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

HANOI OPEN UNIVERSITYFACULTY OF ENGLISH

-GRADUATION THESIS

B.A DEGREE IN ENGLISH STUDIES

A STUDY ON COMMON PRONUNCIATION ERRORS MADE BYFIRST-YEAR STUDENTS AT THE FACULTY OF ENGLISH,

HANOI OPEN UNIVERSITY AND SOME SOLUTIONS.

Supervisor:

Student: Do Thi Phuong ThaoCourse: 2020-2024

HANOI, 2024

HANOI OPEN UNIVERSITYFACULTY OF ENGLISH

-GRADUATION THESIS

B.A DEGREE IN ENGLISH STUDIES

A STUDY ON COMMON PRONUNCIATION ERRORS MADE BYFIRST-YEAR STUDENTS AT THE FACULTY OF ENGLISH,

HANOI OPEN UNIVERSITY AND SOME SOLUTIONS.

Title: A STUDY ON COMMON PRONUNCIATION ERRORS MADEBY FIRST-YEAR STUDENTS AT THE FACULTY OF ENGLISH,

HANOI OPEN UNIVERSITY AND SOME SOLUTIONS.

I certify that no part of the above report has been copied or reproduced byme from any other’s work without acknowledgement and that the report isoriginally written by me under strict guidance of my supervisor.

Hanoi, … April, 2024

Firstly, I want to extend my appreciation to Mr for his valuable insights andguidance throughout this study His expertise and unwavering support wereinstrumental in completing this research.

I also want to thank the English Faculty at Hanoi Open University Theircomprehensive curriculum and skilled educators provided me with a solidfoundation in English proficiency, equipping me with the necessary skills forthis study.

Additionally, my deepest gratitude goes to my family for their continuoussupport and encouragement during my time at Hanoi Open University Theirunwavering encouragement has been a constant source of motivation.

Despite great efforts, there will always be flaws in scientific research Iwelcome recommendations and feedback from teachers, and who interested inthe topic, to help improve the issue.

Thank you once again for your support!

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION 1

1.1 RATIONALE 1

1.2 AIMSAND OBJECTIVESOFTHE STUDY 2

1.3 SCOPEOFTHE STUDY 2

1.4 RESEARCH QUESTIONS 3

1.5 METHODSOFTHE STUDY 3

1.6 DESIGNOFTHE STUDY 4

CHAPTER II: LITERATURE REVIEW 5

2.2 DIFFERENCESBETWEEN ERRORSAND MISTAKES 10

2.3 MOTHER TONGUE EFFECT 10

2.4 VOCABULARY 11

2.5 COMMON ERRORSIN ENGLISH PRONUNCIATION 12

2.5.1 Common Pronunciation Errors in Differences of Consonants 12

2.5.2 Common Pronunciation Errors in Differences of Vowels 16

2.6 DIFFERENCESBETWEEN ENGLISH STRESS - VIETNAMESE TONES 18

CHAPTER III: RESEARCH METHODOLOGY 20

3.1 PARTICIPANTS 20

3.2 DATA COLLECTION INSTRUMENTS 20

3.2.1 Questionnaires 21

3.2.2 Recording 22

3.3 DATA COLLECTION PROCEDURE 22

CHAPTER IV: FINDINGS AND DISSCUSSION 24

4.1 STUDENTS’ ATTITUDES 24

4.2 STUDENTS’ PRONUNCIATION ERRORS 28

4.3 FACTORS EFFECT STUDENT’S ENGLISH PRONUNCIATION 35

5.4 USING MOBILE APPLICATIONS 41

5.5 BOOKSAND OTHER REFERENCE MATERIALS 43

CHAPTER VI: CONCLUSION 44

First language L1

Figure 4.1 Students’ years of learning English 24Figure 4.3 First-year students’ pronunciation prociency 26Figure 4.4 Students’ Opinions about Difficulty of Pronunciaiton 27Figure 4.5 Students’ practicing time on speaking/pronunciation

per week

Table 4.2 First-year students’ attitudes toward Englishpronunciation

CHAPTER I: INTRODUCTION1.1 Rationale

English has become increasingly vital as a global language, emphasizing theimportance of pronunciation accuracy for effective communication Whileunderstanding grammar rules and having a broad vocabulary are essential, theability to pronounce words correctly plays a critical role in successfulcommunication.

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

Hewing (2004) highlighted that pronunciation is essential for both speakingand listening in communication Listeners rely on the ability to recognizespoken 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 commoncause 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 relationshipbetween letters and sounds Therefore, it's crucial to educate learners oncorrect pronunciation and understanding word meanings (Torat, 2001).

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

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

1.2 Aims and Objectives of the Study

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

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

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

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

1.3 Scope of the Study

- Academic scope: English pronunciation errors.

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

1.4 Research Questions

The research is primarily concerned with answering the following questions:Question 1: What are the attitudes of first-year students at the Faculty ofEnglish, Hanoi Open University toward pronunciation?

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

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

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

1.5 Methods of the Study

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

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

1.6 Design of the Study

The study is divided into three sections The first section is also the firstchapter – 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 TheLiterature Review chapter discusses crucial The chapter addressesfundamental theoretical foundations and previous study results relatingdefinition of pronunciation, phonology, phonetics as well as differencesbetween error and mistake The research methodologies chapter is consideredto 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 andanalyses of causes related to the previous chapter The study's concerns willbe resolved in the Solution section by providing appropriate solutions.

The final chapter is the deciding section This section will present the study’ssummary, limitations, and the application of research into practicalcommunication.

CHAPTER II: LITERATURE REVIEW2.1 Definition of Terms

2.1.1 Pronunciation

Pronunciation serves as a fundamental skill in language acquisition, playing apivotal role in enabling effective communication It is universally recognizedas an essential aspect of language learning that significantly impacts alearner's performance and proficiency The Longman Dictionary definespronunciation as "the way in which a language or a particular word ispronounced." Clarity and intelligibility in speech are crucial for mutualunderstanding, transcending mere syntactical correctness and vocabularyusage Even with occasional errors in other linguistic domains, learners whoarticulate words accurately are generally comprehensible Conversely, poorpronunciation, despite flawless grammar, hinders effective communicationand may render speech incomprehensible.

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

Elder (2004, p 95) and Khalifa (2020, p 13) advocate for a model-basedapproach to provide students with detailed feedback on their pronunciationerrors and guidance on rectifying them, especially when compared to nativespeakers' utterances.

Trask (1996: 291) offers a more encompassing perspective, definingpronunciation as "the manner in which speech sounds, especially connected

sequences, are articulated by individual speakers or speakers in general." Incontrast, Pennington & Richards (1986: 208) provide a more technicaldefinition, linking pronunciation primarily to the articulation of individualsounds and, to a lesser extent, to the stress and intonation patterns of thetarget language.

2.1.2 Pronunciation Challenging

Mastering English pronunciation is often viewed as a daunting task forlearners, 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 acritical component of language education While a solid grasp of grammarand vocabulary is beneficial, without clear pronunciation, learners maystruggle to convey their ideas effectively (Pourhosein Gilakjani, 2012).

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

Cameron (2012, p 58) acknowledged the complexities of achieving clear andnatural 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 easilyunderstood Additionally, the level of exposure to the language can impactpronunciation 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 thelearner's first language Some mispronunciations may stem from interferencefrom the learner's native language While interlanguage errors inpronunciation are common, not all mistakes can be attributed to the learner'smother tongue Despite the diverse influences on English pronunciation,learners from different backgrounds often make similar pronunciation errorsdue to various reasons Burleigh (2005, p 76) emphasizes the importance ofanalyzing every sound in a speaker's speech to understand their pronunciationaccurately.

2.1.3 Phonology

Phonology is a pivotal subfield within linguistics that focuses on thesystematic organization and structure of sounds in languages Variousscholars have contributed to the conceptualization of phonology, providingnuanced definitions that underscore its importance in understanding theintricate sound patterns and relationships within languages.

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

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

For instance, the phoneme /l/ demonstrates varying articulations contingentupon 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 beforeor after a vowel, it manifests as a dark /l/ These phonological phenomenaexemplify the intricate patterns and relationships between sounds thatphonology seeks to elucidate and understand.

2.1.4 Phonetics

In phonetics, sounds are thought to be studied The variety of sounds thatpeople employ in their languages can be objectively described and analyzed,according to Mahon (2002, p 27) According to Wiese R (2006), phonetics isdefined “that part of language which comprises the systematic and functionalproperties of sound in language.” To clarify, phonetics falls under the acousticcategory It is a field of linguistics that investigates how speech sounds areproduced 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 usingspectrographs 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.

2.1.5 Phonemes

It is referred to be the smallest abstract unit that distinguishes meaning.Kwnaroqiaa (1979, p.25) defined "distinctive or contrastive sound in alanguage." This indicates that because sounds can have multiple meanings,they have some sort of communicative value "Minimal Pairs" typically serveas a means of distinguishing between sounds with various meanings Wordsthat 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 isactually thought that a phoneme's accurate pronunciation contributessignificantly to an individual's oral ability.

2.1.6 Consonants

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

There are three primary criteria used to categorize consonants whendiscussing them They are: 1) the state of the glottis, 2) place of articulationand 3) Manner of articulation The area between the voice chords is called theglottis It is the end of the pipe The flesh of the voice cords is flexible andcan close and open Air flows through them while they are open The glottiscan be in one of two states: opening or vibrating Voiced sounds are producedwhen the glottis vibrates, and voiceless noises are produced when it is open.Voiceless noises are those made when the glottis is open, whereas voiced

sounds are those made when the vocal cords are vibrating distinct sourcesmake distinct sounds There are eight places for producing English soundswhich are bilabial, interdental, alveolar, alveo-palatal, palatal, velar, andglottis.

2.1.7 Vowels

As stated in the Oxford Advanced Learner’s Dictionary, a vowel is a speechsound characterized by an open mouth and the absence of contact between thetongue and the roof of the mouth or the teeth (Hornby, 2005, p.1648).Another widely accepted definition suggests that vowels are sounds producedwithout any obstruction to the airflow from the larynx to the lips (Roach,1991, p.18)

2.2 Differences between Errors and Mistakes

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 "thelearner knows the correct form but has temporarily forgotten it." They furthersuggest 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 thelearner, requiring the intervention of a teacher or researcher for detection”(Gass & Selinker, 2008)

2.3 Mother Tongue Effect

There is no denying that mother tongue interference affects L2 learning.Differences between L1 and L2 may cause mistakes to be madeunintentionally or unconsciously That being said, not every inaccuracy could

be attributed to L1 Errors may indicate "gaps in learner's knowledge" or justsporadic 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'snative language.

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

According to Phan, Nguyen, and Nguyen (2021) “Many students oftenconfuse /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 bepronounced as "sue", or "Pen" may become "Ben" It typically takes nearly aweek to correct this pronunciation Learners may notice that this error isprevalent 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), oftenstruggle to articulate /ʒ/ as a fricative sound and tend to pronounce it as /z/.

2.4 Vocabulary

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

2.5 Common Errors in English Pronunciation

Knowing how sounds work in students' native language (L1) can help usunderstand the challenges they might face English and Vietnamese are quitedifferent: Vietnamese is in the Austro-Asiatic language family, while Englishis in the Indo-European family These language families are distinct, and theirdifferences affect the contrast between English and Vietnamese There is anarray of English pronunciation errors made by Vietnamese students, thus dueto the limitations in the length of this study, the most focused pronunciationerrors mentioned are consonant and vowel errors, word stress and student’srecognition 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 consonantsand consonant clusters (Schuberg, et al., 2013) The following figures providean 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 ofwords (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)

Table 2.3 Vietnamese final consonants

LabialAlveolar Velar

Place of articulation/Manner of

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

In contrast, Vietnamese possess 30 consonants: 22 initial consonants and 8final consonants (Thuat, 1980) Among the final consonants, there are 6consonants (p, t, k, m, n, ŋ) and 2 semi-consonants, also known as semi-vowels: (/ɪ̯/ and /ʊ̯/) Specifically, in the case of semi-consonants, there maybe 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 undergoa 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), andconsonants, exemplified by /n/ in chân (leg), /k/ in khóc (cry), and /t/ in sốt(sauce)

However, Peter Roach (1983) suggests that in English, consonants can occurin 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 syllablespreceding the final consonant sound, which may contain short vowels, longvowels, 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" /bæŋk/ 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/ inEnglish are velar plosives, in Vietnamese, /k/ is a tongue plosive and /ɣ/ is atongue fricative Additionally, Vietnamese possesses a consonant, /ɲ/, that isnot present in English Due to these differences, some Vietnamese learnersmay 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) tongueheight, (iii) tongue position, and (iv) lip rounding There are 11 distinct singlevowels in English, comprising 5 long vowels and 6 short vowels (Roach,1991, pp.27-36).

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

Figure 2.4 English vowels chart

English vowels also include a type of vowel known as a thong A thong involves a rapid transition from one vowel to another and then to a thirdvowel, all without interruption Trip-thongs can be formed by combining thefive closing diphthongs described previously with the vowel /ə/ added at theend They are:

trip-ei + ə = trip-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, lightgrave: ɯ, ɤ, ɤ̌, a, ă, grave (back): u, o, ɔ, ɔ̌ These vowels can be presented infigure 2.5:

Figure 2.5 Vietnamese vowels

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

In both English and Vietnamese, the sound /i/ exists Despite their visualsimilarity, the /i/ sound in English is shorter and closer to the front of themouth compared to the /i/ sound in Vietnamese Another sound that studentsoften find challenging is the distinction between /ɔ/ in Vietnamese and /ɒ/ inEnglish While the English sound /ɒ/ is a low rounded vowel, the Vietnamesesound /ɔ/ is a mid-rounded vowel However, the English /ɒ/ sound ispronounced with more rounding and further back in the mouth compared tothe Vietnamese /ɔ/ sound As a result, there are subtle differences in theirpronunciation.

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

2.6 Differences between English Stress - Vietnamese Tones

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

Vietnamese and English, despite sharing the Latin script, manifest strikinglydistinct phonological characteristics Vietnamese is predominantlymonosyllabic, meaning that each word typically consists of a single syllablethat serves as a self-contained unit of meaning and pronunciation This is

exemplified in the Vietnamese sentence "Mèo thích cá," where eachword-“Mèo,” “thích,” and “cá” - is articulated as a separate entity.

Moreover, Vietnamese is tonal, with each syllable being associated with aspecific lexical tone that can alter the meaning of words AlthoughVietnamese lacks a comprehensive system of word stress, accentualprominence at the phrasal level contributes to the rhythmic structure of thelanguage (Nguyen, 1970, 1980; Thompson, 1987).

In contrast, English is characterized by its polysyllabic nature, with manywords being composed of multiple syllables Stress plays a crucial role inEnglish phonology, serving as a means of emphasizing particular syllables toconvey meaning effectively As described by Roach (1982), stressencompasses 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, andsentence stress, each with its distinct characteristics Additionally, Englishemploys a culminative word stress system, with the majority of words havingstress on their initial syllable due to the prevalence of short stressed wordroots and reduced suffixes (Dauer, 1983; Garde, 1965).

The phonological disparities between English and Vietnamese necessitatecareful attention from Vietnamese learners of English Recognizing thesedifferences is vital for acquiring accurate pronunciation and enhancingcommunicative competence in English.

CHAPTER III: RESEARCH METHODOLOGY3.1 Participants

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

3.2 Data Collection Instruments

The study employs a combination of quantitative and qualitative strategies.Gay, Milla, and Airasian (2009) outline that the term "quantitative" implies asignificant reliance on statistical analysis to interpret data obtained in thisresearch approach Consequently, quantitative research demands a substantialparticipant pool to generate reliable statistical findings regarding the studiedphenomena In contrast, Gay, Milla, and Airasian (2009) elucidate that unlikethe quantitative approach, qualitative methodology does not hinge onnumerical data or statistics Rather, it entails the gathering, analysis, andinterpretation of comprehensive narrative and visual data to uncover insightsinto a specific phenomenon of interest.

In this study, questionnaires and recording were the methods employed tocollect data To describe more specifically, the data collection instruments arepresented as follows:

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 (perweek)? (E)

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

1 Yes 1 Very good 1 Extremely difficult

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

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

2 Limited vocabulary and its pronunciation.3 Insufficient practice.

4 Lack of confidence while speaking in public.

5 Limited opportunities for English usage in their daily experience.

3.2.2 Recording

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

3.3 Data Collection Procedure

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

Next, to record their voices, participants had to read the sentences andvocabulary list aloud They had to upload their recording by pasting theirGoogle Drives link in the survey The researcher listened and analyzed thestudents’ pronunciation by listening the records through the links they shared.Then the students’ pronunciation problems were found in the records wereconstructed in the form of notes The listener must be familiar with the soundunits in order to interpret and respond The analysis was carried out takinginto consideration earlier studies on the constructive phonological analysis ofEnglish.

CHAPTER IV: FINDINGS AND DISCUSSION4.1 Students’ Attitudes

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

Figure 4.1 Students’ years of learning English

2-4 years4-6 years7 years

More than 7 years

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 withinthe last two to four years It means that a small minority of students do nothave a standard of English when they enter Hanoi Open University, so thefact that they choose English as their major is truly a big challenge ChoosingEnglish as their major presents a considerable challenge for these students, asthey may struggle to keep pace with their peers in class Consequently, themajority of English majors, comprising 58%, likely have a solid foundation inEnglish communication if they can overcome their obstacles Conversely, forthe remaining students who have recently begun their English studies, it will

require considerable time and effort to catch up with their peers and enhancetheir English speaking skills and pronunciation.

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

The table clearly highlights the significant emphasis placed by the majority ofstudents on the importance of speaking English, particularly focusing onpronunciation According to the data, a striking 88.9% of students perceivepronunciation as highly important when speaking English, withapproximately 84,5% expressing a specific interest in honing theirpronunciation skills This indicates a growing trend of recognizing thesignificance of pronunciation in English communication Conversely, a mere4% of students express boredom or disinterest in pronunciation, as well as