THANG LONG UNIVERSITY ENGLISH DEPARTMENT GRADUATION PAPER DIFFICULTIES IN LEARNING PRONUNCIATION FACED BY FIRST-YEAR ENGLISH MAJORS AT THANG LONG... THANG LONG UNIVERSITY ENGLISH DEPA
INTRODUCTION
Background of the Study
Pronunciation is not only one of the most essential elements in speaking skills but also a keystone of obtaining a proper level of proficiency in a new language (Celce- Murcia et al., 2010) On a social scale, it plays a vital role in maintaining efficient interaction, enabling people to communicate their thoughts, ideas, and also emotions comprehensively with others (Derwing & Munro, 2015) Additionally, apart from assisting learners with acquiring good speaking skills, possessing accurate pronunciation also helps them to perform better in the field of listening (Celce-Murcia et al., 2010) Without a sufficient grasp of pronunciation, no matter how excellent students control their grammar and vocabulary, they will definitely come across various communication problems (Hinofotis & Bailey, 1980 as cited in Celce-Murcia et al., 2010)
For English majors, possessing correct pronunciation is extremely important for their future academics along with professional pursuits As stated previously, pronouncing precisely aids students to acquire better performance at school as it is a crucial support for other language components After achieving a bachelor degree, students are likely to continue to pursue their higher education overseas, in English- speaking countries In that situation, comprehensible pronunciation keeps on playing a detrimental role since it helps them enhance communication quality with native speakers
- from classmates, friends to professors As the matter of future profession, English majors - who are likely to work in an environment where English would be dominant - need to attain a high standard of intelligibility and for that reason, they are in need of particular pronunciation support (Morley, 1987)
Pronunciation, once overlooked in language education, emerged as a critical component in the early 20th century (Kelly, 1969; Celce-Murcia et al., 2010) Despite its growing recognition, learning pronunciation poses numerous challenges for non-native speakers This complexity can be attributed to factors such as learners' native accents (Gilakjani).
& Ahmadi, 2011), their mother tongue influences (Avery & Ehrlich, 1992), lack of motivation and insufficient exposure to the language (Ahmed, 2017), etc Therefore, learning pronunciation should be carried out methodically
Thang Long University, as many other schools in the world and the local area, positions a solid focus on offering top-quality English language education and learning to the students, especially those who are first-year English majors These undergraduates are provided with various intensive language training courses created to improve their language abilities thoroughly encompassing different facets such as grammar, vocabulary, and the four skills (reading, listening, writing, and speaking) Within this university context, the pronunciation component of language studying holds a certain value It is introduced into the curriculum very early, at the beginning of the English majors’ education - the first semester of freshman year In this way, students will have the advantage of starting pronunciation instruction early which later on can have a positive impact on their overall language ability (Hall & Hastings, 2017) Throughout the first year, students continue to receive a proper amount of instruction on how to pronounce English precisely Nevertheless, these freshmen still come across numerous challenges in the process of achieving correct pronunciation of the language These difficulties have a tremendous negative influence on their scholarly study, as well as future careers.
Research Problem
While pronunciation guidance is generally included in language educational programs, there is an absence of detailed study on the certain problems encountered by first-year English majors at Thang Long University when studying pronunciation The existing literary works primarily concentrate on basic troubles which general English learners face, overlooking the particularly unique obstacles that might occur within the specific context of Thang Long University As a result, there is a demand to explore the pronunciation struggles peculiar to first-year students majoring in English at Thang Long University to acquire a much deeper understanding of the elements adding to these obstacles.
Research Purposes
The goals of this research are to examine the problems encountered by first-year English majors at Thang Long University while learning pronunciation, discover the underlying aspects adding to these difficulties, as well as recommend approaches or treatments to resolve them By conducting this investigation, the researcher aims to fill the research gap by supplying a detailed analysis of the pronunciation problems these students face and offer useful suggestions to improve pronunciation instruction
The study intends to accomplish the following goals:
− Identify the certain pronunciation challenges of first-year students majoring in English at Thang Long University, consisting of various elements in the English language pronunciation
− Explore the hidden factors contributing to these problems such as the students’ previous personal experience with English pronunciation instruction along with the impact of the students' mother tongue phonetic system
− Propose techniques, strategies, or supports that can be implemented to resolve these difficulties properly and also enhance the pronunciation abilities of first- year English majors.
Research Questions
To guide the study, the following questions will be addressed:
− What are the specific difficulties faced by first-year English majors at Thang Long University when learning pronunciation?
− What are the underlying factors contributing to these difficulties?
− What strategies, techniques, or supports can be carried out to help students overcome these challenges and improve their pronunciation skills?
This research only deals with the pronunciation problems of the freshman majoring in English at Thang Long University, which means there are a lot more other aspects of the language learning process for future researchers to delve into Pronunciation is just one component in the field of learning a foreign language Other studies on different aspects are highly encouraged as their findings can be combined with this one in order to construct a better teaching curriculum, raising the quality of the learning experience for the students.
Significance of the Study
By examining certain problems that Thang Long University first-year English majors experience while learning pronunciation, this research is anticipated to point out the linguistic elements that pose challenges together with recognize specific phonetic and phonological features of English that students struggle with, giving useful understandings of the cross-linguistic differences Furthermore, it adds to Second Language Acquisition research study by discovering the difficulties dealt with by English majors It may uncover patterns or trends in pronunciation learning, assisting scientists to establish further theories as well as models that describe the procedures and factors affecting pronunciation learning of non-native speakers
Firstly, findings from the research can inform educational program development for English language programs The identified difficulties can lead to a better curriculum of appropriate instructional materials, activities along with assessment and testing to meet the certain needs of first-year English majors at Thang Long University Secondly, the research outcome can benefit the training and professional improvement of English language teachers By comprehending the typical problems students come across, educators can adjust their teaching techniques and approaches to better support their students in overcoming pronunciation difficulties Last but not least, the study can profit students directly by raising awareness of the problems they might run into It can offer guidance to English majors, allowing them to recognize as well as concentrate on particular areas for future growth and look for suitable additional support in and outside the school.
LITERATURE REVIEW
Theoretical Framework
Leveraging various theoretical perspectives, this research investigates pronunciation acquisition challenges faced by first-year English majors at Thang Long University These theories form a robust framework, offering insights into the factors and processes influencing pronunciation learning.
2.1.1 Speech Perception and Motor Theory
The Speech Perception and Motor Theory, introduced by Liberman and Mattingly (1985), suggests that the perception and production of speech sounds are interconnected procedures According to this theory, students establish their pronunciation abilities by participating in a cyclical process of auditory analysis and motor reproduction This procedure includes perceiving target sounds by listening mindfully, analyzing the acoustic cues and reproducing the sounds via coordinated articulatory movements The theory highlights the essential part that precise perception holds in the process of learning pronunciation Students are required to develop a clear and accurate perception of the target sounds in order to properly reproduce them This perception-production link is supported by research in the field of second language acquisition
Studies have shown that learners who have difficulty while perceiving certain speech sounds in the target language also struggle with producing them accurately (Best, 1995; Strange, 2011) For example, if learners cannot distinguish between similar English vowel sounds, such as /ɪ/ and /i:/, the likelihood is that they will encounter difficulty in pronouncing them correctly as well Perception training, therefore, plays a critical role in pronunciation instruction By getting learners to familiarize with the discrimination between subtle sound differences and providing them with opportunities to be exposed to various examples from a large number of different registers and levels of authenticity of target language speech, instructors can enhance learners' perception abilities and improve their overall pronunciation skills (Derwing et al., 2007; Bradlow
In addition to perception, the Speech Perception and Motor Theory also emphasizes the importance of motor reproduction Learners need to develop the ability to coordinate their articulatory organs to produce the target sounds accurately This involves fine-tuning their oral muscle movements to match the target language's phonetic patterns (Guenther et al., 2006; Flege, 2007) In order to facilitate motor reproduction, pronunciation instruction often incorporates techniques such as imitation, shadowing, and focused practice on specific sounds or sound patterns (Derwing & Munro, 2009; Celce-Murcia et al., 2010) Through repeated practice and feedback, learners can gradually refine their motor skills and achieve greater accuracy in pronunciation
Central to the Speech Perception and Motor Theory is the belief that pronunciation learning entails a cyclical interplay between perception and production Learners enhance their pronunciation by discerning and replicating target sounds via auditory analysis and motor imitation The theory emphasizes the crucial role of accurate perception and synchronized articulatory movements in pronunciation teaching.
2.1.2 Contrastive Analysis and Error Analysis
The Contrastive Analysis and Error Analysis frameworks have in fact, been commonly utilized to analyze the impact of learners’ mother tongue on their second language pronunciation
Contrastive analysis, introduced by Lado (1957), focuses on comparing the differences and similarities between the native and target language sound systems This analysis is essential for identifying areas of deviation, which can lead to pronunciation problems for learners For Vietnamese majors learning English, it is crucial to compare the phonetic and phonological features of the two languages Contrastive analysis reveals that Vietnamese has tones, while English lacks this feature, leading to challenges in perceiving and producing English stress and intonation (Thomson & Derwing, 2014) Additionally, the absence of certain consonant sounds in Vietnamese, such as /θ/ and /ð/, makes it difficult for learners to pronounce these sounds accurately (Tran, 2019; Nguyen, 2019).
Error Analysis, as proposed by Corder (1967), concentrates on analyzing the specific pronunciation errors committed by students and determining their underlying reasons From examining students' errors, researchers, along with teachers, can derive beneficial insights into the difficulties that English as a second language learners encounter when acquiring English pronunciation For example, Vietnamese students may struggle with differentiating between English vowels such as /ə/ and /ɜː/ as a result of the absence of such distinction in Vietnamese (Tang, 2007) Error Analysis can help recognize the particular patterns of errors and also the sources of the causes, such as transfer from the first language or lack of exposure to the target language sound patterns
By implementing Contrastive Analysis and Error Analysis, educators can customize pronunciation guidance to resolve the particular problems faced by English learners As an illustration, knowing that Vietnamese students might have a hard time with English consonants like /θ/ and /ð/ or English vowels such as /ə/ and /ɜː/, teachers can design targeted exercises and also offer focused practice to make it easier for students to distinguish between these sounds In addition, teachers can provide explicit instructions on the distinctions between Vietnamese and English sound systems, raising students' awareness of potential challenges in learning pronunciation Corrective feedback can likewise be supplied to assist students in self-improving their pronunciation accuracy and also attending to errors emerging from native language interference (Nguyen and Newton, 2020; Pennington & Rogerson-Revell, 2019)
It is essential to keep in mind that, though Contrastive Analysis and Error Analysis offer insightful information, they are not the sole determinants of pronunciation problems Various other factors, such as individual learner characteristics, motivation, exposure to the target language, and instructional methodologies also occupy considerable roles in pronunciation development (Thomson and Derwing, 2014)
To conclude, the Contrastive Analysis and Error Analysis framework have supplied meaningful tools for comprehending the pronunciation difficulties that English learners have They allow teachers to recognize the particular distinctions between Vietnamese and English sound systems as well as analyze students' errors in English pronunciation By leveraging this knowledge, teachers can create targeted pronunciation guidelines, together with offering efficient feedback and comments to aid English majors in self-boosting their language competency in pronunciation
Interlanguage Phonology is a theoretical framework that centers on the developing phases and processes that students undergo in obtaining the target language's pronunciation According to this framework, students' pronunciation at first shows the impact of their mother tongue and then gradually evolves in the direction of the target language system via exposure as well as practice (Eckman, 1981) This concept gives valuable understanding into the progression of students' pronunciation skills together with the obstacles they might come across at various phases
Interlanguage Phonology suggests that students' pronunciation growth complies with a systematic pattern In the initial phases, students' pronunciation is greatly affected by the sound system of their first language For example, Vietnamese learners of English in the beginning might pronounce English words with Vietnamese phonetic features, such as substituting /ʃ/ with /s/ (Duong, 2009) This phase is frequently characterized by transfer from the native language as students rely on their existing phonetic inventory to produce sounds in the target language
As students engage with the target language, regular feedback enhances their understanding of interlanguage phonology This leads to heightened awareness of the distinct sound systems between their native and target languages Through increased exposure and practice, students refine their pronunciation, achieving greater accuracy and approximating native-like speech.
Nevertheless, the development towards the target language sound system is not always linear or without challenges Students might experience fossilization, where particular pronunciation errors persist in spite of extended exposure to the target language (Selinker, 1972) Fossilization might occur as a result of numerous factors, such as the influence of the native language, absence of explicit instruction, or individual learner characteristics Vietnamese students, for instance, might struggle with enunciating English vowel sounds, as Vietnamese has a much more limited vowel inventory compared to that of English (Tang, 2007)
As students progress, focused practice becomes crucial for refining their pronunciation abilities Training activities, such as minimal pair exercises or sentence- level drills, enable students to contrast and produce target language sounds properly (Pennington, 1996) Additionally, offering students ample opportunities for authentic language use and exposure to native speakers' models can even further support their interlanguage phonology advancement (Derwing & Munro, 2009)
Previous Studies
The researcher has found various studies conducted on the difficulties that learners are likely to encounter in the process of acquiring English pronunciation and noticed some of the major problems of students from all over the world
Segmental features refer to individual sounds, including consonants and vowels Together they form the foundation of pronunciation Numerous researches have explored the segmental difficulties encountered by English majors Huang and Radant (2009) carried out a research on Chinese-speaking undergraduates while they were attending a summer English course by the Department of Applied Foreign Languages at National Yunlin University of Science and Technology They found out typical pronunciation errors on certain consonant and vowel sounds Saito (2011) also discovered that some segmental features can be highly troublesome to Japanese learners of English Tam (2005); after collecting final exam data from English-majored students who were in their fourth year; discovered that those seniors possessed numerous problems relating to pronouncing consonants such as omitting sounds (/dʒ/, /k/, /t/…) and confusing sounds (/t/ or /tr/ with /tʃ/, /ð/ with /z/ or /d/, /ʃ/ with /s/…)
Suprasegmental features of pronunciation consist of stress, intonation, rhythm, and connected speech These elements substantially influence the intelligibility as well as the naturalness of speech In the context of English majors, a number of researches have highlighted the suprasegmental difficulties encountered by students In the study on factors that influence English pronunciation of native Vietnamese speakers in 2012, Leah discovered that stress; to be more specific, misplaced stress; is one of the prominent pronunciation problems that Vietnamese students may encounter Muhammed and Taha (2014) examined the pronunciation issues experienced by students majoring in English at Koya University and identified problems connected to stress and intonation patterns Additionally, Hahn’s experiment in 2004 showed that primary stress in speaking can enhance the listeners’ comprehension of the speech and even their liking towards the speaker Nida (1957) stated that “proper intonation is not just a linguistic element, it is a basic part of making oneself understood” and it
“contributes a high percentage to the total to the intelligibility of speech” (p.117)
Prior research has addressed pronunciation acquisition challenges, but none have specifically examined those faced by English majors at Thang Long University Therefore, this study aims to identify the unique pronunciation difficulties encountered by these students, exploring the underlying factors that contribute to these challenges By understanding these specific problems, we can gain a better understanding of the factors that influence pronunciation acquisition in this population.
RESEARCH METHODOLOGY
Research Design
Research approaches can be classified as quantitative, utilizing numerical data, or qualitative, analyzing non-numerical data This study employed a mixed-method approach, combining both quantitative and qualitative methods Quantitative data was collected through a questionnaire, while qualitative data was gathered via in-person and online interviews This comprehensive approach allows for a deeper understanding of the research questions by capturing both numerical and non-numerical insights.
The questionnaire aimed to accumulate information on numerous aspects of problems in obtaining English pronunciation in Thang Long University as first-year students majoring in English, such as specific features of pronunciation that students determined as challenging, typical factors contributing to their difficulties when learning pronunciation and several possible causes to those problems On the other hand, the interviews provided an opportunity for individuals to express their experiences, personal points of view as well as insights in more detail, allowing for a deeper level of exploration of the subject matter.
Population and Sampling
The target population for this research study consisted of English majors at Thang Long University who were in the second semester of their first year and currently attending “Fundamental English 2” (Tiếng Anh Cơ sở 2) course They completed 12- year education with at least 9 years in learning English However, most of them received insufficient guidance for obtaining pronunciation due to the lack of attention to this language aspect in the National English Curriculum Therefore, there would certainly be a wide variety of obstacles arising in the process of acquiring English pronunciation at Thang Long University Despite the fact that, in the first semester of their freshman year, they had already been given pronunciation instruction in “Fundamental English 1” (Tiếng Anh Cơ sở 1) course, various difficulties still remained and needed to be tackled with properly to enhance the quality of the English language education for English majors at the university
The sampling method for the questionnaire was to choose individuals that satisfied the requirements of being first-year English majors and also agreed to join the research study As for the interview, the researcher randomly selected 6 participants who had already finished filling out the questionnaire and were willing to take part in the interview to continue with.
Research Instruments
The questionnaire for this study took the form of an online survey as this is potentially the most efficient way to collect data from a large amount of audience practically and economically within a short period of time (Regmi et al., 2016) The researcher developed it by basing upon a thorough review of relevant literature, existing studies on the field of pronunciation difficulties along with the course book for pronunciation teaching and learning of the “Fundamental English 2” (Tiếng Anh Cơ sở
2) course at Thang Long University, which is “English Pronunciation in Use Elementary” by Jonathan Marks, from lesson 33 to lesson 50 It contained 10 closed-ended questions, employing a combination of various question types such as dichotomous, rating scale and close-ended with a view to ensuring the validity and reliability of the research
Structured interviews with select participants supplemented the questionnaire data These interviews elicited in-depth information on participants' language learning experiences, the influence of regional accents on their English pronunciation, and additional instruction they sought outside of class This qualitative data provided valuable insights for the study, allowing the researcher to explore specific experiences and challenges related to pronunciation acquisition that were not captured in the questionnaire.
Research Procedure
The study was carried out during Week 8 - the end of the semester, when the students had completed the course, in order to gather the most adequate and suitable data information for the study
The procedure for this research followed the list of actions below:
1 Ethical consideration: Prior to conducting the research, ethical approval was sought from the individuals taking part in the study Informed consent was obtained from them, ensuring their voluntary participation in the study Confidentiality and anonymity was strictly guaranteed; the researcher would not publicize their personal details
2 Questionnaire administration: The researcher distributed the questionnaire to the participants by providing them a QR-code which would be scanned to access the questionnaire (Google form) The researcher also provided clear instructions for completion and allowed an appropriate time frame for individuals to fill it out
3 Interview selection: After all the participants had finished the questionnaire, the researcher asked if they wanted to join the structured interviews and randomly picked 5-6 volunteers then schedule and conduct the interviews at a convenient time and location for the participants (both online and offline) Before starting the interviews, the researcher informed interviewees that their responses would be recorded for research purposes only
4 Data analysis: The researcher utilized statistical software to perform descriptive statistics, such as frequencies and percentages to get an analysis of the quantitative data obtained from the questionnaires and summarized the participants' responses
5 Interview transcription and analysis: After transcribing the recorded interviews verbatim, the researcher applied thematic analysis to identify recurring themes and patterns in the participants' responses before combining the qualitative data alongside with the quantitative findings to gain a comprehensive understanding of the difficulties in learning pronunciation
6 Data integration: The researcher integrated the findings from both the questionnaire and interviews to present a holistic picture of the difficulties in learning pronunciation that first-year English majors at Thang Long University faced
7 Interpretation and conclusion: The researcher interpreted the results in light of the research objectives and relevant literature Finally, the researcher drew conclusions and provided recommendations for pedagogical practices and further research
To attain comprehensive and reliable data, this study conducted research procedures that addressed research questions concerning pronunciation difficulties faced by first-year English majors at Thang Long University.
FINDINGS AND DISCUSSION
Findings from the questionnaire
Figure 4.1 Age of the participants
The graph represents the distribution of participants' age ranges who willingly took part in filling out the questionnaire Out of the total 116 students who participated, the majority, comprising 62.9%, were 18 years old This group consisted of 73 students, indicating a significant portion of the sample The second largest age group consisted of 19-year-olds, accounting for 31.9% of the participants, with 37 students falling into this category Lastly, a small proportion of the students, only 5.2% (6 students), were 20 years old, representing the smallest age group among the participants
Figure 4.2 Gender of the participants
The pie chart depicts the gender distribution of the participants who completed the questionnaire It was evident that the majority of participants, nearly 80%, identified as female This group consisted of a substantial proportion of the sample On the other hand, the number of male students who participated in the survey was considerably lower, with only 20 individuals, accounting for approximately 17.2% of the total participants A small percentage, representing 3.4% of the total participants (4 individuals), chose not to disclose their gender
4.1.1.3 Self-rate proficiency in speaking English
Figure 4.3 Participants’ proficiency in speaking English
The graph depicts the self-assessed English proficiency levels of participants in speaking, ranging from 1 to 6 These levels correspond to the Common European Framework of Reference for Languages (CEFR) levels from A1 (beginner) to C2 (proficient).
Among the participants, the largest proportion, accounting for 41.4%, rated themselves at the B1 level This indicated that 48 students considered their speaking was B2, with 36.2% of the participants (42 students) placing themselves at this upper- intermediate level
A smaller group of participants, consisting of 16 individuals, assessed their speaking skills at the A2 level, indicating a basic level of proficiency Only 6 participants believed they had reached the advanced level, placing themselves at the C1 level
Interestingly, an equal number of participants, consisting of 2 individuals each, considered themselves at the lowest level (A1) and the highest level (C2), each accounting for only 1.7% of the total participants
4.1.2 Information pertaining to learning English pronunciation
4.1.2.1 Opinion about whether their English pronunciation affects students’ overall English language skills and communication
Figure 4.4 Participants’ opinion about the impact of their English pronunciation
The pie chart illustrates the students' perspectives on the impact of their English pronunciation on their overall language skills and communication It was evident that a significant majority of the participants, comprising 81% (94 students), agreed that their pronunciation had an influence on their overall English proficiency and communication abilities In contrast, a small proportion of the participants, consisting of only 4.3% (5 individuals), believed that their pronunciation would not make a difference to their language skills Additionally, 17 students (14.7%) remained neutral on the issue, marking their response as "Maybe," indicating uncertainty about the extent to which pronunciation affects their overall language abilities
The overwhelming agreement among participants, with 81% acknowledging the influence of pronunciation on their overall English proficiency and communication abilities, underscores a high level of awareness and recognition of the importance of pronunciation in language learning This corresponds with the idea which was discussed earlier in the study of Celce-Murcia et al (2010) and Derwing and Munro (2015) about the vitality of pronunciation
4.1.2.2 Main challenges when learning English pronunciation
Figure 4.5 Students’ main challenges while learning English pronunciation
To identify challenging aspects of English pronunciation for students, the researcher conducted a survey asking them to rank five pronunciation features from 1 (most challenging) to 5 (least challenging) This ranking system provided valuable data on the specific pronunciation areas where students encounter difficulties.
Based on the collected statistics, the calculations for the average ranks of difficulty level for each feature are:
Total rankings: 28 + 19 + 19 + 17 + 33 = 116 Average rank: (28 * 1 + 19 * 2 + 19 * 3 + 17 * 4 + 33 * 5) / 116 ≈ 3.43 Based on these calculations, we can see that:
Sentence stress had the lowest average rank of approximately 2.52, indicating that it received the highest ranking among the difficulties
Ending sounds had an average rank of approximately 3.14
Strong and weak form had an average rank of approximately 3.43
Intonation had an average rank of approximately 3.28
Linking words had the highest average rank of approximately 3.57
Therefore, according to the provided statistics, Sentence stress is ranked as the most challenging (highest rank), while Linking words is ranked as the least challenging (lowest rank)
The findings on pronunciation difficulties presented in this study are consistent with the earlier research which have been discussed in prior literature Thomson and Derwing (2014), together with Muhammed and Taha (2014) highlighted the significance of stress and intonation while Leah (2012) focused on misplaced stress Furthermore, Tam (2005) delved into the issue of ending sounds, specifically addressing the omission of final sounds
4.1.2.3 Frequency of practicing English pronunciation outside class
Figure 4.6 Students’ frequency of practicing English pronunciation outside of class hours
The pie chart provides information on how often students engage in practicing English pronunciation outside class at the university Slightly more than half of the participants, specifically 54.3% (63 students), carry out pronunciation practice several times a week About 13.8% (16 students) practice pronunciation once a week, while a similar percentage, 14.7% (17 students), rarely participate in pronunciation practice Furthermore, approximately 17% of the participants (20 individuals) diligently practice their pronunciation on a daily basis
4.1.2.4 Opinion about whether the instruction and practice provided in students’
English Language classes are sufficient for improving their pronunciation
Figure 4.7 Students’ opinion about the amount of instruction and practice in their
The pie chart displays the students' perceptions of the amount of instruction and practice provided in their English language classes A considerable majority, comprising nearly 63% of the participants (73 students), agreed that the instruction and practice offered in their classes were adequate to enhance their pronunciation skills
Approximately one-third (31%) of respondents expressed indifference towards the sufficiency of instruction and practice in their English language coursework Conversely, a minority (6%) perceived a deficiency in these aspects within their university classes.
4.1.2.5 Activities students perceive as beneficial for enhancing their English pronunciation skills
Table 4.1 Activities that students find helpful in improving their English pronunciation
Engaging in pronunciation drills and exercises in the class 78 Watching videos or listening to audio recordings with clear pronunciation 97 Practicing with pronunciation apps or online resources 77
Practicing with partners outside of class hours 61
In the questionnaire, participants were asked to select all the options that would support the improvement of their pronunciation
Engaging in pronunciation drills and exercises in the class garnered 78 votes, indicating a significant level of interest among students in this type of in-class practice
Watching videos or listening to audio recordings with clear pronunciation received the highest number of votes, with a total of 97 This suggests that most of the students participating in this survey found this activity particularly helpful in improving their pronunciation skills
Practicing with pronunciation apps or online resources received 77 votes, indicating a substantial level of engagement with technology-based tools for pronunciation practice
Lastly, Practicing with partners outside of class hours received 61 votes, indicating a much smaller number of students that values and engages in collaborative pronunciation practice with their peers outside of regular class time, compared to the previously-mentioned activities
Basing on Derwing & Munro (2009) and Celce-Murcia et al (2010), those activities benefited students as they created the opportunities for learners to carry out imitation, shadowing, and focused practice, which ultimately fine-tune their oral muscle movements to pronounce English more accurately, according to Guenther et al (2006) and Flege (2007) Additionally, as Derwing et al (2007) together with Bradlow and Bent (2008) had pointed out, they offer students ample opportunities for authentic language use and exposure to native speakers' models which can further support their pronunciation
4.1.2.6 Students’ level of confidence in their ability to self-correct their pronunciation errors
Figure 4.8 Students' confidence in self-correcting pronunciation errors
Findings and conclusion from interviews
4.2.1 Previous experience with English pronunciation instruction
Table 4.3 Previous experience with English pronunciation instruction
Theme Source of experience Frequency
All 6 interviewees agreed that “Almost no attention was given to speaking skill in general and pronunciation in particular in high school” Their teachers only focused on vocabulary and grammar Candidate A shared that: “My sister had told me about the importance and practical application of IPA when I started secondary school so I have learnt about it briefly in the past, before learning it officially at the university” For that reason, they had better preparation, therefore better acquisition rate and level than other students in the class Candidate B said that: “I have attended class at an English language school since I was in primary school and when I entered secondary school, I was introduced to pronunciation through the shadowing technique there” Candidate C and
E shared that all the knowledge pertaining to English pronunciation that they got prior to starting university was all self-study or through looking up new words in dictionaries and noticing the IPA Candidate D and F both said that “The closest to pronunciation training I got was when listening to the teachers pronouncing new vocabulary aloud in the class in high school and trying to imitate”
In conclusion, all 6 interviewees received no formal guidance on English pronunciation during their time in high school All of their knowledge relating to this aspect was completely gathered from outside sources
The collected data from this interview question align with the statement of Kelly (1969 as cited in Celce-Murcia et al., 2010) that pronunciation has not received an adequate amount of attention in the process of teaching and learning English, compared to other aspects of the language
Table 4.4 Impact of regional accents
Notice the influence on other people 3
Despite their shared Northern Vietnamese regional accent, the interviewees generally reported minimal impact on their English pronunciation Specifically, candidates A, B, and C indicated that their accent had no significant influence on their English pronunciation However, candidates C and D acknowledged a slight influence, particularly in distinguishing between the /s/ and /ʃ/ sounds.
Accent variation among students with different backgrounds plays a role in English language acquisition Interviewees observed that students from southern and central Vietnam had distinct regional accents, particularly in pronouncing sounds such as /l/ and /n/ These regional accents influenced the interviewees' own pronunciation production, highlighting the impact of peers' language exposure on individual speech patterns.
Research suggests that accents significantly impact English language acquisition and production, aligning with previous findings Factors hindering pronunciation for non-native speakers include learners' accents and the influence of their native tongue Vietnamese English learners, for instance, may inadvertently use Vietnamese phonetic features in their English pronunciation, as indicated by Duong (2009).
4.2.3 Additional resources or guidance outside of English classes
Table 4.5 Additional resources or guidance
Movie websites with English subtitles 4 Interaction with native speakers 1 English courses outside the university 2
All 6 interviewees have sought support from resources or guidance besides English classes at the university They all watched videos on YouTube, ranging from instructional pronunciation videos to videos with authentic context 4 candidates (B, C,
D and F) saw movies or series while turning on English subtitles Candidate D even watched movies of other languages such as Chinese, Korean with English subtitles 2 individuals (B and D) signed up for English courses at language institutes in addition to classes at the university 2 others (E and F) found smartphone applications helpful and put them into use Candidate C added that “interacting with native speakers not only enhanced my pronunciation but also boosted my confidence”
The findings from this part combining with 4.1.2.5 indicated the popularity of YouTube acting as a beneficial source in supplying learning experience with authentic input This may result from the easy accessibility of the platform In addition, YouTube videos normally have shorter length, especially lesson videos are mostly of bite-sized length, making it easier for students to follow and remember
4.2.4 Other personal experiences or difficulties in learning English pronunciation
Each interviewee shared their own particular problems in the process of pronunciation learning
Candidate A struggled with pauses between sentences and had difficulty recognizing and understanding words due to improper separation and context placement They had discussed this with the teacher, however the given solution was not optimal and suitable with them as they have not seen any progress
Candidate B had a habit of speaking at a high speed, resulting in missing consonants and inadequate stress on important parts of sentences
Candidate C found it extremely challenging to grasp pronunciation, particularly intonation They hadn't reported their difficulties to their university teacher but they received some support from their IELTS class teacher and peers outside of the university
Initially, Candidate D faced challenges in their language learning journey, experiencing shyness and finding self-correction ineffective They struggled with speaking English aloud due to a fear of mistakes Additionally, they encountered frustration when their classmates exhibited laziness and a lack of cooperation, hindering their progress in pronunciation practice.
Candidate E experienced tension in their articulation organs after prolonged practice and emphasized the need for additional self-study
Candidate F acknowledged that learning pronunciation required time and patience and highlighted the importance of integrating it into other skills They struggled with sentence stress, intonation, and ending sounds, and noted a gap between theory and practice They also mentioned learning from peers as a valuable resource due to limited time with teachers
The findings from this part show that, although at that time students had moved past the period of learning segmental features into the phase of learning suprasegmental features, certain difficulties pertaining to consonants and vowels still persisted which hinder students’ process of acquiring a proper level of English pronunciation.
CONCLUSION AND RECOMMENDATION
Major findings
In conclusion, the findings from this thesis demonstrate the significance placed on pronunciation by the majority of participants, indicating its crucial role in English language competence and effective communication The research identifies various factors that pose challenges to learners in acquiring English pronunciation, including intonation, sentence stress, ending sounds, linking words, and strong and weak forms Among these factors, sentence stress emerges as the most challenging, while linking words are reported as the least challenging
Additionally, the study reveals varying levels of commitment and frequency among students in practicing English pronunciation outside of class, with a significant proportion engaging in regular practice sessions multiple times a week While most students felt that their university English language classes provided adequate opportunities for instruction and practice, a smaller portion expressed concerns in this regard
Various activities were deemed useful by learners in improving their English pronunciation, such as engaging in pronunciation drills and exercises in the class, watching videos or listening to audio recordings with clear pronunciation, practicing with pronunciation apps or online resources, and practicing with partners outside of class hours Among these activities, Watching videos or listening to audio recordings with clear pronunciation was favored the most by the students
Furthermore, the research indicates that a majority of the surveyed students felt moderately confident in self-correcting pronunciation errors The difficulties faced by students in learning pronunciation were primarily attributed to challenges in hearing tunes or identifying different patterns of rising and falling tones, while unappealing lesson content was reported as the least significant factor
Overall, the data collected reveals a strong recognition among students regarding the importance of improving pronunciation in relation to their future goals, with only a small fraction expressing uncertainty or disagreement This suggests a considerable motivation among students to seek solutions to their pronunciation difficulties, underscoring the significance of addressing this aspect of language learning.
Recommendation
To enhance pronunciation, students must acknowledge its significance and actively seek improvement Regular practice outside of class is crucial, with resources like pronunciation apps, online materials, and language exchange partners proving valuable Proactive students make noticeable gains by recognizing the importance of pronunciation and dedicating time to improving it.
Additionally, seeking feedback is crucial for improvement Students should actively seek feedback from instructors and peers on their pronunciation Embracing constructive criticism and using it to identify areas for improvement is essential Taking advantage of opportunities for individualized instruction or pronunciation clinics offered by the English department can also greatly benefit students in refining their pronunciation skills
Engaging in authentic language exposure is another valuable recommendation Students should expose themselves to authentic English audiovisual materials such as movies, TV shows, podcasts, and music By paying close attention to native speakers' pronunciation and practicing imitating their intonation, stress patterns, and connected speech, students can develop a more natural and fluent pronunciation
Lastly, students are encouraged to participate in pronunciation-focused activities or clubs within the university or community These can include conversation groups, pronunciation workshops, or public speaking events Engaging in such activities provides additional practice opportunities and creates a supportive environment for students to improve their pronunciation skills
Lecturers significantly impact students' pronunciation development, emphasizing the need for regular, structured pronunciation instruction in language courses Lessons should explicitly address common pronunciation challenges, concentrating on specific sounds, stress patterns, and intonation Ample practice opportunities and feedback are crucial, allowing students to improve their pronunciation skills effectively.
Furthermore, lecturers should make use of multimedia resources that showcase clear pronunciation models Integrating authentic audiovisual materials such as videos, podcasts, and recordings into lessons exposes students to various accents and speech styles By incorporating guided practice and analysis of pronunciation features found in these materials, lecturers can help students develop a more accurate and natural pronunciation
Personalizing instruction is also crucial Lecturers should recognize that students may have diverse pronunciation needs and levels of proficiency Offering individualized feedback and support tailored to address specific areas of difficulty for each student can significantly benefit their pronunciation development Providing resources and strategies for self-directed practice outside of class further empowers students to take ownership of their pronunciation improvement
Additionally, lecturers should foster a positive and dynamic classroom environment that encourages students to actively engage in pronunciation practice Creating a safe space where students feel comfortable taking risks and experimenting with pronunciation is vital As confidence is one of a determinant in improving learners’ scholastic performance (Bandura, 1997; Schunk & Usher, 2012); especially pronunciation in particular and speaking in general (Krashen, 1982); lecturers can help students become more confident to speak out In order to boost learners’ self-efficacy; apart from offering constructive feedback and acknowledging students' efforts; lecturers incorporate interactive mini-games into their teaching approach while still practicing their pronunciation with their friends or creating more opportunities for them to practice alone and in large groups under teachers' supervision Other activities such as group discussions, presenting information, etc are also highly recommendable
To enhance pronunciation practice within time constraints, lecturers should adopt effective strategies Minimizing their talking time by assigning pre-class reading promotes student preparation and maximizes class time for pronunciation activities Prioritizing support for students facing pronunciation challenges is crucial, providing individualized attention or peer pairings with skilled speakers By optimizing time allocation and offering targeted assistance, lecturers can effectively improve pronunciation outcomes in the allotted class time.
The English department can play a pivotal role in facilitating effective pronunciation instruction and support To achieve this, it is recommended that the department establishes a language learning support system This system can include pronunciation workshops, clubs, or access to pronunciation software and online resources Such resources will provide students with additional avenues for practice and support outside of regular classroom instruction
Providing professional development opportunities to instructors, such as workshops and training sessions, ensures they have the skills and knowledge to deliver effective pronunciation lessons Supporting instructors in staying abreast of current research and best practices is vital for maintaining instructional quality in pronunciation instruction These initiatives empower instructors to deliver impactful lessons aligned with the latest pedagogical advancements.
Lastly, the English department should encourage and support research initiatives focused on pronunciation instruction and assessment Conducting regular assessments to monitor the effectiveness of pronunciation instruction and identify areas for improvement is essential for ongoing program enhancement By promoting research in this area, the English department can contribute to the advancement of knowledge and best practices in pronunciation instruction.
Limitations of the study
The research faced limitations that may impact its reliability The sample size (116 freshmen English majors) was small and the interviews included only 6 participants, reducing the diversity and generalizability of the findings Additionally, closed-ended survey questions hindered more personalized responses, potentially limiting the depth of the insights obtained.
In order to overcome these limitations, future research should strive to incorporate a more expanded sample of participants and design a more extensive questionnaire to attain more dependable and comprehensive outcomes
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1 How would you describe your experience with English pronunciation instruction in high school or any previous English language courses you have taken?
2 How would you describe the impact of regional accents on your understanding and production of English pronunciation?
3 Have you ever sought help from additional resources or guidance outside of your English classes to improve your pronunciation? If yes, please briefly describe the resources or methods you have used
4 Is there anything else you would like to share about your experiences or difficulties in learning English pronunciation?
Difficulties in learning pronunciation faced by first-year English majors at Thang Long University
My name is Nguyen Ngoc Dung, a student from K34 of English Department I am conducting my Graduation Thesis which is “Difficulties in learning pronunciation faced by first-year English majors at Thang Long University” I would be very grateful if you consider participating in my research and giving your precious answers for the completion of this questionnaire Rest assured mate, your confidentiality is strictly guaranteed and all the collected data will be used for research purposes only Best Regard, Dung
Tôi tên là Nguyễn Ngọc Dung, sinh viên khóa K34 ngành Ngôn ngữ Anh tại ĐH Thăng Long (TLU) Hiện tôi đang thực hiện một khảo sát về những khó khăn của sinh viên năm nhất ngành Ngôn ngữ Anh khi học phát âm tại TLU phục vụ cho khóa luận tốt nghiệp Tôi rất mong các bạn dành ít phút quý báu hoàn thành phiếu khảo sát này Xin lưu ý rằng thông tin cá nhân của các bạn sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu.
Mình xin chân thành cảm ơn!
Male Female Prefer not to say
3 Question 1: On a scale from 1 to 6, how would you rate your overall proficiency in * speaking English? (This scale is based on the CEFR scale, 1: Beginner, 2: Elementary,
3: Intermediate, 4: Upper Intermediate, 5: Advanced, 6: Proficient)
4 Question 2: Do you feel that your English pronunciation affects your overall English * language skills and communication?
5 Question 3: What are the main challenges you face when learning English pronunciation? Please rank the following difficulties from 1 to 5, with 1 being the most challenging and 5 being the least challenging (e.g Intonation: 1, Sentence stress: 2, Ending sounds: 3, Linking words: 4, Strong and weak form: 5) *
Mark only one oval per row
6 Question 4: How often do you practice English pronunciation outside of class * hours?
Several times a week Once a week Rarely Never
Question 5: Do you feel that the instruction and practice provided in your English * Language classes are sufficient for improving your pronunciation?
7 Question 6: Which of the following activities do you find most helpful in improving * your English pronunciation?
Engaging in pronunciation drills and exercises in the class Watching videos or listening to audio recordings with clear pronunciation Practicing with pronunciation apps or online resources
Practicing with partners outside of class hours
8 Question 7: How confident do you feel in your ability to self-correct your * pronunciation errors?
Not confident Somewhat confident Very confident