(Luận văn thạc sĩ) a study of common errors made by students in pronouncing english consonants at worldlink english centre m a thesis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ THƠM A STUDY OF COMMON ERRORS MADE BY STUDENTS IN PRONOUNCING ENGLISH CONSONANTS AT WORLDLINK ENGLISH CENTRE (NGHIÊN CỨU NHỮNG LỖI PHÁT ÂM THƯỜNG GẶP KHI PHÁT ÂM CÁC PHỤ ÂM TIẾNG ANH CỦA HỌC VIÊN TẠI TRUNG TÂM ANH NGỮ WORLDLINK) M.A MINOR PROGRAM THESIS Field: English Language Teaching Methodology Code: 60140111 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ THƠM A STUDY OF COMMON ERRORS MADE BY STUDENTS IN PRONOUNCING ENGLISH CONSONANTS AT WORLDLINK ENGLISH CENTRE (NGHIÊN CỨU NHỮNG LỖI PHÁT ÂM THƯỜNG GẶP KHI PHÁT ÂM CÁC PHỤ ÂM TIẾNG ANH CỦA HỌC VIÊN TẠI TRUNG TÂM ANH NGỮ WORLDLINK) M.A MINOR PROGRAM THESIS Field: English Language Teaching Methodology Code: 60140111 Supervisor: Dr Hà Cẩm Tâm HANOI, 2014 DECLARATION I, Nguyen Thi Thom, certify that this thesis A study of common errors made by students in pronouncing English consonants at Worldlink English centre is the result of my own research I confirm this thesis has not been published or submitted for any other degrees Researcher's signature Nguyen Thi Thom i ACKNOWLEDGEMENTS I owe an enormous debt of gratitude to my supervisor, Dr Ha Cam Tam for her great guidance, precious comments and continuous encouragement from the beginning and throughout the study process Without her help, I could not finish my graduation paper My sincere thanks go to all of my teachers of Post-Graduate Studies Department in University of Languages and International Studies who have brought me the world of knowledge during my course and helped me complete this important document I also would like to send my appreciation to all of my students studying at Worldlink English centre for their cooperation and enthusiastic help in recording the tasks I am indebted to my colleagues there who always supported and stayed by my sides when I was in the most stuck Last but not least, I wish to send the deepest gratitude to my family for their endless love and support throughout my life Without the encouragement of my grandmother, parents and brothers, I could not have got this far I am grateful to all of those who contributed to the completion of this study and it is an honor for me to receive any comments from the readers ii ABSTRACT The research was conducted to examine the most problematic English consonants facing the students at Worldlink English Centre Consonantal phoneme pronunciation error data was collected from the recording using two types of tasks, namely reading out loud single words and reading out loud a story and analyzed using narrow IPA phonetic transcription The findings indicate that learners at the centre have a tendency to substitution, deletion and insertion of sounds in syllable-initial, middle and final positions of the words Specifically, it was found that the most common error was sound substitution which most often happened to the affricate, fricative and lateral sounds: /ʃ/, /ʒ/ and /l/ The second most popular error is called sound deletion, which frequently occurred to three ending sounds: /p/, /s/, /tʃ/ Last but not least most frequent error named sound insertion appeared when the participants added the sound /s/ at the end of many words in the study The errors were identified in terms of both the interference of the mother tongue and inadequate knowledge of the articulation of the sounds From the results, some pedagogical suggestions were offered to improve the English pronunciation of students at Worldlink English Centre iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv PART I: INTRODUCTION 1 Rationale Aims of the study Scope of the study Method of the study Design of the study PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 English Pronunciation 1.2 The English Consonants 1.2.1 General description of consonants 1.2.2 Classification of English consonants 1.3 The Vietnamese Consonants 11 1.4 A comparison of English consonant and Vietnamese consonant 12 1.5 The interference of the mother tongue to students' English pronunciation 15 1.6 Intelligibility and Intelligibility problems in pronunciation 17 1.7 Preview of Previous studies 18 CHAPTER II: METHODOLOGY 21 2.1 Selection of Informants 21 2.2 Data collection instruments 22 2.3 Data collection procedure 24 2.4 Data analysis procedure 24 CHAPTER III: DATA ANALYSIS AND DISCUSSION 27 iv 3.1 Sound deletion errors 28 3.2 Sound substitutions 31 3.3 Sound insertion 34 PART III CONCLUSION 35 Conclusion 35 Implications 37 Limitations and suggestions for further study 38 REFERENCES 40 APPENDIX 1: SINGLE WORDS AND STORY NARROW TRANSCRIPTION I APPENDIX 2: EXERCISES FOR TAPE RECORDING IV v LIST OF TABLE, FIGURES AND ABBREVIATION LIST OF FIGURES Figure 1: Features of pronunciation Figure 2: The manner of articulation Figure 3: The manner of articulation LIST OF TABLES Table 1: English Consonant Phonemes Table 2: Vietnamese initial consonants Table 3: Vietnamese final consonants Table 4: The initial consonants of the Hanoian variety Table 5: Similarities between English and Vietnamese Table 6: Overview of the consonant errors found in the data Table 7: Types of consonant errors found in the data Table 8: Sound deletion errors Table 9: Sound substitution errors Table 10: Sound insertion errors vi PART I: INTRODUCTION Rationale English has become the international language, which is popular all over the world In Vietnam, there is high demand for the language because more and more requirements about English are established such as University English Outcomes Standard or English Certificate to graduate or apply for a job That is the reason why learners go to English centers with the hope that they can gain knowledge and get the best grades in the tests; as a result, English centers are getting popular in the big cities in Vietnam However, it is the fact that the serious problem of Vietnamese English learners is their pronunciation Not only does this restrict learners in real communication but also reduce their grades in important speaking and listening tests For such reasons, basic pronunciation courses are provided to students learning at English centers Over several years of teaching English, especially basic pronunciation courses to Vietnamese learners at some English centers, the researcher of this paper has realized that many Vietnamese learners of English made errors in pronouncing English consonants, which leads them to the failure in comprehension or misunderstanding in communication The causes of those pronunciation errors are various; however, the influence of mother tongue is of great concern to the researcher In attempt to find out common errors by students in pronouncing English consonants and figure out whether or not the native language affects students' pronunciation of the second language, the researcher carries out this study Aims of the study The aim of the study is mainly to figure out common errors in pronouncing English consonants by the learners taking part in English basic pronunciation courses at Worldlink English Centre Basing on the identified errors, the causes, especially, the influence of mother tongue on learners' pronunciation will be discussed and some pedagogical suggestions will be provided to improve teaching and learning English pronunciation courses at the centre The study, therefore, answers the following question: What common errors students at Worldlink English Centre have in pronouncing English consonants? Scope of the study The main focus of this study is on investigating common errors made by students in pronouncing twenty four English consonants Basing on the results, the question of whether or not Vietnamese language influence the English pronunciation of the students at Worldlink English Centre is also discussed and answered Participants are 20 non-English major students who are learning basic pronunciation courses at Worldlink English centre Textbook for teaching the course is English Pronunciation in Use – Elementary by Jonathan Marks Methodology of the study The data was collected by employing the tool of recording the participants' pronunciation of single words and story reading All the data collected are presented in the form of narrow transcription and then compared to the standard version to find out the errors Details of methodology applied in the study are discussed in Part III - Methodology Design of the study To achieve the aims of the study, this paper is divided into five chapters Part I: Introduction: An introduction consists of the rationale, aims of the study, scope of the study, method and organization of the study Part II: Development Chapter I: Literature Review: This chapter provides the relevant bodies of knowledge and gives a brief overview of the literature on the research topic This includes key concepts of English pronunciation, intelligibility in pronunciation, English consonants, Vietnamese and English consonant comparison and contrast, English pronunciation errors and related key terms Besides, the viewpoints on the interference of the first language to the second language pronunciation are also given The last part is the review of previous related studies Chapter II: Methodology: This part describes all the steps used to complete the research including in-depth information of participant selection, applying data collection instrument, procedure of data collection and data analysis informants - nineteen out of twenty They are three sounds /ʃ/, /ʒ/ and /l/, which the two former sounds /ʃ/ and /ʒ/ were replaced by /s/, and /l/ was substituted by /ʊ/ or /ɪ/ First, the palato-alveolar sound /ʃ/ was repeatedly replaced by the sound /s/ in the media position of the words: ocean, pronunciation with 35 substituted times and in the final position of the words: English, fresh with 29 substituted times That the sound /ʃ/ does not exist in Northern Vietnamese made it unfamiliar to the learners and as a result caused difficulty to their pronunciation Second, the sound /ʒ/ was substituted by the fricative /s/ in the media position of the words such as leisure and pleasure with 29 substituted times This is due to the lack of distinction between the two sounds and also the influence of mother tongue It is the fact that Vietnamese consonants are represented by the same way they are pronounced while English consonants may be presented by identical letters but different pronunciation Therefore, the habit of pronouncing the sounds the same way as they are written led Vietnamese learners to mispronounce words such as leisure and pleasure Third, the researcher found it really interesting with the ending sound /l/ in the only two words: feel and full The sound was 19 times substituted equal to numbers of informants made the error The sound was pronounced with absolutely no contact between the tongue tip and the alveolar ridge and instead of producing /l/ sound, most of the students replaced it with vowel /ʊ/ and /ɪ/ which made the words change into [fiːʊ] and [fʊɫ] The second common errors happened to the initial voiceless affricate /tʃ/ in the word chop and the voiced affricate /dʒ̩/ in the word jam which were substituted by the Vietnamese sound /ć/ and /z/ respectively It is really serious when the initial sound /dʒ̩/ appears only once in both tasks but was replaced 18 times by 18 learners Among those made error with the word jam, there were up to seven students coming from Nghe An, which is a central province of Vietnam For learners from the 32 central area of Vietnam, the sound /dʒ̩/ in word initials is often confused for /z/ This is owing to the interference of Nghe An dialect Ranking in the third place, the errors happened to the sound /th/ which was substituted by Vietnamese sound /ť/ in the initial position of the words time, talk with 30 substituted times Even though this error does not seriously affect listeners' understanding in the real communicating context, confusing the two sounds too often made the speaker's pronunciation unnaturally and less professionally Besides, in the media position of the word kitchen and in the final position of the word watch, once again the sound /tʃ/ was confused with Vietnamese similar sounds /ć/ by sixteen out of twenty informants Having the same numbers of informants with the errors, the sound /dʒ̩/ was this time replaced by the sound /g/ at the media position of the word danger The word in this case was produced as the way it is written In addition, fifteen students mispronounced /ʃ/ and produced /s/ instead in the words such as shopping, she, which accounted for the highest substituted times 105 compared to other sounds Other sounds that caused trouble to ten to thirteen out of twenty students are: /dʒ̩/, /ð/, /ʒ/, /z/, /θ/, /ʃ/, which was respectively replaced by /z/, /θ/, /z/, /t/, and /s/ The problematic sounds occurred in words such as garage, breathe, vision, things, thank, this, she, that Regarding the confusion of the sound /ð/ for /z/, a great number of students found it difficult placing the tongue tip between the teeth, so they resorted to an easier solution that was to bring the tip into contact with the back of the teeth or alveolar sometimes in the form of /d/ or /z/ In conclusion, the most common substitution errors happened to the sounds: /ʃ/, /ʒ/ and /l/ This problem could happen because of two factors: the negative influence of mother tongue and insufficient knowledge of articulatory phonetics Firstly, substitution of English sounds occurs due to the fact that some of the English sounds not exist in Vietnamese, particularly northern Vietnamese such as /ʃ/, /ʒ/ Besides, learners at elementary level are not sufficiently aware of the articulators of those sounds to pronounce correctly Secondly, Vietnamese learners 33 not have the habit of pronouncing the final consonant of the words due to the fact that there is not such rule in their mother tongue; therefore, they tend to substitute the sound /l/ by the sounds which can make the words similar to their mother tongue's word and easier to pronounce 3.3 Sound insertion Table 10: Sound insertion errors N = 20 Description Insertion times Sounds Media s 30 Informants with the errors Final 12 s 107 14 The table indicates the last type of errors, namely sound insertion As shown on the table, /s/ is the sound that was added at the end and sometimes in the middle of the words in this study, in which the mispronounced word made by most of the students is ready In this case, fourteen out of twenty participants produced the word as [ˈresd.i] instead of [ˈred.i] and /s/ was inserted to the media position of the word However, most frequently, the sound /s/ was inserted to the final position of the many words Some students added /s/ at the end of every English words they produce Some others tend to add the sound to the words ending with /t/ This error happened most often to the words: It, get, bit, cat, visit and second most often with pit, rat, wet, present Interestingly, some of them admitted that the habit of adding /s/ to English words when speaking made them more confident because they seemed to sound like native English speakers and to be more professional In fact, adding one sound to an English word may change the whole meaning of the word As a result, this is the main reason why students fail in communicating in English Besides the main three errors above, there is another error found many times in this study, which is aspiration error The sound [p,t,k] are pronounced without any slight puff of breath by Vietnamese learners Some words most participants pronounced without aspiration are cat, confused, pronunciation, pit, kitchen, perhaps, pleasure It happens because Vietnamese does not have those aspirated sounds Vietnamese has only one variant, meanwhile, English stop consonants have more than one variant in which they are aspirated 34 PART III CONCLUSION Conclusion This study was carried out to answer the following question: What common errors students at Worldlink English Centre have in pronouncing English consonants? According to the results, the most common errors in pronouncing English consonants of learners at Worldlink English centre are identified Among three types of errors, namely sound deletion, sound substitution and sound insertion, sound substitution are the most common error, which made by most of the participants with the number of sounds substituted are up to seventeen in all three positions of words Sounds most participants substituted include /ʃ/, /ʒ/ and /l/, which were regularly replaced at all three positions of the words In the initial position, the consonant /ʃ/ was mispronounced as /s/ in the words she, shop, which constituted the highest deleted times of 105 However, the sound was most frequently substituted at the final position of words English, fresh with very high numbers of participants made the error - nineteen out of twenty In the media position, the voiced palato-alveolar fricative sound /ʒ/ was usually made as the sound /s/ by nineteen out of twenty subjects in the words pleasure and leisure The most interesting error occurred in the final position of the words feel and full, in which nineteen informants substituted the lateral ending sound /l/ by two vowels /ʊ/ and /ɪ/ In terms of sound deletion, most of the consonants in the final position of the words were omitted by the participants The number of the sounds deleted was up to thirteen, including /p/, /b/, /t/, /d/, /tʃ/, /s/, /z/, /k/, /θ/, /ʒ/, /dʒ/, /ʃ/ The two sounds /θ/ and /s/were the only two consonants deleted in the media position of the words Sounds most frequently deleted are /p/, /s/, /tʃ/, omitted by nineteen out of twenty subjects as ending sounds What is more, the two sounds /p/, /s/ also made up the highest deleted times with 323 and 105 times respectively The most often deleted words are soup, soap, chance, house, and much Last but not least error 35 named sound insertion in which most learners - fourteen out of twenty subjectsadded the sound /s/ to the media position of the word ready while other words were inserted in the final position with the highest insertion time of 107 From all the results presented above and some discussion about the causes leading to students' pronunciation errors, it can be affirmed that the influence of the Vietnamese language contributes to some of the most remarkable errors in pronouncing consonants of the subjects of the study First of all, in terms of sound deletion, sounds were often deleted at both the middle and final positions of many words in the study To some extent, this is due to the fact that Vietnamese ending sounds are never pronounced; therefore, obviously Vietnamese learners not have habits of pronouncing final-syllable consonants The difference between Vietnamese and English is also another reason contributing to learners' deletion of some sounds For example, among three most common deleted sounds /s/, /p/, /tʃ/, the sound /p/ as a final syllable in Vietnamese is unreleased or "held in" (Tang, 2007), but in English there are four phases in the production of this plosive: closure, hold, release and post-release Vietnamese learners as pronouncing words ending with /p/ such as step, top often stop at the first two phases: closure and hold but not releasing and plosive the sound Secondly, sound substitution errors happened most regularly in this study The influence of mother tongue in this case was clearly found since learners used Vietnamese similar sounds to substitute for English sounds which not exist in their own language The informants replaced /s/ for /ʃ/ which does not have in northern Vietnamese English sound /dʒ/ cannot be found in Vietnamese are mispronounced as /z/ in the initial position and /g/ in the media consonants In the final position of the word feel and full, even though the lateral sound /l/ does exist in Vietnamese, the informants did not have the habit of pronouncing the ending sounds in Vietnamese, so had no idea how to articulate the sound correctly As a result, they pronounced the vowel /ʊ/ and /ɪ/ instead of /l/ which changed the words into Vietnamese similar sounds [fiːʊ] and [fʊɪ] Besides, as for English voiceless 36 affricate /tʃ/, which is one of the most difficult sounds in this study, learners often substituted Vietnamese voiceless palatal stop /c'/ as in cha for the English affricate /tʃ/ Thirdly, it is interesting with the fact that learners deleted the sound /s/ in the words which they needed pronounce and added the sound to the words which were not required The subjects tend to add the sound in the final syllable of the words ending with sound /t/ In addition, there was a great number of students inserted the sound in the media of the word ready [ˈred.i] which turns into [ˈresd.i] Fourthly, other errors including sound aspiration errors of three sounds /p, k, t/ The student subjects could not articulate the aspirated /t/, /k/, /p/ properly because the there is no such a rule in Vietnamese In conclusion, the mother tongue interference is considered as the main obstacle causing pronunciation errors in English consonants of students at Worldlink English centre However, there are also several other factors contributing to those errors  Mother tongue's influence:  Insufficient knowledge of articulatory features of English consonant sounds:  Poor learning background  Teaching and learning techniques Implications It is hoped that the findings of the study will help English Language teachers at the centre to understand the most common consonant pronunciation errors of the students taking pronunciation courses and thus help to improve their students‟ awareness and understanding of the sound systems on English pronunciation To the teacher, it is necessary to eliminate students' difficulties in pronouncing English consonants The results of the study clearly show that learners at the centre tend to encounter three most common errors, namely sound deletion, sound insertion and sound substitution Mother tongue influence is one of the main factors causing this problem but learners' insufficient knowledge of the phonemes is the basic reason Therefore, in order to improve learners' pronunciation, it is a good 37 way for teacher to give a brief introduction of all 44 sounds of English to the whole class at the beginning of the first lesson so that learners have a general overview of the sounds in their mind Then, in each lesson, teachers should guide learners how to pronounce each sound accurately and intelligibly To attain this, the following suggestions may be useful for the teachers First, making the best use of the course book- English Pronunciation in Use Elementary by Jonathan Marks is a good way It would be really suitable to elementary students if the teachers can exploit the book properly The book is designed excellently with words and articulation pictures at the beginning of each unit, and then followed by effective pronunciation exercises Learners are first taught to identify articulators such as tongue, lips, hard palace, alveolar, teeth and how to control those articulators to produce each sound in English However, there should be videos, films, pronunciation software and other devices supporting students to learn each sound the best Besides, imitation, listening and speaking, reading aloud are good suggestions for pronunciation improvement of English learners Second, the presentations of distinctions between Vietnamese and English phonological systems may raise our awareness of the differences of the two sound systems to avoid errors in pronunciation For example, the teachers should help students distinguish Vietnamese sound /s/ and English sound /ʃ/ so that they will not mistake the two sounds in speaking Last but not least, teach students the sounds in connected speech and in connection with other aspects such as intonation, pitch Limitations and suggestions for further study Despite the great efforts of the researcher in conducting this study and contributing certain benefits, there are still inevitable limitations which prevent this study from being a perfect one First, the number of the subjects selected could have been larger, hindering a complete and thorough generalization to all students learning pronunciation at the centre and Vietnamese students as well Second, not all errors made by subjects resulting from native language interference were analyzed due to limited time Besides, not only are the errors 38 derived from native language interference but other factors also influence the learners‟ pronunciation such as learner‟s insufficient knowledge of phonology and phonetics, spelling, age, attitude and psychological factors Those factors are partially paid attention and analyzed in the study; however, they should be taken into deeper investigation in further study Third, it is not enough to reveal all pronunciation errors made by the subjects based on reading words and a story only There could be better results if the data analysis was based on natural and informal conversations where the aspects of connected speech such as linking, assimilation, elision are clearly exposed As a result, without the readers' and supervisor's recommendation, the study's gaps cannot be filled Also, the researcher highly appreciates further studies which eliminate this study's weaknesses and bring new light to the topic For further study, first, the researcher supposes that there should be more studies about Vietnamese common errors in pronouncing English consonants with larger-scale of participants so that the results will be more generalized and practical to Vietnamese teachers and students Second, the researcher would like to recommend further studies finding other pronunciation errors including English sounds, clusters, stress, intonation and especially the aspects of connected speech In conclusion, the question on "common errors in pronouncing consonants by students at Worldlink English Centre" was answered However, it is far to be perfect; therefore, the researcher expects to receive constructive contribution from the readers 39 REFERENCES Binh, N.N (2005) The Vietnamese Learning Framework Part Linguistic COTSEAL Journal Crystal, D (2003) The Cambridge Encyclopedia of the English Language 2nd ed Cambridge: Cambridge University Press Cunningham Florez, M (1998) Improving Adult ESL Learners’ Pronunciation Skills Hanh, D.T.M (2007) A study on pronunciation of some English consonants by Vietnamese learners Unpublished MA Thesis Hanoi National University, Hanoi Harris, I (1994) English sound structure Oxford, UK: Blackwell Publishers Huong, N.T.T (2010) Difficulties encountered by second year students at Thai Nguyen University of Agriculture and forestry in producing some English consonants Unpublished MA Thesis Hanoi National University, Hanoi Jenkins, J., & Setter, S (2005) Teaching English pronunciation: a state of the art review Language Teaching, 38(1) Jenkins, J (2006) Current perspectives on teaching world Englishes and English as a lingua franca TESOL Quarterly, 40(1), 157-181 Kelly G (2000) How to Teach Pronunciation, Longman, Malaysia 10 Kenworthy, J (1992) Teaching English Pronunciation, Longman, London and New York 11 Leah, T (2012) Discovering factors that influence English pronunciation of native Vietnamese speakers MA Thesis Hamline University, Minnesota, USA 12 Ladefoged, P (2001) A Course in Phonetics Fort Worth: Harcourt College Publishers 13 Loc, N.T.H (2009) Comparison between English and Vietnamese phonology Retrieved from:http://www.docstoc.com/docs/159276827/Nguyen-Thi-HuynhLoc -Articles 14 Nu, D.T (2009) Mistake or Vietnamese English, Journal of Science, VNU, pp.2-8 15 Roach, P (1983) English Phonetics and Phonology, Cambridge: Cambridge University Press 40 16 Thuat, D.T (1999) Ngữ âm tiếng Việt Hà Nội, Viet Nam: Nhà Xuất Bản Đại Học Quốc Gia Hà Nội 17 Thuat, D.T (2006) Ngữ âm tiếng Việt Hà Nội, Viet Nam: Nhà Xuất Bản Đại Học Quốc Gia Hà Nội 18 Tam, H.C (2005) Common pronunciation problems of Vietnamese learners of English, Journal of Science, T XXI, No1- VNU 19 Thiem, L.Q (2004) Nghiên Cứu Đối Chiếu Các Ngôn Ngữ Hà Nội: Nhà Xuất Bản Đại Học Quốc Gia Hà Nội 20 Thuyet, P.T.S (2009) Consonants in English and Vietnamese Retrieved from: http://khoaanh.net/_upload/CA2009/4A06_Pham_Thi_Song_Thuyet_English_a nd_Vietnamese_Consonants.pdf 21 Taiffalo (2001) Sound System in Vietnamese Retrieved from: 22 Tang, Giang M (2007) Cross-Linguistic Analysis of Vietnamese and English with Implications for Vietnamese Language Acquisition and Maintenance in the United States, Journal of Southeast Asian American Education & Advancement, University of Minnesota, vol 23 Thao, V.D.T.P (2011) Correcting English consonants commonly mispronounced by second- year non -English majors at ULIS_VNUH Unpublished MA Thesis Hanoi National University, Hanoi 24 Yiing, Ivy Kho Chiann (2011) An analysis of pronunciation errors in English of six UTAR Chinese studies undergraduates Faculty of arts and social science, University of Tunku Abdul Rahman 25 Internet http://isites.harvard.edu/fs/docs/icb.topic543069.files/Lecture%20slides%20and %20handouts/Vietnamese_Sounds.pdf 41 APPENDIX 1: SINGLE WORDS AND STORY NARROW TRANSCRIPTION Single Words /p/: pit [phɪt] - paper [ˈpheɪpə]- stop [st̊ɒʔp] /b/: bit [bɪt]- library [ˈlʌɪbrəri] - verb [vɜːb] /t/: time [thaɪm]- better [ˈb̩et.ər]- eat [iːt] /d/: door [dɔːr] - ready [ˈred.i]- add [æd] /c/: cat [khæt]- pocket [ˈpʰɒk.ɪt] - talk [tʰɔːk] /g/: get [g̩et]- begin [b̩ɪˈɡɪn] - egg [eɡ] /f/: fan [fæn] - coffee [ˈkʰɒf.i] - off [ɒf] /v/: van [væn] - every [ˈev.ri] - have [hæv] /θ/: think [θɪŋk] - birthday [ˈb̩ɜːθ.deɪ] - both [b̩əʊθ] /ð/: that [ðæt]- without [wɪˈðaʊt] - breathe [b̩riːð] /s/: send [send] - yesterday [ˈjes.tə.deɪ] - bus [b̩ʌs] /z/: zip [zɪp] - easy [ˈiː.zi] - size [saɪz] /m/: man [mæn] - summer [ˈsʌm.ər] - swim [swɪm] /n/: nice [naɪs] - sunny [ˈsʌn.i] - gone [ɡɒn] /ŋ/: ring [rɪŋ] - bank [b̩æŋk] - wrong [rɒŋ] /l/: leg [leɡ̩]- English [ˈɪŋ.ɡlɪʃ] - feel [fiːl] /r/: rat [ræt] - sorry [ˈsɒr.i] - four [fɔːr] /w/: wet [wet] - always [ˈɔːl.weɪz] - weekend [ˌwiːkˈend] /h/: hat [hæt] - behind [b̩ɪˈhaɪnd] - perhaps [pəˈhæps] /j/: yet [jet] - student [ˈst ̥̊juː.dənt] - view [vjuː] /ʃ/: shop [ʃɒp] - ocean [ˈəʊ.ʃən] - fresh [freʃ] I /ʒ/: leisure [ˈleʒ.ər] - vision [ˈvɪʒ.ən] - garage [ˈɡær.ɑːʒ] / tʃ /: chop [tʃɑːp] - kitchen [ˈkhɪtʃ.ən] - watch [wɒtʃ] / dʒ /: jump [dʒʌmp] - danger [ˈdeɪn.dʒər] - age [eɪdʒ] Story I remember once on my first visit to England, soon after I started learning English, my landlady went shopping and she came back with a big bag full of oranges, jam and other things, but she forgot to buy some soup – she needed a tin of tomato soup So I said, ‘I’ll go to the shop and buy it for you’ because I wanted to be helpful and it was a chance to practice my English a bit So I went to the little shop round the corner and asked the shopkeeper for tomato soup But he seemed surprised, he didn’t understand, and I repeated again and again ‘soup, tomato soup’ until he gave me some red soap, and I realized I’d confused ‘soup’ and ‘soap’ and I was asking for ‘tomato soap’ I felt terrible, I wanted to run out of the shop, but my landlady wanted her soup, so I said ‘Thank you and tomato soup, please’this time with the correct pronunciation- and he gave me the soup I paid and went back to the house and said to the landlady, pronouncing very carefully, ‘Here’s your soup, and I bought you this soap as a present’, and she said, ‘Ooh, thank you very much, that’s very nice of you!’ I said ‘It is my pleasure, madam’ [aɪ] [rɪˈmem.bər] [wʌnsɒn] [maɪ] [ˈfɜːst] [ˈvɪz.ɪt] [tʰuː] [ˈɪŋ.ɡlənd], [suːn] [ˈɑːf.tər] [aɪ] [st̊ɑːtɪd] [ˈlɜː.nɪŋ] [ˈɪŋ.ɡlɪʃ], [maɪ] [ˈlændˌleɪ.di] [went] [ˈʃɒp.ɪŋ] [ænd] [ʃiː] [kheɪm] [bæk] [wɪð] [ə] [bɪɡ] [bæɡ] [fʊɫ] [əv] [ˈɒr.ɪndʒɪz], [dʒ̩æm] [ænd] [ˈʌð.ər] [θɪŋz],[b̩ʌt] [ʃiː] [fəˈɡɒt] [thuː] [b̩aɪ] [sʌm] [suːp] - [ʃiː] [ˈniː.dɪd] [ə] [thɪn] [əv] [thəˈmɑː.təʊ] [suːp] [səʊ] [aɪ] [sed], ‘[aɪl] [ɡəʊ] [thuː] [ðə] [ʃɒp[ [ænd] [b̩aɪ] [ɪt] [fɔːr] [juː]’ [b̩ɪˈkəz] [aɪ] [ˈwɒn.tɪd] [thuː] [b̩iː] [ˈhelp.fəl] [ænd] [ɪʔt] [wɒzə] [tʃɑːns] [thuː] [ˈphræk.tɪs] [maɪ] [ˈɪŋ.ɡlɪʃ] [ə] [b̩ɪʔt] [səʊ] [aɪ] [went] [thuː] [ðə] [lɪt.l̩] [ʃɒp] [raʊnd̪] [ðə] [ˈkhɔː.nər] [ænd] [ɑːskt̪] [ðə] [ˈʃɒpˌkiː.pər] [fɔːr] II [thəˈmɑː.təʊ] [suːp] [b̩ʌt] [hiː] [siːmssəˈpraɪzd], [hiː] [ˈdɪd.ənt] [ˌʌn.dəˈstænd], [ænd] [aɪ] [rɪˈpiː.tɪd] [əˈɡen] [ænd] [əˈɡen] ‘[suːp] [thəˈmɑː.təʊ] [suːp]’ [ənˈtɪl] [hiː] [ɡeɪv] [miː] [sʌm] [red] [soʊp], [ænd] [aɪ] [ˈrɪə.laɪzd] [aɪd] [khənˈfjuːzd] [‘suːp] [ænd] '[soʊp]’ [ænd] [aɪ] [wɒz] [ɑːskɪŋ] [fɔːr] ‘[təˈmɑː.təʊ] [soʊp]’ [aɪ] [felt] [ˈther.ə.bl̩], [aɪ] [ˈwɒn.tɪd] [thuː] [rʌn] [aʊt] [əv] [ðə] [ʃɒp], [b̩ʌt] [maɪ] [ˈlændˌleɪ.di] [ˈwɒn.tɪd] [hɜːr] [suːp], [səʊ] [aɪ] [sed] ‘[θæŋkjuː]’ [ænd] [thəˈmɑː.təʊ] [suːp], [pliːz]’-[ðɪs] [thaɪm] [wɪð] [ðə] [khəˈrekt] [phrəˌnʌn.siˈeɪ.ʃən][ænd] [hiː] [ɡeɪv] [miː] [ðə] [suːp] [aɪ] [pheɪd] [ænd] [went] [bæk] [thuː] [ðə] [haʊs] [ænd] [sed] [thuː] [ðə] [ˈlændˌleɪ.di], [phrəˈnaʊnsɪŋ] [ˈver.i] [ˈkheə.fəl.i] ‘[hɪərs] [jɔːr] [suːp], [ænd] [aɪ] [b̩ɔːt] [juː] [ðɪs] [səʊp] [æz] [ə] [ˈphrez.ənt]’, [ænd] [ʃiː] [sed], ‘ [uː] [θæŋk] [juː] [ˈver.i] [mʌtʃ] [ðæts] [ˈver.i] [naɪs] [əv] [juː]!’ [aɪ] [sed] ‘[ɪts] [maɪ] [ˈpleʒ.ər], [ˈmæd.əm]’ III APPENDIX 2: EXERCISES FOR TAPE RECORDING This activity is tape recorded with a hope to check your accuracy and fluency in producing English consonants Your cooperation on this tape recording is highly appreciated The data collected are used in the research paper only, not for any other purposes Thank you for your support!  Background information - Your gender: Male Female - Your age:……………………………………………………………………… - Your name:…………………………………………………………………… - Your phone number:………………………………………………………… I Read aloud these following words 1) /p/: pit - paper - stop 13) /m/: man - summer - swim 2) /b/: bit - library - verb 14) /n/: nice - sunny - gone 3) /t/: time - better - eat 15) /ŋ/: ring - bank - wrong 4) /d/: door - ready - add 16) /l/: leg - English - feel 5) /c/: cat - pocket - talk 17) /r/: rat - sorry - four 6) /g/: get - begin - egg 18) /w/: wet - always - weekend 7) /f/: fan - coffee - off 19) /h/: hat - behind - perhaps 8) /v/: van - every - have 20) /j/: yet - student - view 9) /θ/: think - birthday - both 21) /ʃ/: shop - ocean - fresh 10) /ð/: that - without - breathe 22) /ʒ/: leisure - vision - garage 11) /s/: send - yesterday - bus 23) / tʃ /: chop - kitchen - watch 12) /z/: zip - easy - size 24) / dʒ /: jump - danger - age II The story (This is the story of Mary when she was in England Read out loud the story) I remember once on my first visit to England, soon after I started learning English, my landlady went shopping and she came back with a big bag full of oranges, jam and other things, but she forgot to buy some soup – she needed a tin of IV tomato soup So I said, „I‟ll go to the shop and buy it for you‟ because I wanted to be helpful and it was a chance to practice my English a bit So I went to the little shop round the corner and asked the shopkeeper for tomato soup But he seemed surprised, he didn‟t understand, and I repeated again and again „soup, tomato soup‟ until he gave me some red soap, and I realized I‟d confused „soup‟ and „soap‟ and I was asking for „tomato soap‟ I felt terrible, I wanted to run out of the shop, but my landlady wanted her soup, so I said „Thank you And tomato soup, please‟-this time with the correct pronunciation- and he gave me the soup I paid and went back to the house and said to the landlady, pronouncing very carefully, „Here‟s your soup, and I bought you this soap as a present‟, and she said, „Ooh, thank you very much, that‟s very nice of you!‟ I said „It is my pleasure, madam‟ (English Pronunciation in Use, Jonathan Marks ,2007,p.65) V ... table: Table 1: English Consonant Phonemes Place of Articulation Manner of Bilabial Articulation Labio- Dent dental al Alveolar Palato- Palata alveola l Velar Glottal r Plosive pb td Affricate...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ TH? ?M A STUDY OF COMMON ERRORS MADE BY STUDENTS IN PRONOUNCING ENGLISH. .. Hanoian variety Place of articulation/Manner of Labial Alveolar articulation Stop Palatal Velar palatal Aspirated Unaspirated Fricative Alveo- l ť voiceless voiced t ć k ɲ ŋ b d Nasal m n Voiceless