a study on difficulties in improving pronunciation of first year english majors at phenikaa university

ABSTRACT This study explores the difficulties that first-year English majors at Phenikaa University encounter in improving their pronunciation.. Through a combined survey of 200 first-ye

Rationale for the study

Pronunciation is considered the most important and challenging micro -skill among the four skills in English language learning Many non -native English students struggle when trying to speak English, leading to frustration when they are unable to understand or be understood by native English speakers

English is a stressed language, meaning that the emphasis on where stress is placed in a word or sentence is more crucial than the number of syllables People who have difficulty with stress and intonation often come from backgrounds with different linguistic rules in their native language

Despite the importance of pronunciation in English language learning, some students do not pay enough attention to this aspect Celce & Goodain [1] state that over the years, there have been different views about the value of tutoring pronunciation in language tutoring, and they reported that the cognitive approach and grammar restatement reading grounded system used by preceptors attach no significance to pronunciation Research has shown that teaching pronunciation is undervalued in language teaching methods that focus on grammar and translation

Numerous people learning the English language frequently do not pay important attention to their pronunciation Indeed, worse, some of them underrate it They suppose that pronunciation is less important than grammar and vocabulary In fact, your pronunciation reflects your English-speaking capability Numerous cases of poor communication were caused by the mispronouncing of words or indecorous accentuation

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It has been realized that most English students who study English at Phenikaa University have different backgrounds; they come from other provinces where their high school did not really educate them in English pronunciation except for English grammar As a senior English major student, I have witnessed the efforts of first-year students to improve their pronunciation and sound more like native speakers In addition, the freshman year should be a perfect time to train their pronunciation According to Gilakjani [2], experts argue that pronunciation should be taught by preceptors in all their assignments, and preceptors themselves should make learners aware of its significance Thus, I would like to do a study to ameliorate the beginner’s English pronunciation so that they can speak English naturally, confidently, and like a native speaker The research is entitled

“Difficulties in Improving Pronunciation of First -Year English Majors at

Aims and objectives of the study

- To investigate the attitudes of first-year English language majors at Phenikaa University about the importance of pronunciation

- To identify the common difficulties faced by first-year English majors at Phenikaa University in improving their pronunciation

- To explore the factors affecting the students' pronunciation skills

- To propose practical solutions to improve the pronunciation of first -year English majors at Phenikaa University

Research question

1 What are the difficulties in pronunciation that first-year English majors often encounter?

2 What factors influence the student’s pronunciation?

3 What should the students do to improve their pronunciation?

Scope and significance of the study

This study focuses on the difficulties faced by first-year English majors in improving their pronunciation The study will investigate t he specific challenges that these students encounter, such as issues with phonetics, articulation, and intonation The scope will also include an analysis of the potential factors that

Copies for internal use only in Phenikaa University contribute to these difficulties, such as first-language interference, lack of exposure to spoken English, and limited access to resources for pronunciation practice I am well aware that statistics and surveys do not represent all English language majors at other universities in Vietnam Data will be collected through survey s to gain insight into the experiences and challenges faced by these students

The significance of the study on difficulties faced by first-year English majors in improving their pronunciation lies in the importance of effective communication for language learners Pronunciation plays a crucial role in language acquisition and usage, as it directly impacts how accurately and clearly one is able to convey their thoughts and ideas

By identifying common difficulties, such as mispronunciations or difficulties with certain sounds interventions can be designed to target these areas and provide students with the necessary guidance and support to improve their pronunciation skills Furthermore, the findings of this study can also contribute to the development of curriculum and assessment tools that better reflect the needs and abilities of first-year English majors

This research may offer solutions to the difficulties in improving pronunciation faced by first-year English majors, have the potential to enhance the overall language learning experience for students, and better prepare them for successful communication in academic, professional, and social settings

I hope that the findings of this study will provide valuable information to better support students in improving their pronunciation skills.

Method of the study

To achieve the main aims and objectives of the study, a survey questionnaire is applied The information from questionnaires can help draw a picture of the reality of learning English pronunciation Also, an analytical system is used to identify the difficulties faced by the freshmen at the Faculty of English

Statistics is also applied to figure out some specific problems and suggestions for the students.

Design of the study

The research includes three chapters:

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+ Chapter 1: Aims to provide a theoretical foundation related to English pronunciation, the definitions of pronunciation, some main characteristics of pronunciation, and the importance of English pronunciation

+ Chapter 2: Analyzes the current situation of learning English pronunciation for first-year students in English majors at the English Department at Phenikaa University From there, the author can find out some specific difficu lties and problems that students encounter when learning English pronunciation, as well as difficulties in improving pronunciation

+ Chapter 3: Focuses on solutions and suggestions to help students overcome difficulties

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LITERATURE REVIEW

Definition of pronunciation

Pronunciation is the most important thing we must master Otherwise, others will not understand the message we want to convey Pronunciation includes the sounds of language, or phonology; emphasis and rhythm; and intonation, including the role of individual sounds as well as segmental and suprasegmental sounds From the above observations, we can conclude that pronunciation is the way a person produces segmental and suprasegmental sounds that are generally accepted or understood Pronunciation involves making sounds that we use to convey meaning It involves paying attention to the specific sounds of a language (segments), aspects of speech that go beyond individual sounds such as intonation, diction, emphasis, timing, rhythm (suprasegmental aspects), vocalization (voice quality), and, in the broadest definition, attention to gestures and expressions that are closely related to how we speak a word language

A broad definition of phonation includes both suprasegmenta l and segmental features Although these different aspects of pronunciation are treated separately here, it is important to remember that they all work together when we speak and are often best learned as an integral part of spoken language

Traditional pronunciation methods often focus on segmental aspects, since they relate to the letters in the text in some way and are easiest to recognize and implement However, more recent approaches have shown that suprasegmental aspects of pronunciation may have the greatest influence on intelligibility for some speakers Typically, learners will benefit from paying attention to both aspects, and some learners may need more help in some areas than in others This overview begins with super segment features Morley, Gilbert and Wong with a significant advantage of focusing on super segment is that learners with mixed L1 backgrounds in the same class will benefit and often find that their subsegmental difficulties improve at the same time [3-5]

Pronunciation training includes micro-level skills (accuracy-based learning), macro-level skills (fluency-based learning), and awareness-raising activities in the classroom At the micro level, learners need to be trained in both

Copies for internal use only in Phenikaa University segmental (study of sound) and suprasegmental featu res (practice of stress, intonation, rhythm, and cohesion) Celce Murcia, Brinton, and Goodwin, Gilbert, and Morley describe segments as the basic repertoire of distinctive sounds and show how they combine to form spoken language [6-8] In the case of North American English, this inventory includes 40 phonemes (15 vowels and 25 consonants), which are the basic sounds used to distinguish words from one another Pronunciation instruction typically focuses on the mastery of segments through discrimination and the production of target sounds through exercises that include minimal pairs

Segments and suprasegments transcend the level of individual sound production and are produced unconsciously by native speakers But super segments extend across segments Because suprasegmental elements provide important context and support (they determine meaning) for segmental production, they should have a more prominent place in pronunciation instruction Sup er segment include emphasis, rhythm, regulation in connected speech, prominence, and intonation Stress is the combination of length, volume and pitch applied to the syllables in a word, for example: CONGRATULATIONS, FOOTball Rhythm is a regular, patterned rhythm of stressed and unstressed syllables and p auses, for example, with weak syllables in lowercase and stressed syllables in upper case: they WANT to GO later

Regulation in connected speech is the regulation of sounds within and between words in the speech stream

For example, "I will ask her" /ai wil aesk hər/ becomes /ai wil aes hər/

Highlighting is the act of the speaker highlighting words to emphasize meaning or intention

For example: "Show me the BLACK one (not the white one)"

Intonation is the rise and fall of voice pitch in phrases and sente nces

For example: “Are you READY?”

There are also large differences in inflection stress and intonation between different regional varieties of English, for example American, Australian, Indian English and local dialects in the UK Internationally, Englis h teachers apply their

Copies for internal use only in Phenikaa University teaching to the sounds, stress and intonation of the International Phonetic Association (IPA)

Speech can be divided into pronunciation and intonation, accuracy and fluency, or it can be classified according to strategy, or it can be considered a form of interaction and analyzed using practical methods apply or analyze discourse

Wong [5], pronunciation should include all aspects of English pronunciation, and the goal of teaching pronunciation is to promote effective communication.

Main features of pronunciation in English

English pronunciation encompasses much more than just individual sounds

Elements such as word stress, sentence stress, intonation, and word linking all shape the sound of spoken English Additionally, in casual speech, words and phrases are often slurred together For instance, "What are you going to do?" frequently sounds like "What day a gonna do?" Pronunciation in English presents many complexities for learners, making the complete elimination of an accent challenging However, improving pronunciation can boost self -esteem, facilitate communication, and potentially lead to better job prospects or increased respect in the workplace Effective communication is paramount, so focus first on issues that significantly impede communication and do not stress over the rest Remember, students also need to develop strategies for managing misunderstandings, as achieving native-like pronunciation is often unrealistic

The student's first language often affects their English pronunciation For example, in English, /p/ is aspirated, but it is not in Spanish Thus, a Spanish speaker might pronounce 'pig' without the puff of air on the /p/, causing an American to hear 'big' instead Sometimes students can identify specific problems, and sometimes they cannot You can ask for their input, but you will also need to observe them over time and note any problem sounds Another challenge is the inability to hear certain English sounds not present in their native language These are often vowels, such as in 'ship' and 'sheep,' which many learners find indistinguishable Japanese speakers, for example, often confuse /r/ and /l/ since their language has one sound somewhere between the two For such issues,

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Describing the sound and mouth position can help students become more aware of subtle sound differences Some specific pronunciation features:

Voicing: Voiced sounds cause the throat to vibrate For example, /g/ is voiced while /k/ is voiceless, even though both sounds use the same mouth position Have your students touch their throats while pronouncing both voiced and voiceless sounds They should feel a vibration only with voiced sounds

Aspiration is the puff of air that accompanies the production of certain sounds English has more aspirated sounds than many other languages, which can make them difficult for students to hear Commonly aspirated sounds in English include /p/, /t/, /k/, and /ch/ These sounds are usually aspirated at the beginning of a word

Mouth Position: Use simple diagrams to illustrate tongue and lip positions

Ensure all students can see your mouth clearly as you model the sounds

Intonation, which can be demonstrated using a kazoo or by humming, involves variations in pitch that convey different meanings or emotions, such as distinguishing between statements and questions or highlighting important elements in speech It helps regulate conversational flow a nd express the speaker's attitude

Connected speech: In natural speech, we link phrases and sentences into one smooth sound rather than pronouncing each word separately For instance, 'Will Amy go away?' becomes 'Will aymee gowaway.' To practice linking, have learners start from the end of a sentence and gradually add more words, ensuring there are no pauses

Vowel Length: Demonstrate different vowel lengths using rubber bands: stretch them for longer vowels and contract them for shorter ones Let students try this with words For example, in 'fifteen,' the rubber band would stretch for the 'ee' vowel, but in 'fifty,' it would not stretch, as both vowels are short

Syllables: Illustrate syllable stress by clapping softly and loudly to correspond with the syllables of a word For example, 'beautiful' would be loud-

Copies for internal use only in Phenikaa University soft-soft Practice with lists of words that share the same syllabic stress pattern, such as 'beautiful,' 'telephone,' and 'Florida,' and then encourage students to identify other words with similar patterns

Specific Sounds: Minimal pairs, such as 'bit/bat,' help students distinguish similar sounds and can be used to demonstrate voicing differences ('curl/girl') or commonly confused sounds ('play/pray') Focus on the sound rather than the spelling Tongue twisters are also useful for practicing specific target sounds and can make learning fun, provided the vocabulary is appropriate for the students' level

According to Gerald Kelly in "How to Teach Pronunciation" [9], the main features of English pronunciation include these elements

Table 1: Features of English pronunciation

Phonemes are the distinct sounds within a language Although individuals articulate sounds slightly differently, using one sound instead of another can change the meaning of a word This principle determines the total number of phonemes in a particular language For instance, the word "hat" has the phoneme /hổt/ Changing the middle phoneme transforms it into /h ɒt/, which is a different word Sounds can be either voiced or unvoiced To determine if a sound is voiced, place one or two fingers on your Adam’s apple If you are producing a voiced sound, you will feel the vibration For example, the difference between /f/ and /v/ can be identified by placing your top teeth on your bottom lip, breathing out

Copies for internal use only in Phenikaa University continuously to produce /f/, and then adding your voice to create /v/ While doing this, hold your Adam’s apple to feel the vibration

Phonemes fall into two categories: vowel sounds and consonant sounds

These do not necessarily align with the vowels and consonants of the alphabet

Vowel sounds are all voiced and can be single or combined, involving a transition from one vowel sound to another; such combinations are known as diphthongs

Additionally, triphthongs describe the combination of three vowel sounds (as in /ˈaʊər/ in "our") Single vowel sounds can be short (/lɪft/ in "lift") or long (/hiːt/ in

According to Wikipedia, a consonant is a speech sound articulated with a complete or partial closure of the vocal tract Examples include [p], produced with the lips; [t], produced with the front of the tongue; [k], produced with the back of the tongue; [h], produced in the throat; [f] and [s], produced by forcing air through a narrow channel (fricatives); and [m] and [n], with air flowing through the nose (nasals) In contrast to consonants are vowels

The number of possible sounds in all the world's languages far exceeds the number of letters in any one alphabet To address t his, linguists have created systems like the International Phonetic Alphabet (IPA) to assign unique and unambiguous symbols to each consonant sound The English alphabet has fewer consonant letters than it has consonant sounds, necessitating the use of digraphs like “ch,” “sh,” “th,” and “zh” to extend the alphabet Additionally, some letters and digraphs represent more than one consonant sound For this case, the "th" in

"this" is a different consonant from the "th" in "thin" (transcribed in the IPA as [ð] and [θ], independently) The term consonant also refers to a letter in an alphabet that denotes a consonant sound The 21 consonant letters in the English ABC are B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, X, Z, and generally W and Y

The letter Y represents the consonant /j/ in "yoke," the vowel / ɪ/ in "myth," the vowel /i/ in "funny," and the diphthong /a ɪ/ in "my." W typically represents a consonant except when combined with a vowel letter, as in "growth," "raw," and

"how," or in a few loanwords from Welsh, such as “crwth” or “cwm”

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Consonants can be described in terms of manner and place of articulation

For example, the articulation of /p/ and /b/ is essentially the same, with the only difference being that the latter is voiced and the former i s unvoiced The following table summarizes the primary movements involved in the articulation of various consonants:

Table 2: Consonant classification place of articulation

Previous studies on pronunciation difficulties of first -year students

Improving pronunciation is a critical aspect of language acquisition, particularly for first-year English majors at universities Numerous studies conducted internationally highlight the multifaceted difficulties these students face in enhancing their pronunciation skills This review synthesizes findings from various overseas research articles to provide a comprehensive understanding of these difficulties

One of the primary difficulties identified in improving pronunciation among first-year English majors is linguistic interference from their native languages According to Flege, Munro, and MacKay [16], the phonetic and phonological characteristics of a learner’s first language (L1) significantly influence their ability to perceive and produce sounds in the second language (L2)

For instance, As Saito [17], Japanese learners of English often struggle with the /r/

Copies for internal use only in Phenikaa University and /l/ distinctions, which are not phonemically distinct in Japanese Similarly, according to Mora [18], Spanish speakers may have difficulty with the English /v/ and /b/ sounds due to differences in their phonemic inventories

Another significant difficulty is the lack of sufficient exposure to the target language outside the classroom Authentic interaction with native speakers is crucial for developing accurate pronunciation According to Derwing and Munro [19], learners who engage in regular conversations with native speakers tend to show marked improvements in their pronunciation However, many first -year English majors have limited opportunities for such interactions, particularly in non-English speaking countries

Overseas research highlights the multifaceted nature of these challenges and underscores the need for a holistic approach to pronunciation teaching By addressing linguistic interference, reducing anxiety, increasing exposure to English, employing effective pedagogical strategies, and foste ring motivation, educators can help first-year English majors overcome the difficulties of improving their pronunciation skills Continued research and innovation in this field are essential to developing effective interventions and supporting learners in their journey toward fluent and accurate English pronunciation

Research on the difficulties of improving pronunciation among first -year English majors at Vietnamese universities has garnered significant attention in recent years Several previous studies have highlighted a range of difficulties faced by these first-year students

The study by Nguyen Thi Thu Thao [20] reveals that in Vietnamese, there are numerous consonants lacking the corresponding grapheme, which furthermore affects the ability of Vietnamese learners to pronounce the final /k/ in English words Vietnamese is a tonal language that has a far less complex sound/phoneme system than English; as such, inaccuracies include failing to pronounce final consonants or pronouncing a final consonant instead of a vowel For instance, such fricatives as /s, z, ʃ, tʃ, dʒ/ can be considered relatively difficult sounds These are some of the concerns on the pronunciation aspect which can be attributed to

Copies for internal use only in Phenikaa University differences in the phonological systems of the two languages that are Vietnamese and English Phonological interferences from Vietnamese are also rife among the learners, and this leads to mistakes in English pronunciation; this affects the comprehensibility of communication The given study classifies such mistakes and furnishes a detailed description of each to reveal the reasons behind the commonly observed tendencies In response to these issues, Nguyen proposed certain strategies for pronunciation training including generalizatio n of the problem, exercises on the final of each of these consonants, a list of minimal pairs, and isolation of phonetics It is also suggested that phonetic symbols and phonetic transcription should also be used with the learners as a way of building up t he learners’ phonetic awareness so that they can understand and practice

Furthermore, the study calls for the connection of pronunciation practice to other areas of learning such as talking and listening; in this way a learner is exposed to practice with authentic situations Thus, the current study highlights the studies related to these pronunciation challenges with the view to upgrading Vietnamese learners’ communicative skills in the English language In conclusion, the study reflects the overall proposition that with proper training and enhancement of phonetic awareness, Vietnamese listeners can effectively improve the pronunciation of English final consonants which, in turn will result in an improvement in their comprehensibility of the language

The lack of exposure to native English speakers and authentic English - speaking environments is another significant barrier Nguyen et al [21] conducted a study that underscores the importance of immersion and consistent interaction with native speakers in improving pronunciation The research reveals that students who have access to native English speakers, either through study abroad programs or interactions with expatriates, show marked improvement in their pronunciation skills Conversely, those who lack such opportunities tend to stagnate despite regular classroom instruction

In summary, the research on difficulties in improving pronunciation among first-year English majors at Vietnamese universities highlights a complex interplay of phonetic, methodological, and socio-cultural factors Addressing these

Copies for internal use only in Phenikaa University challenges requires a multifaceted approach that includes updated teaching methodologies, increased exposure to native speakers, the use of technology, and efforts to boost student motivation and reduce language anxiety By tackling these issues comprehensively, educators can better support students in overcoming pronunciation difficulties and achieving greater fluency in English.

Difficulties of Vietnamese people when pronouncing English

Tran asserted that "Vietnamese phonology appears more complex than English, but ultimately, this system becomes simpler and more accessible than English." He further explained, "A non-native speaker of Vietnamese might need two months to thoroughly learn Vietnamese phonology, after which they would be able to pronounce any Vietnamese word." "In contrast, British and American people must continually learn to pronounce new words throughout their lives, often relying heavily on dictionaries Vietnamese is considered rela tively easy to acquire phonetically, given efficient input, especially concerning tones This ease of phonetic acquisition is one reason why Vietnamese native speakers face significant difficulties when learning foreign languages that are not closely relat ed to their own, such as Russian, French, English, or Spanish

Numerous studies have investigated the difficulties Vietnamese speakers encounter in pronouncing English consonants and clusters These studies have yielded important findings that provide a va luable foundation for further research, including this paper

Ha's research, though based on data from numerous informants, focused solely on problems encountered by speakers from the North, particularly the confusion between /s/ and /ʃ/, /tr/ and /tʃ/, and /ʒ/ and /z/ These findings, also mentioned in Neumann's table, apply to all Vietnamese learners, as they encompass the common errors made by Vietnamese speakers from any region [22-

23] They are persuasive to linguists familiar with Vietnamese dialect s For example, final consonants such as /θ/ and /ð/ are commonly confused with /t/ and /d/ across the country Meanwhile, the /p/ sound in "pop" is often mispronounced as /b/ ("Bob") by Southern speakers, and the /ʃ/ sound in "push" becomes /s/

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Like learners worldwide, Vietnamese learners face significant difficulties in mastering English pronunciation for several reasons Firstly, the English sound system includes several sounds that are foreign to Vietnamese speakers Se condly, the way English speakers pronounce ending sounds differs greatly from what is ingrained in Vietnamese speakers, making it harder for them to achieve correct English pronunciation As a result, Vietnamese learners often make phonetic errors, leading to incomprehensible English speech In effort to address the pronunciation problems of students in the English department, I conducted this study to identify their common pronunciation errors.

Summary

Pronunciation is a critical skill that students must master to communicate effectively and fluently Fangzhi [24] highlights the importance of pronunciation, stating that it determines whether a person's message can be understood by others

Additionally, Gilbert [25] notes that poor English listening skills can isolate an individual from the language

In this chapter, the author has explored the theoretical background of English pronunciation, emphasized the importance of learning proper pronunciation, and discussed the difficulties Vietnamese learners face when pronouncing English This chapter serves as the foundational basis for the entire research

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RESEARCH METHODOLOGY

Research design

The questionnaire is designed as a tool to survey student problems With ten sentences, including two related to the student’s awareness of the importance of good pronunciation, one question about the purpose of learning English pronunciation, one question about difficulties in improving pronunciation, five questions related to methods, technology, and frequency to improve pronunciation used by first-year students One question about suggestions on how to improve pronunciation for students by selecting multiple answers

Overall, research data were collected and analyzed to show the difficulties in improving the pronunciation of first-year students majoring in English at Phenikaa University and propose improvement strategies All survey participants are voluntary.

Participants and setting

2.2.1 The setting of the study

This study was conducted on first-year English majors at Phenikaa University to understand the difficulties in improving English pronunciation The primary participants in this study were first-year English majors The reason for choosing the research subject as first-year students majoring in Phenikaa is because:

First, first-year students are in the early stages of their English studies, when they are familiar with basic concepts and language skills This is an important time to identify the pronunciation problems they have, before these difficulties become more severe or poor pronunciation habits develop Next, improving pronunciation from the early stages helps build a solid language foundation for subsequent courses Pronunciation difficulties, if not resolved early, can lead to lasting and difficult-to-overcome problems in the future, affecting students' communication abilities and academic success Research on pronunciation difficulties of first -year students helps identify problems early, thereby proposing effective interventions

This may include support programs, additional courses, or study resources to improve pronunciation skills as early as freshman year

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Overall, students come from different areas but there are opportunities and long periods of exposure to English However, when learning pronunciation, students still encounter many difficulties Therefore, the research topic aims to find out difficulties and propose strategies for students, specifically first -year students at Phenikaa University, through a survey to find results The number of students participating in the survey is 200 students, the ratio remains the same according to the survey results The results from the survey are as follows

The research was conducted with the participation of 200 first -year English majors at Phenikaa University These students are almost 19 years old and their English levels are approximately A2-B1 They were invited to take part in a survey by completing an online questionnaire The students come from different regions

The study only focused on first-year English major’s difficulties in improving pronunciation Therefore, the research topic also offers strategies to overcome such difficulties This is a survey activity with the consent of the learner.

Data collection instruments

The study used questionnaires to collect basic information from students and survey the problems students face in improving pronunciation And the questionnaire results are also the main source of data collection in research This method has the following advantages

First, using questionnaires allows researchers to collect data from a larger population than other methods Second, the questionnaire collects quantitative information to generate primary data Third, depending on the assessment focus, a set of questions can include many types of questions Fourth, a well -constructed questionnaire that is completed by many potential respondents increases the reliability of the assessment data Fifth, this method saves costs for researchers to use However, the questionnaire method has some disadvantages such as taking a long time to develop and pilot test and not allowing the evaluator to probe deeper when the answer is unclear or incomplete

Using this structured survey questionnaire, the study aimed to gather detailed and useful insights into the challenges faced by first -year English majors

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Data collection procedures

To gather the desired information for answering the research questions, 200 first-year English majors at the Faculty of English of Phenikaa University have been selected as the target population of the study

The research underwent the following steps:

* Delivering questionnaires to the first- year students

* Proposing some remarks and comments from the results and giving some suggestions

The first part of the questionnaire aims to determine the participants' background information as well as their general attitudes toward English pronunciation practice The second part of the questionnaire is to find out some specific problems that students encounter when learning En glish pronunciation

The final section is to find out the cause s of children's mispronunciation and propose some solutions

Data analysis

First, the online questionnaire was sent to the participants Second, data was collected and analyzed quantitatively through survey questionnaires All questionnaire items when collected have frequencies and percentages calculated immediately The way to conduct the survey is to use a smartphone to take the survey online by scanning directly at their place in the cla ssroom, or for those who do not use mobile phones, it will be provided access link

Third, once the data has been collected, the data generated by Google Forms will be exported in Excel format for easy arrangement, review, and storage purposes Then, use visualizations such as graphs to represent the data to give a visual picture of the results and aid in understanding complex data

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Fourth, analyzing the data presented in charts to find the most prominent points of interest, trends, and patterns, and drew valid conclusions, so generated insights from the results

Finally, findings and discussion: report the results, presenting their interpretation of the statistical results of the study in the articles in the discussion section of the articles Provide actionable recommendations based on examined data and evidence and document the entire process.

Summary

This chapter outlines the research approach used in the study It begins by explaining the selection, rationale, and description of the data instruments provided to the participants Next, it delves into the use of survey questionnaires and the data collection process Finally, it details a straightforward procedure for data analysis, which will support the arguments presented in the following chapter

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FINDINGS AND DISCUSSIONS

Data analysis

The results from 200 valid collections were analyzed in the form of statistical tables, graphics, and charts

Questions 1 and 2: These two questions aim to find out students' attitudes toward English pronunciation

Questions 3–7: These questions are designed to find out the causes and problems of difficulty in English pronunciation for first-year students majoring in English

Questions 8–10: To provide some suggestions to improve the students’ English pronunciation

3.1.1 Participants' attitudes and goals toward English pronunciation

In order to know how participants evaluate the importance of English pronunciation, question 1 was put forward and its collected answers are revealed in the pie chart below:

Figure 1: The importance of having good English pronunciation

Based on the illustration chart, when asked about the level of importance of having good English pronunciation, most students think that good English pronunciation is very important 71% of students find that English pronunciation is very important to them This is the largest proportion of options, accounting for more than 2/3 of the total number of students surveyed This shows that the majority of first-year students are aware of the importance of good pronunciation

The important of English pronunciation

Very important Quite important Important Not very important Not important at all

Copies for internal use only in Phenikaa University in learning English A smaller, but still significant proportion of students think English pronunciation is quite important, accounting for 14% These students may find pronunciation an important part, but they may not place as much emphasis on it as the first group Only a small portion of students rated pronunciation as important at 9%, but not very important They may value pronunciation, but perhaps they do not consider it the most decisive factor in learning English Other students may focus on other language skills or believe they can communicate effectively without perfect pronunciation

What is surprising is that a small percentage of students think pronunciation is not important, accounting for 5% This may stem from the view that understanding and conveying the message are more important than correct pronunciation They may believe that the listener will understand what they mean, even if their pronunciation is not correct A few other students consider good pronunciation not important at all (1%); this is the smallest group in the survey

Students in this group may not have much difficulty with pronunciation or may not realize the importance of correct pronunciation in the process of learning English Maybe they prioritize other skills or have confidence in their language abilities without perfect pronunciation

Question 2 is to find out the current English pronunciation ability that the students evaluate by themselves

Figure 2: Students’ self-assessment of English pronunciation ability

Excellent Good Average Below average Very poor

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Looking at the illustrative chart, 24% of students rated their pronunciation ability as excellent This shows that a quarter of students have very good English pronunciation These may be students who already have a solid foundation in English before entering university or have invested a lot of time and effort in practicing their pronunciation skills 22% of students rated their pronunciation ability as good This is a group of students with quite solid pronunciation skills, although not yet at an excellent level, but still above average These students may have received good instruction and are consciously practicing their pronunciation regularly The largest group with 39% of students claims their pronunciation ability is average This reflects that many students feel that their pronunciation ability is not standard They can pronounce some basic sounds correctly but have difficulty with more complex sounds They need extra support and practice to improve their pronunciation skills 11% of the students rat ed their pronunciation ability as below average These students may have difficulty pronouncing English correctly, perhaps due to a lack of practice opportunities or a lack of specific instruction They need a lot of support and effective learning methods to improve their pronunciation There are 4% of students who admit that their pronunciation ability is very poor This is the smallest but notable group, showing that some students have a lot of difficulty with English pronunciation Obviously, English pronunciation is a big obstacle for first-year students From the survey data, it can be seen that the majority of first-year students (50%) evaluate their pronunciation ability Only 46% of students are confident that their pronunciation is good or excellent This shows that there is a need for specific and effective improvement measures to improve students' pronunciation skills

The third question surveys the goals of learning English pronunciation for first-year students (students can choose many goals in the survey)

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Figure 3: Goals in learning English pronunciation

Their motivation helps them understand the difficulties the first-year students may face in improving their pronunciation skills With the goal of achieving intelligence in communication, engaging 57.8%, a significant majority of students prioritize being understood clearly in communication This indicates that intelligibility is the primary goal for over half of the students The emphasis on intelligibility suggests that many students struggle with being understood when speaking English, which can be due to incorrect pronunciation, leading to miscommunication

A significant proportion of students, from 40.2% to 41.7%, aim to sound more like native speakers and increase their confidence in public speaking This goal reflects a desire not only to improve basic communication but also to attain a higher level of fluency and naturalness in their speech The challenge here is that achieving a native-like accent requires significant practice and exposure, which can be difficult to obtain in a non-English-speaking environment Confidence is closely tied to how well they perceive their pronunciation skills Students who lack confidence may avoid speaking opportunities, which further hin ders their improvement This indicates a need for supportive learning environments that encourage practice and build confidence A notable number of students (36.2%) focus on mastering the rules and patterns of pronunciation This suggests that many students recognize the importance of understanding the systematic aspects of pronunciation, such as phonetics and phonology However, mastering these rules can be challenging without adequate instructional support and practice opportunities

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A small percentage of students (7.5%) have other unspecified goals This diversity in goals suggests that while most students share common objectives, individual motivations and challenges also play a role in their learning process

3.1.2 Causes leading to the first-year English majors’ problems with English pronunciation

Question 4 addresses the difficulties that first-year English language majors face in learning to improve pronunciation

Figure 4: Difficulties of the first-year students in improving pronunciation

The difficulty that students encounter the most is English final consonant sounds, which account for 50.8% of the difficulties associated with similar English sounds among first-year students This presents a complex issue influenced by linguistic backgrounds, phonetic intricacies, and pedagogical approaches

Research by Derwing and Munro [19] underscores the difficulties learners encounter when grappling with phonetic distinctions such as /θ/ and /ð/, / ʃ/ and /ʒ/, /tʃ/ and /dʒ/, /uː/ and /ʊ/, /e/ and /ổ/ These pairs of sounds pose significant challenges due to their subtle differences in articulation, which may not exist or may be realized differently in learners' native languages For instance, speakers of languages lacking certain phonemes, like Spanish or French, may struggle with the dental fricatives /θ/ and /ð/ due to their absence in their linguistic repertoire

Similarly, distinguishing between the palatal fricatives / ʃ/ and /ʒ/, or the affricates /tʃ/ and /dʒ/, requires learners to develop acute auditory discrimination skills and

Copies for internal use only in Phenikaa University precise articulatory control Furthermore, discrepancies in vowel length and quality, such as /uː/ and /ʊ/, or /e/ and /ổ/, demand careful attention to phonetic details for accurate production The orthographic repres entation of these sounds in English exacerbates the challenge, as spelling conventions often do not correspond directly to pronunciation, leading to confusion and misinterpretation Effective pedagogical strategies, including explicit instruction, extensiv e listening practice, and targeted feedback, are essential for addressing these difficulties and facilitating students' progress in mastering similar English sounds By acknowledging the complexity of these phonetic contrasts and implementing evidence -based instructional techniques, educators can empower first -year students to improve their pronunciation skills and enhance their communicative competence in English

Among the respondents surveyed, a significant portion (38.2%) identified word stress and intonation as primary obstacles hindering their efforts to improve English pronunciation This finding underscores the prominence of these challenges among first-year English language learners

Accounting for 32.7% of students having difficulty with the di fference between the phonetic systems of English and Vietnamese It encompasses a range of differences in sound inventory, phonological structure, and orthographic representation, which significantly affect pronunciation acquisition for learners transitioning between these languages Vietnamese is a tonal language with six distinctive tones that alter the meaning of words, contrasting starkly with English, which lacks lexical tones but relies heavily on stress patterns for semantic nuance

This tonal distinction presents a considerable challenge for Vietnamese learners as they adapt to the stress-timed rhythm of English speech Additionally, English features consonant clusters that are common but intricate, such as /spl/ or /str/, which can be difficult for Vietnamese speakers accustomed to simpler syllable structures Conversely, Vietnamese contains a wide range of vowel qualities and diphthongs not present in English, necessitating learners to master distinct articulatory configurations Furthermore, Englis h includes phonemes like the voiced and voiceless dental fricatives /θ/ and /ð/ that are absent in Vietnamese,

Copies for internal use only in Phenikaa University posing additional hurdles for pronunciation acquisition Orthographically, English presents irregularities that contrast with the relatively cons istent grapheme-to- phoneme correspondence in Vietnamese, further complicating the learning process These differences underscore the necessity for tailored pedagogical approaches that address the specific challenges faced by learners transitioning between the phonetic systems of English and Vietnamese, facilitating effective pronunciation acquisition and linguistic competence in both languages

Students' perception of the importance of pronunciation of first -year

To gather insights into the perceptions of first-year English major students at Phenikaa University, a survey was conducted The survey included questions about the students' goals in learning English pronunciation, the perceived importance of pronunciation in their overall language proficiency, and the challenges they face in improving their pronunciation The results of this survey provide a nuanced understanding of how these students view pronunciation and its role in their academic and professional development

The survey results indicated that the primary goals of students in learning English pronunciation include achieving intelligibility in communication, sounding more like a native speaker, mastering pronunciation rules and patterns, and increasing their confidence in public speaking Among the 200 students, 115 students (57.8%) identified achieving intelligibility in communication as their primary goal This finding underscores the students' recognition of the fundamental role that clear pronunciation plays in effective commun ication

Additionally, 83 students (41.7%) indicated that increasing their confidence in public speaking was a significant goal This highlights the psychological aspect of pronunciation, where mastery of pronunciation can lead to increased self -

Copies for internal use only in Phenikaa University assurance in speaking situations Moreover, 80 students (40.2%) aimed to sound more like native speakers, reflecting a desire for authenticity and fluency in their English use Finally, 72 students (36.2%) focused on mastering pronunciation rules and patterns, indicating an interest in the technical aspects of pronunciation

The survey also explored the perceived importance of pronunciation in the students' overall language proficiency The majority of respondents agreed that pronunciation is a crucial element of their English studies This aligns with Harmer's (2001) assertion that pronunciation is integral to language learning and teaching, as it directly impacts learners' ability to be understood and to understand others

Students at Phenikaa University perceive pronunciation as vital for several reasons Firstly, accurate pronunciation facilitates clearer communication This view is echoed by 71% of the survey students who rated pronunciation as "very important" in their language learning process

Secondly, students recognize that good pronunciation enhances their academic performance and professional prospects In the globalized job market, English proficiency, including clear pronunciation, is often a prerequisite for many roles This is particularly relevant for English majors who aspire to careers in teaching, translation, or international business The survey indicated that 14% of respondents considered pronunciation to be "quite important" , reflecting an awareness of its impact on their future careers

Despite acknowledging its importance, students face numerous challenges in improving their pronunciation One significant barrier is the interference of their native language's phonetic system Phonetic differences between Vietnamese and English can make it difficult for students to produce certain sounds accurately

This challenge was highlighted by many survey respondents who reported difficulties with English consonant clusters and final consonants

Another challenge is the lack of exposure to native English spe akers Many students have limited opportunities to interact with native speakers, which can hinder their ability to acquire natural pronunciation patterns The survey results

Copies for internal use only in Phenikaa University indicated that students who had more exposure to native speakers through media or direct interaction reported better pronunciation skills

Additionally, psychological factors such as anxiety and lack of confidence can impede students' pronunciation progress Horwitz, Horwitz, and Cope (1986) [26] describe "foreign language anxiety" as a common issue that affects learners' willingness to practice speaking Survey respondents echoed this sentiment, with many reporting that fear of making mistakes discouraged them from practicing pronunciation in public

The findings from this survey have several implications for improving pronunciation at Phenikaa University Firstly, there is a need for more focused pronunciation training in the curriculum Pronunciation should be integrated into all aspects of language teaching rather than being treated as an isolated skill This can be achieved through activities such as phonetic drills, minimal pair exercises, and pronunciation

Thirdly, addressing psychological barriers is essential Creating a supportive and non-judgmental learning environment can help reduce anxiety and encourage students to practice their pronunciation more freely Teachers can use positive reinforcement and provide constructive feedback to build students' confidence

Finally, incorporating technology into pronunciation instruction can provide valuable practice opportunities and immediate feedback Speech recognition software and language learning apps can help students practice pronunciation independently and receive instant corrections.

Findings and discussion

3.3.1 Factors of English pronunciation difficulties of first-year English majors at Phenikaa University

Pronunciation is a fundamental aspect of language learning that significantly impacts a learner’s ability to communicate effectively For first -year English majors at Phenikaa University, mastering English pronunciation poses substantial challenges By analyzing phonetic, phonological, and psychosocial

Copies for internal use only in Phenikaa University barriers, this essay provides a comprehensive understanding of the pronunciation issues faced by these students and offers insights into potential solutions

Phonetic Difficulties: One of the most significant hurdles for Vietnamese learners of English is the phonetic disparity between the two languages

Vietnamese and English have distinct phonetic systems, leading to difficulties in accurately producing English sounds

Consonant and Vowel Sounds: Vietnamese students often struggle with certain English consonants and vowels that do not exist in their native language

For instance: Th sounds (/θ/ and /ð/): These sounds are particularly challenging as they do not have direct equivalents in Vietnamese Students fr equently substitute /θ/ and /ð/ with /t/ and /d/, respectively, resulting in errors such as "tink" for "think" and "dis" for "this"

Vowel distinctions: The English language has a wider range of vowel sounds compared to Vietnamese Vietnamese learners ofte n confuse pairs such as /ɪ/ and /iː/ (e.g., "ship" vs "sheep") or /ổ/ and /e ɪ/ (e.g., "bat" vs "bait"), leading to mispronunciations

Final consonants: Vietnamese syllables rarely end in consonant clusters, unlike English Consequently, students may omit or incorrectly articulate final consonants, which can hinder comprehension For example, the word "cat" might be pronounced without the final /t/, and "books" without the final /s/

Consonant Clusters: Pronouncing consonant clusters, especially at the beginning or end of words, is another challenge English allows combinations such as /str/ in "street" or /ld/ in "cold," which are uncommon in Vietnamese Students often simplify these clusters by omitting one or more consonants, which reduces the clarity of their speech Phonological difficulties pertain to the broader patterns and rules governing sound systems These include issues with stress patterns, intonation, and rhythm, all of which are crucial for natural and intelligible speech

Stress Patterns: English is a stress-timed language, where the rhythm depends on the alternation of stressed and unstressed syllables In contrast, Vietnamese is syllable-timed, giving each syllable approximately equal weight

This difference creates several challenges for Vietnamese learners:

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Word stress: Incorrect stress placement in multisyllabic words can alter meanings or render words unrecognizable For example, stressing the wrong syllable in "record" can confuse its noun form with its verb form

Sentence stress: Misplacing emphasis within a sentence disrupts the intended meaning and the natural flow of speech Students often struggle to identify which words to stress, leading to monotonous or awkward intonation patterns

Intonation and Rhythm: Intonation involves the rise and fall of pitch during speech, which conveys different meanings and emotions English utilizes a wide range of intonation patterns that Vietnamese learners find difficult to master:

Monotone intonation: Many students speak English with a flat intonation, making their speech sound robotic and less engaging This issue stems from the limited intonation variation in Vietnamese

Incorrect pitch variations: Misusing pitch can lead to misunderstandings, especially in questions or expressions of emotion For instance, a rising intonation in English typically indicates a question, but incorrect pitch use can confuse listeners

Psychosocial Difficulties: Apart from phonetic and phonological issues, psychosocial factors also play a critical role in pronunciation difficulties These include language anxiety, lack of exposure, and limited practice opportunities

Language Anxiety: Anxiety about speaking English, particularly about making pronunciation errors, is a significant barrier for many students This fear can inhibit their willingness to practice speaking and engage in language learning activities

Fear of mistakes: Students often fear embarrassment or negative judgment from peers and teachers, which leads to reduced speaking practice and avoidance of challenging words Overly self-conscious about their accent, students may lack the confidence to speak English, further limiting their opportunities to improve

Limited opportunities to interact with native English speakers or engage in real - life English communication contexts contribute to pronunciation difficulties

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Insufficient exposure: Without regular exposure to native pronunciation models, students struggle to develop an intuitive sense of how English sounds are produced Listening to native speakers and mimicking their pronunciation is crucial for learning

Lack of practice: Classroom environments may not provide enough speaking practice, and students may not seek additional opportunities outside of class This lack of practice prevents students from interna lizing correct pronunciation patterns Factors Contributing to These Difficulties: Various factors contribute to the pronunciation difficulties faced by first -year English majors at Phenikaa University, including linguistic, educational, and sociocultural influences

Native language interference: The differences between the phonological systems of Vietnamese and English create substantial challenges The absence of certain sounds and phonotactic rules in Vietnamese makes it hard for students to produce English sounds accurately

Recommendations

Effective communication in English requires not only proficiency in vocabulary and grammar but also mastery of pronunciation Listening to and reproducing English sounds accurately is essential for clear and fluent speech In this guide, we will explore various strategies and techniques for practicing listening to English sounds, along with examples to illustrate their application

Understanding the importance of listening to English sounds: Listening comprehension is a fundamental aspect of language learning, and it lays the foundation for effective communication By developing the ability to recognize and differentiate between English sounds, learners can improve their pronunciation, fluency, and overall language proficiency Moreover, exposure to authentic spoken English helps learners familiarize themselves with different accents, intonation patterns, and speech rhythms, enhancing their communicative competence in diverse contexts

Active listening involves paying focused and deliberate attention to the sounds of English Practice listening to various audio materials, such as podcasts, radio programs, and language learning apps, while concentrating on individual sounds, words, and phrases Pay close attention to vowel sounds, consonant clusters, and intonation patterns to develop a keen ear for English pronunciation

Example: Listen to a podcast or audio recording of a native English speaker discussing a topic of interest As you listen, identify specific sounds or words that challenge you and make note of them for further practice

Engage in phonetics exercises designed to improve your ability to recognize and produce English sounds accurately Practice minimal pairs, where you listen to and distinguish between words that differ by only one sound, such as "ship" and

"sheep" or "pat" and "bat" Phonetics apps and online resources offer interactive exercises and quizzes to reinforce your understanding of English phonology

Example: Use a phonetics app to practice minimal pairs for vowel sounds Listen

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Employ the shadowing technique to mimic the speech patterns and rhythm of native English speakers Listen to audio recordings or videos of English speakers and attempt to repeat their words and phrases in real time Focus on imitating the speaker's intonation, stress patterns, and pronunciation to improve your own spoken English Example: Watch a TED Talk or YouTube video featuring a native English speaker giving a presentation Pause the video after each sentence or phrase, and repeat what the speaker said, trying to match their intonation and rhythm

Practice dictation exercises to hone your listening and spelling skills while reinforcing your understanding of English sounds Listen to recordings of sentences or passages and transcribe them accurately, payi ng attention to individual phonemes, stress patterns, and word boundaries Compare your transcription with the original text to identify any errors and areas for improvement Example: Listen to a dictation exercise featuring sentences with commonly confused sounds, such as "th" and "s" or "r" and "l." Write down the sentences as you hear them, and then review your transcription for accuracy

Engage in language exchange partnerships with native English speakers or proficient speakers of English Practice conversational English with your language partner, focusing on listening and responding to their speech in real time Request feedback on your pronunciation and ask them to provide examples and corrections to help you improve Example: Connect with a language exchange partner through online platforms or language exchange meetups in your local community Take turns speaking and listening to each other, providing constructive feedback and support to enhance your pronunciation skills

Practicing listening to English sounds is a crucial step in mastering English pronunciation and improving overall language proficiency By actively engaging with audio materials, engaging in phonetics exercises, utilizing the shadowing technique, practicing dictation, and participating in language exchange partnerships, learners can develop a keen ear for English pronunciation and

Copies for internal use only in Phenikaa University enhance their communicative competence Consistent practice and exposure to authentic spoken English are key to achieving fluency and confidence in speaking English Incorporate these strategies into your language learning routine and watch as your listening skills and pronunciation improve over time

Paying attention to word and sentence stress is crucial for achieving clear and natural-sounding English pronunciation Mastering stress patterns helps convey meaning effectively and ensures smooth communication Here is how to pay attention to word and sentence stress, along with examples:

Understanding Word Stress: Word stress refers to the emphasis placed on o ne syllable within a word, known as the stressed syllable In English, word stress patterns are often predictable and follow specific rules Understanding and recognizing these patterns is essential for accurate pronunciation Common word stress patterns include:

Words with two syllables typically have one stressed syllable, such as "REcord"

Words with more than two syllables may have primary and secondary stress, such as "phoTOgraphy" (primary stress on the second syllable) and "photoGRAphic"

(secondary stress on the fourth syllable)

"CONtract" (noun) vs "conTRACT" (verb)

"proDUCE" (verb) vs "PROduce" (noun)

Identifying Sentence Stress: Sentence stress refers to the emphasis placed on certain words within a sentence to convey meaning, importance, or contrast

Content words, such as nouns, verbs, adjectives, and adverbs, are typically stressed, while function words, such as articles, prepositions, and conjunctions, are often unstressed Recognizing sentence stress patterns helps listeners understand the intended message and the speaker's emphasis

"She TOOK the BOOK from the SHELF." (Emphasis on "took" and "book" to highlight the action and object)

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"He SELLS cars, but SHE buys BIKES." (Contrastive stre ss on "sells" and "she" to emphasize the difference in actions)

Practice Stress Placement: Engage in stress placement exercises to reinforce your understanding of word and sentence stress patterns Practice reading aloud and stressing the appropriate syllables and words in sentences Use stress marks or symbols to indicate the stressed syllables in words and the stressed words in sentences Example: Read sentences aloud and mark the stressed syllables with a slash (/) or highlight the stressed words with a bold font Practice varying the stress patterns to convey different meanings or emotions in the sentences

Paying attention to intonation is crucial for effective communication in English Intonation refers to the rise and fall of pitch in speech, which co nveys meaning, attitude, and emotion Mastering intonation patterns helps convey nuance, emphasize key points, and maintain listener engagement

Intonation patterns in English vary based on sentence structure, context, and communicative purpose Common intonation patterns include the following:

Rising intonation: Used at the end of questions, incomplete thoughts, or when seeking confirmation

Falling intonation: Typically used in declarative statements or commands, where the pitch falls towards the end of the sentence

Rising-falling intonation: Often used in lists or to express surprise, uncertainty, or contrast

Rising intonation: "Are you coming to the party?"

Falling intonation: "I will see you tomorrow."

Rising-falling intonation: "She went to Paris, Rome, and Tokyo."

Summary

In Chapter 3, we delve into the practical learning situation of English pronunciation among freshmen in the Faculty of English at Phenikaa University, analyzing detailed data from survey questionnaires The discussion highlights several primary challenges faced by first-year English majors, including word stress and intonation, English consonant sounds, linking sounds, ending sounds in English, and the influence of the Vietnamese mother tongue These difficulties are not confined to first-year students in the English major at Phenikaa University but

Copies for internal use only in Phenikaa University are commonly encountered by Vietnamese students overall The significance of accurate pronunciation in language acquisition is emphasized, as speech clarity significantly impacts comprehension and initial impressions Pronunciation is not solely theoretical knowledge; it is a physical skill that requires regular practice

While there are no shortcuts to achieving perfect pronunciation, consistent practice with effective strategies and instruction can accelerate improvement

Consequently, the next chapter will propose suggested solutions as strategies to aid first-year students in enhancing their English pronunciation skills

With the aim of helping first-year English majors at Phenikaa University overcome their English pronunciation problems, this chapter has pointed out some specific suggested solutions, including the following:

* Practice listening to the sounds of English

* Pay attention to word and sentence stress

* Find sounds that are difficult to pronounce

* Take pronunciation classes and use pronunciation instructional resources For each suggestion above, the learning strategy and instructions are provided

Additionally, there are exercises and practices given to the students Practice English pronunciation every day, as often as possible with a purpose, and practice the sounds of English until they feel as natural and comfortable as the sounds of their mother tongue There is always the possibility of making dramatic improvements, the main ingredients here are patience and hard work The combination of both will lead the students to success

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Summary of the study

Pronunciation is the most important and difficult problem that English as a second language students face when studying English Improper pronunciation can lead to negative impressions, misunderstandings, and ineffective communication

Knowing this, the topic of improving English pronunciation for first-year students majoring in English at Phenikaa University has been carried out

This paper started with an investigation into the literature review related to English pronunciation and factual data collected using survey questionnaires and interviews conducted at the Faculty of English, Phenikaa University

The survey questionnaire was given to 200 first-year English major students, revealing their English pronunciation problems These issues include difficulties with pronouncing English words with specific word and sentence stress, intonation, linking sounds, and English final consonants These weak points have been described in detail and discussed so that the author can find solutions to help students

The technique of “listening to the English sounds” was given to them In this method, the importance of listening to English is emphasized, showing students how to practice with the “shadow” technique to improve pronunciation

Another technique involves paying attention to word and sentence stress and being aware of intonation Intonation refers to the pitch variation in the voice, which is essential for understanding the expression and thoughts conveyed with words

There are exercises and practices included in this part of the suggestion

To speak English with a good accent and better sounds, the method of linking sounds or connecting the sounds of English is recommended Speaking with connected speech makes speech smooth, flowing, and more natural -sounding

Working out which sounds cause the most difficulty in pronouncing English is also mentioned to address the problems of first-year English major students Students need to identify the specific sounds they find hard to pronounce and practice them daily This part highlights specific sounds that are problematic for first -year

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English majors and includes exercises such as tongue twisters, which are effective in solving these problems

Finally, the last suggested solution for students is to read out loud and record themselves When students listen to their recordings, they can identify their mistakes and notice which sounds require more work Recording can improve the way they pronounce the language

In conclusion, speaking English more fluently and naturally requires time and effort It is not achieved in one or two days but through practicing with instruction and strategy over a period of time Practice English pronunciation for at least 30 minutes every day or more With regular practice, English p ronunciation will improve.

Limitations of the study

The study of the difficulties in improving pronunciation for first -year English majors at Phenikaa University, while providing critical insights, is subject to several limitations that must be considered when interpreting the findings One of the primary limitations is the contextual specificity of the research Phenikaa University’s unique linguistic, cultural, and educational environment may influence the generalizability of the results to other institu tions or regions The phonetic challenges faced by Vietnamese students, such as difficulties with English sounds not present in their native language, may differ from those encountered by students from different linguistic backgrounds, such as Mandarin or Spanish speakers Consequently, while the study’s findings are relevant for

Phenikaa University, they may not fully apply to other contexts

Another significant limitation involves the study’s reliance on self -reported data and perceptual assessments, which can introduce bias and affect the reliability of the results Students’ self-evaluations of their pronunciation difficulties and improvements may not always accurately reflect their actual proficiency levels

Factors such as students' confidence, awareness of their pronunciation issues, and willingness to disclose difficulties can skew self -reported data Additionally, perceptual assessments conducted by instructors or researchers are inherently subjective and can vary significantly This subjectivity can lead to inconsistencies

Copies for internal use only in Phenikaa University in evaluating students’ pronunciation progress and identifying specific problem areas, potentially impacting the study's validity

The methodological approaches used in the study also present limitations

Qualitative methods, such as interviews and observational studies, provide detailed insights into students’ experiences and challenges but may lack the quantitative data needed for broader generalizations Conversely, quantitative studies, while offering measurable data, might not capture the nuanced factors influencing pronunciation improvement, such as cultural attitudes, individual learner differences, and motivational levels Furthermore, many studies do not adequately address the longitudinal nature of pronunciation development Pronunciation improvement is a gradual and continuous process that requires consistent practice over an extended period Short-term studies may not accurately reflect long-term outcomes or the persistence of learned pronunciation skills, limiting the understanding of the effectiveness of different instructional approaches

Technological limitations also pose challenges in the study While technology-enhanced learning tools, such as pronunciation software and mobile applications, offer innovative practice opportunities, their effectiveness can be limited by accessibility issues and the lack of personalized feedback Not all students may have equal access to these technologies, leading to disparities in learning opportunities and outcomes Additionally, thes e tools often cannot provide the nuanced, individualized feedback that human instructors can offer, which is crucial for effective pronunciation practice The reliance on students’ self- motivation and discipline to use these technologies effectively furthe r complicates their utility, especially for first-year students who are still adapting to the demands of university life

In conclusion, while the study on the difficulties in improving pronunciation for first-year English majors at Phenikaa University pro vides valuable insights, its findings must be interpreted with these limitations in mind Addressing these challenges requires a comprehensive approach, including more diverse and large - scale studies, improved assessment methods, equitable access to techno logical resources, and a greater emphasis on pronunciation within the language

Copies for internal use only in Phenikaa University curriculum By acknowledging and addressing these limitations, future research can better support students in overcoming pronunciation challenges and achieving clearer, more confident English speech.

Suggestions for further study

To advance the understanding of the difficulties in improving pronunciation for first-year English majors at Phenikaa University, several suggestions for further study can be proposed First, future rese arch should consider expanding the sample size and diversity of participants Including students from various linguistic and cultural backgrounds would provide a more comprehensive view of pronunciation challenges and facilitate the development of more uni versally applicable strategies Longitudinal studies tracking students’ pronunciation progress over multiple years would also offer valuable insights into the persistence of pronunciation issues and the long-term effectiveness of different instructional methods Such studies could identify critical periods for intervention and help tailor pronunciation training to different stages of language acquisition

Moreover, incorporating a mixed-methods approach would strengthen the research by combining quantitative data with qualitative insights Quantitative measures, such as acoustic analyses and standardized pronunciation tests, could provide objective data on students’ pronunciation proficiency and improvements

These data could be complemented by qualitative methods, such as interviews, focus groups, and classroom observations, to explore students' experiences, attitudes, and motivational factors in depth This combination would allow researchers to understand not only how much improvement occurs but also why certain methods are more effective and how students perceive and respond to different teaching approaches

The role of technology in pronunciation training is another area ripe for further exploration Studies could investigate the efficacy of various techn ology- enhanced learning tools, such as pronunciation software, mobile applications, and virtual reality environments, in improving pronunciation Research should examine how these tools can be integrated into the curriculum to complement traditional teaching methods and provide individualized practice opportunities

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Additionally, the accessibility and user-friendliness of these technologies for students from diverse socioeconomic backgrounds should be assessed to ensure equitable learning opportunities Experimenting with hybrid learning models that combine in-person instruction with online practice could also be valuable in maximizing the benefits of both approaches

Investigating the psychological factors influencing pronunciation learning is crucial for developing supportive educational environments Future research should examine the impact of language anxiety, self -confidence, and motivation on students' willingness to engage in pronunciation practice Identifying effective strategies to reduce anxiety and boost confidence, such as creating a positive classroom atmosphere, offering constructive feedback, and incorporating peer support, would be beneficial Moreover, exploring the role of cultural attitudes towards pronunciation and how they affect students’ learning goals and efforts can provide insights into tailoring instruction to better meet students' needs and expectations

Finally, fostering a collaborative research environment involving educators, linguists, and technologists can drive innovation in pronunciation teaching

Interdisciplinary studies that bring together expertise from different fields can lead to the development of new teaching methods and tools that address the multifaceted nature of pronunciation learning Establishing partnerships with other universities and research institutions can also facilitate the sharing of best practices and the dissemination of successful strategies

In summary, further study on the difficulties in improving pronunciation for first-year English majors at Phenikaa University should adopt a holistic and multi- dimensional approach Expanding participant diversity, employing mixed - methods research, leveraging technology, addressing psychological factors, enhancing teacher training, and fostering interdisciplinary collaboration are all essential steps toward developing more effective and inclusive pronunciation teaching strategies These efforts will not only improve pronunciation outcomes for students at Phenikaa University but also contribute to the broader field of language education

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[27] Baker, Ship or Sheep, Cambridge University Press, Cambridge, 2008

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[28] Đỗ Tiến Thắng, Ngữ điệu tiếng Việt NXB Đại học Quốc gia Hà Nội, 2009

[29] N B Ngo, "The Vietnamese learning framework – Part one: Linguistics,"

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A STUDY ON DIFFICULTIES IN IMPROVING PRONUNCIATION OF THE FIRST-YEAR ENGLISH MAJORS AT PHENIKAA UNIVERSITY

This questionnaire is developed to study the difficulties in improving the pronunciation of first-year students majoring in English at Phenikaa University

The answers will be analyzed to find common difficulties that first -year students encounter, thereby proposing solutions to improve the English pronunciation of first-year students at Phenikaa University

All information will be used only for the purposes of this study Thank you for your cooperation!

1 How important is good English pronunciation?

2 How would you rate your English pronunciation?

3 What are your goals in learning English pronunciation?

• To achieve intelligibility in communication

• To sound more like a native speaker

• To master pronunciation rules and patterns

• To increase my confidence in public

• Other (please specify) 4 What makes it difficult for you to improve your English pronunciation?

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• Lack of time to practice

• Lack of access to native speakers

• Being unconfident and afraid make pronunciation mistakes

• Other reason (please specify) 5 How long do you practice pronunciation outside of the classroom every day?

• Less than 15 minutes 6 How influential are cultural factors (e.g exposure to English media, acculturation to English-speaking countries) have on improving your pronunciation?

• Not influential at all 7 How often do you use technology (e.g, language learning apps, online pronunciation tools) to improve your pronunciation?

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