguistics 8, 111-3

2 Avery, P & Ehrlich, S (1992) Teaching American English pronunciation Oxford: Oxford University Press.

3 Burleigh, P S (2005) A manual of English phonetics and phonology. Gunter Narr Verlagg Tübingen.

4 Cameron, S (2012) Perfecting your English pronunciation Mcgraw- Hill

5 Crystal, D (2008) A dictionary of linguistics and phonetics Oxford Bladewell Publishing.

6 Dalton, D.F (1997) Some techniques for teaching pronunciation. Internet TESL Journal, 3 Retrieved February 24, 2009, from: http://iteslj.org/Techniques/Dalton-Pronunciation.html

7 Dauer, R M (1983) Stress-timing and syllable-timing reanalyzed.

8 Derwing, T M & Rossiter, M J (2002) ESL learners' perceptions of their pronunciation needs and strategies System, 30(2), 155-166.

9 Deterding, D (2005) How Many Consonant Sounds Are There in

English? STETS Language & Communication Review, 4 (1), 23-26.

10.Duong, N T (2009) Mistake or Vietnamese English Journal of Science- Vietnam National University, Hanoi, 25, 41-50.

11.Elder, A D (2004) The handbook of applied linguistics Blackwell Publishing Ltd.

12.Ellis, R (1997) Second Language Acquisition New York: Oxford University Press

13.Faerch, C & Kasper, G (1987) Perspectives on Language Transfer. 14.Fraser, H (2000) Literacy vs oral communication skills for ESL learners Literacy Link: Newsletter of the Australian Council for Adult

15.Garde, Paul (1965) Accentuation et morphologie La Linguistique, 2, 24–47

16.Gass, S & Selinker, L (2008) Second language acquisition: an introductory course 3rd ed New York: Routledge

17.Green, C & Tanner, R (1998) Tasks for Teacher Education: A

18.Hamada, Y (2012) An effective way to improve listening skills through shadowing The Language Teacher, 36(1), 3-10

19.Hamada, Y (2018) Shadowing: what is it? how to use it where will it go? RELC Journal, 1-8 doi:DOI: 10.1177/0033688218771380

20.Hewing, M (2004) Pronunciation Practice Activities Cambridge: University Press.

21.Hojati, A (2012) A study of the Iranian EFL students' errors in the pronunciation of ten highfrequency technology-related English loan words Journal of Foreign Language Teaching and Translation Studies,

22.Horiyama, A (2012) The Development of English Language Skills through Shadowing Exercises tokyo: Bunkyo Gakuin College Foreign

Language Depertment Bunkyo Gakuin Junior College.

23.Hornby, A S (2005) Oxford Advanced Learner’s Dictionary Britain: Oxford University Press.

24.Kelly, L.G (1969) 25 centuries of language teaching: An inquiry into the science, art, and development of language teaching methodology,

25.Khalifa, M F (2020) Errors in English pronunciation among Arabic speakers: Analysis and remedies Cambridge Scholars Publishing.

26.Kirby, J P (2011) Illustration of the IPA: Vietnamese (Hanoi Vietnamese) Journal of the International Phonetic Association, 41 (3), 381-392 doi:10.1017/S0025100311000181

27.Lado, R (1957) Linguistics Across Cultures: Applied Linguistics for Language Teachers University of Michigan Press.

28.Mahon, A (2002) An introduction to English phonology Edinburg University Press.

29.Morley, J 1998, ‘Trippingly on the tongue: Putting serious speech/pronunciation instruction back in the TESOL equation’, ESL

Magazine, issue January/ February, pp 20-23.

30.Nguyen, Dang Liem (1970) A contrastive phonological analysis of

English and Vietnamese (Pacific linguistics series, no 8) Canberra:

31.Nguyen, Dınh Hoa (1980) Language in Vietnamese society Chicago:University of Illinois Press.

32.Otlowski, M (1998) Pronunciation: What Are the Expectations? The Internet TESL Journal 5(1) Retrieved From June 26, 2016, from: http://www.iteslj.org./ Article / Otlowski poronunciation.html

33.Paulston, C B., & Burder, M N (1976) Teaching English as a Second Language Techniques and Procedures Cambridge: Winthrop

34.Pennington, M., & Richards, J (1986) Pronunciation Revisited TESOL

35.Phan, T M U., Nguyen, T T H., & Nguyen, T Q G (2021) Some common errors in English speaking class of English majored freshmen at Tay Do university, Vietnam European Journal of English Language

36.Pourhosein Gilakjani, A (2016) What Factors Influence the English

Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326.

37.Richards, J C., & Richard, S (2002) Longman Dictionary of Language

Teaching and Applied Linguistics 3rded.UK: Pearson Education

38.Richards, J., & Schmidt, R (2010) Longman Dictionary of Language

Teaching and Applied Linguistics Edinburgh: Pearson Education.

39.Roach (1991) English Phonetics and Phonology Britain: Cambridge University Press.

40.Roach, P (1983) English Phonetics and Phonology A practical course

(Fourth edition) Cambridge: Cambridge University Press.

41.Roach, P J (1982) English Phonetics and Phonology – A Practical

42.Rost, M (2011) Teaching and Researching Listening London: Pearson.

43.Schuberg, B., Masciarelli, K., & Nguyen, N.C (2013) Influence of Vietnamese Pronunciation on the Production of English Final Consonant Sounds Retrieved from Silapakorn University.

44.Sumarsih (2017) The impact of shadowing technique on tertiary efl learners’ listening skill achievements International Journal of English

45.Thompson, L (1987) A Vietnamese reference grammar Honolulu: University of Hawaii Press.

46.Thornbury, S (2006) An A-Z of ELT Oxford: Macmillan Press.

47.Torat, B (2001) Teaching material for Linguistic Teachers (466408), Semester 1 Academic Year 2001 Nakornpathom: Faculty of Education

48.Trask, R (1996) A Dictionary of Phonetics and Phonology London: Routledge.

49.Visonil, Y., & Marlina, L (2020) Students’ pronunciation errors on vowels at spoken English activities (speech) class at English department Universities Negeri Padang Journal of English Language Teaching, 9(3), 488-494 doi:10.24036/jelt.v9i3.43923

50.Wiese R (2006), Phonology: Overview In: Keith Brown, (Editor-in- Chief) Encyclopedia of Language & Linguistics, Second Edition, volume 9, pp 562 564 Oxford: Elsevier.

51.Yates, L., & Zielinski, B (2009) Give It a Go: Teaching Pronunciation to Adults Sydney, Australia: AMEPRC.

52.Yule, G (2016) The study of language Cambridge University Press.

1 Dinh, T L & Nguyen, H V (1998) Co cau ngu am tieng Viet Nha xuat ban Giao duc.

2 Thiêm, L., Q (2004) Nghiên Cứu Đối Chiếu Các Ngôn Ngữ Hà Nội : Nhà xuất bản Đại học quốc gia Hà Nội.

3 Thuật, D., T (1980) Ngữ âm tiếng Việt Hà Nội: Đại học và Trung học Chuyên nghiệp.