An analysis of errors in pronouncing english final consonants by h’re ethnic group students at

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES NGUYỄN THỊ THU QUYÊN AN ANALYSIS OF ERRORS IN PRONOUNCING ENGLISH FINAL CONSONANTS BY H’RE ETHNIC GROUP STUDENTS AT SON HA HIGH SCHOOL, QUANG NGAI PROVINCE Major: ENGLISH LINGUISTICS Code: 822.02.01 MASTER THESIS IN LINGUISTICS AND CULTURAL STUDIES OF FOREIGN COUNTRIES Da Nang, 2020 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES NGUYỄN THỊ THU QUYÊN AN ANALYSIS OF ERRORS IN PRONOUNCING ENGLISH FINAL CONSONANTS BY H’RE ETHNIC GROUP STUDENTS AT SON HA HIGH SCHOOL, QUANG NGAI PROVINCE Major: ENGLISH LINGUISTICS Code: 822.02.01 MASTER THESIS IN LINGUISTICS AND CULTURAL STUDIES OF FOREIGN COUNTRIES SUPERVISOR: Dr HUỲNH NGỌC MAI KHA Da Nang, 2020 ii ABSTRACT Pronunciation is an integral part of foreign language learning since it directly affects learners’ communicative competence as well as performance Limited pronunciation skills can decrease learners’ self-confidence, restrict social interactions, and negatively affect estimations of a speaker’s credibility and abilities This study, therefore, has been carried out basing on the contrastive analysis between H’Re and English final consonant systems in order to find out errors in pronouncing English final consonants of H’Re students at Son Ha High School, Quang Ngai Province The hypotheses in this thesis were tested on the actual pronunciation performances on the available words in the trial word tables The study points out some typical errors in pronouncing English final consonant of H’Re students Another feature is the inability to pronounce the English final consonant combinations Two typical types of errors related to consonant combinations are that students remove consonants in combinations or syllabic sonorant of combinations Then some suggestions for the effective pronunciation teaching and learning are also mentioned here to help learners overcome the problems iii TABLE OF CONTENTS Page Statement of authorship i Abstract ii Table of contents iii List of tables vii List of figures and schemata ix List of appendix x Chapter INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Scope of the study 1.4 Research questions 1.5 Research methods 1.5.1 Research methods 1.5.2 Selected Subject 1.5.3 Sampling Significance of the study 1.6.1 Theoretical significance 1.6.2 1.6 1.7 Practical significance Organization of the study Chapter REVIEW OF LITERATURE AND THEORETICAL BACKGROUND 2.1 Review of the previous studies 2.1.1 In the world 2.1.2 In Vietnam 11 iv 2.1.3 The situation of teaching and learning English at Son Ha 13 High School 2.2 Theoretical basis 14 2.2.1 Contrastive linguistics 2.2.1.1 Concept and terminology content 2.2.1.2 The purpose, task and object of contrastive 14 14 16 linguistics 2.2.1.3 The principles of collation 17 2.2.1.4 The importance of contrastive linguistics for 21 foreign language teaching 2.2.2 Error and analyzing error 2.2.3 2.2.4 23 2.2.2.1 The concept of error 23 2.2.2.2 25 Analyzing error 2.2.2.3 Types of phonetic interference error 26 2.2.2.4 The meaning of error and error analysis 27 An overview of H’Re and English language 28 2.2.3.1 H’Re phonology overview 28 2.2.3.2 English phonology overview 30 Perceptions of pronunciation 33 2.3 English consonants and H’Re consonants 33 2.3.1 The concept of consonants 33 2.3.1.1 Manner of articulation 34 2.3.1.2 Place of articulation 34 2.3.1.3 State of vocal folds 34 2.3.2 English consonants 35 2.3.3 English final consonants 37 2.3.3.1 English final single-consonant 38 2.3.3.2 English final two-consonant combination 38 2.3.3.3 English final three-consonant combination 38 v 2.3.3.4 English final four-consonant combination 39 2.3.4 H’Re consonants 39 2.3.5 H’Re final consonant 41 2.3.6 The similarities between English and H’Re final consonant 41 systems 2.3.7 The differences between English and H’Re final consonant 42 systems 2.4 Conclusion 43 Chapter RESEARCH METHODS 44 3.1 Methodology 44 3.1.1 The concept of methodology 44 3.1.2 The classification of methodology 44 3.1.3 The significance of methodology 44 3.2 Research methods 45 3.2.1 Describing phonetics - phonology 45 3.2.2 Recording 45 3.2.3 Contrasting 46 3.2.4 Other methods 46 3.3 Selected subjects 46 3.4 Sampling 46 Chapter ANALYSIS OF ERRORS IN PRONOUNCING 47 ENGLISH FINAL CONSONANTS 4.1 Errors in pronouncing English final consonants 4.1.1 Single-consonant errors 4.1.1.1 The final consonant group is common in both two 47 47 47 languages 4.1.1.2 English final consonants cause pronunciation 48 errors 4.1.2 Two-consonant combination errors 59 vi 4.1.2.1 Errors of consonant omission in combination 60 4.1.2.2 Errors of combination syllabic sonorants 61 4.1.3 Three-consonant combination errors 62 4.1.3.1 Errors of consonant omission in combination 62 4.1.3.2 Errors of combination syllabic sonorants 63 4.1.4 Four-consonant combination errors 64 4.1.4.1 Errors of consonant omission in combination 64 4.1.4.2 Errors of combination syllabic sonorants 66 4.2 Some solutions fixing the errors in pronouncing English final 67 consonants of H’Re students at Son Ha High School 4.2.1 General solutions 67 4.2.2 Specific solution 68 4.2.2.1 Attitude about errors 68 4.2.2.2 Classification of pronunciation errors 68 4.2.2.3 Transmission of basic knowledge 68 4.2.2.4 Creating good conditions for students to listen 68 4.2.2.5 Building practice exercises 69 4.3 Conclusion 70 Chapter CONCLUSION 71 REFERENCES QUYẾT ĐỊNH GIAO ĐỀ TÀI LUẬN VĂN (bản sao) APPENDIX/APPENDICES vii LIST OF TABLES Table Name of Table Page Table 2.1 English consonants 35 Table 2.2 H’Re consonants 39 Table 4.1 Error of final consonant [-p] 48 Table 4.2 Error of final consonant [-ð] 49 Table 4.3 Error of final consonant [-θ] 50 Table 4.4 Error of final consonant [-dʒ] 51 Table 4.5 Error of final consonant [-tʃ] 51 Table 4.6 Error of final consonant [-ʃ] 52 Table 4.7 Error of final consonant [-ʒ] 53 Table 4.8 Error of final consonant [-z] 53 Table 4.9 Error of final consonant [-s] 54 Table 4.10 Error of final consonant [-l] 55 Table 4.11 Error of final consonant [-b] 55 viii Table 4.12 Error of final consonant [-d] 56 Table 4.13 Error of final consonant [-g] 57 Table 4.14 Error of final consonant [-f] 58 Table 4.15 Error of final consonant [-v] 59 Table 4.16 Error of final consonant [-nd] 60 Table 4.17 Error of final consonant [-st] 61 Table 4.18 Error of final consonant [-lfθ] 63 Table 4.19 Error of final consonant [-mpt] 64 Table 4.20 Error of final consonant [-ksts] 65 Table 4.21 Error of final consonant [-lfθs] 67 79 APPENDIX LIST OF COLLABORATORS ORDINAL PARTICIPANTS CLASS Student 11B2 Student 11B2 Student 11B2 Student 11B2 Student 11B2 Student 11B2 Student 11B2 Student 11B2 Student 11B2 10 Student 10 11B2 11 Student 11 11B2 12 Student 12 11B2 13 Student 13 11B2 14 Student 14 11B2 15 Student 15 11B2 16 Student 16 11B2 17 Student 17 11B2 18 Student 18 11B2 19 Student 19 11B2 20 Student 20 11B2 21 Student 21 11B2 22 Student 22 11B2 23 Student 23 11B2 24 Student 24 11B2 25 Student 25 11B2 NOTE 80 26 Student 26 11B2 27 Student 27 11B2 28 Student 28 11B2 29 Student 29 11B2 30 Student 30 11B2 31 Student 31 11B2 32 Student 32 11B2 33 Student 33 11B2 34 Student 34 11B3 35 Student 35 11B3 36 Student 36 11B3 37 Student 37 11B3 38 Student 38 11B3 39 Student 39 11B3 40 Student 40 11B3 41 Student 41 11B3 42 Student 42 11B3 43 Student 43 11B3 44 Student 44 11B3 45 Student 45 11B3 46 Student 46 11B3 47 Student 47 11B3 48 Student 48 11B3 49 Student 49 11B3 50 Student 50 11B3 51 Student 51 11B3 52 Student 52 11B3 53 Student 53 11B3 81 54 Student 54 11B3 55 Student 55 11B3 56 Student 56 11B3 57 Student 57 11B3 58 Student 58 11B3 59 Student 59 11B3 60 Student 60 11B3 61 Student 61 11B3 62 Student 62 11B3 63 Student 63 11B3 64 Student 64 11B3 65 Student 65 11B3 66 Student 66 11B3 67 Student 67 11B3 68 Student 68 11B3 69 Student 69 11B4 70 Student 70 11B4 71 Student 71 11B4 72 Student 72 11B4 73 Student 73 11B4 74 Student 74 11B4 75 Student 75 11B4 76 Student 76 11B4 77 Student 77 11B4 78 Student 78 11B4 79 Student 79 11B4 80 Student 80 11B4 81 Student 81 11B4 82 82 Student 82 11B4 83 Student 83 11B4 84 Student 84 11B4 85 Student 85 11B4 86 Student 86 11B4 87 Student 87 11B4 88 Student 88 11B4 89 Student 89 11B4 90 Student 90 11B4 91 Student 91 11B4 92 Student 92 11B4 93 Student 93 11B4 94 Student 94 11B4 95 Student 95 11B4 96 Student 96 11B4 97 Student 97 11B4 98 Student 98 11B4 99 Student 99 11B4 100 Student 100 11B4 83 APPENDIX TRIAL WORD TABLE Table English Final Single Consonant Final consonant Trial word IPA [-p] map [mæp] [-b] club [klʌb] [-m] same [seim] [-f] beef [bi:f] [-v] live [liv] [-θ] math [mæθ] [-ð] breathe [bri:ð] [-t] mute [mju:t] [-d] dad [dæd] [-n] can [kæn] [-tʃ] watch [wɔt∫] [-dʒ] change [t∫eindʒ] [-s] kiss [kis] [-z] rise [raiz] [-l] pull [pul] [-ʃ] fish [fi∫] [-ʒ] rouge [ru:ʒ] [-k] pick [pik] [-g] bag [bæg] [-ŋ] thing [θiη] 84 Table English Final Two-Consonant Combination Final consonant Trial word IPA [-θz] breathes [breθz] [-tθ] eighth [eitθ] [-dʒd] ridged [ridʒd] [-tʃt] matched [mæt∫t] [-ʃt] wished [wi∫t] [-pt] stopped [stɔpt] [-st] last [-sk] task [tɑ:sk] [-mp] jump [dʒʌmp] [-nd] mind [maind] [-ŋk] tank [tæηk] [-gd] tagged [lɑ:st] [tægd] Table English Final Three-Consonant Combination Final consonant Trial word IPA [-lps] helps [helps] [-kst] text [tekst] [-pts] scripts [skripts] [-lpt] helped [helpt] [-ηks] tanks [tæηks] [-ndz] hands [hændz] 85 [-lfθ] twelfth [twelfθ] [-fθs] fifths [fifθs] [-pst] lapsed [læpst] [-mpt] prompt [prɔmpt] 86 Table English Final Four-Consonant Combination Final consonant Trial word IPA [-lfθs] twelfths [twelfθs] [-mpts] prompts [prɔmpts] [-ksθs] sixths [siksθs] [-ksts] texts [teksts] 87 APPENDIX ENGLISH PRONUNCIATION RATING SCALE Listen and assess the collaborator's achievement of the final consonant elements in bold The assessment scale has frameworks to evaluate the collaborator's ability to pronounce at the levels: False, Acceptable, Average, Fair and True False Acceptable Average Fair Evaluation criteria: Pronounced 0-2 points: False Pronounced 3-4 points: Acceptable Pronounced 5-6 points: Average Pronounced 7-8 points: Fair Pronounced 9-10 points: True Note: Evaluate directly on the Trial Word Table of each collaborator 10 True 88 APPENDIX THE INTERNATIONAL PHONETIC ALPHABET (Source: https://www.internationalphoneticassociation.org/content/ipa-chart) 89 APPENDIX ENGLISH FINAL CONSONANT ERRORS Ordin Final False Acceptable al consona Amoun Rat Amoun Rat Amoun Rat Amoun Rat Amoun Rat nt t e t e t e t e t e (%) Average (%) Fair (%) True (%) (%) [-p] 16 16 27 27 32 32 19 19 6 [-b] 26 26 32 32 28 28 11 11 3 [-m] 8 14 14 36 36 32 32 10 10 [-f] 21 21 29 29 31 31 12 12 7 [-v] 19 19 25 25 27 27 22 22 7 [-θ] 56 56 27 27 13 13 3 1 [-ð] 61 61 28 28 8 2 1 [-t] 11 11 21 21 38 38 22 22 8 [-d] 27 27 27 27 26 26 14 14 6 10 [-n] 3 13 13 25 25 35 35 24 24 11 [-tʃ] 24 24 49 49 18 18 7 2 12 [-dʒ] 47 47 33 33 14 14 4 2 13 [-s] 32 32 30 30 24 24 9 5 14 [-z] 37 37 28 28 22 22 10 10 3 15 [-l] 21 21 39 39 26 26 12 12 2 16 [-ʃ] 31 31 40 40 23 23 3 3 17 [-ʒ] 33 33 35 35 21 21 9 2 18 [-k] 16 16 17 17 35 35 21 21 11 11 19 [-g] 29 29 22 22 27 27 18 18 4 20 [-ŋ] 5 15 15 37 37 33 33 10 10 90 ENGLISH FINAL TWO-CONSONANT COMBINATION ERRORS Ordina Final False Acceptable l consonant Amoun Rate s t (%) [-θz] 49 49 38 38 9 4 0 [-tθ] 67 67 25 25 7 1 0 [-dʒd] 71 71 14 14 13 13 2 0 [-tʃt] 38 38 24 24 23 23 11 11 4 [-ʃt] 27 27 31 31 28 28 9 5 [-pt] 21 21 30 30 29 29 17 17 3 [-st] 25 25 32 32 27 27 14 14 2 [-sk] 33 33 21 21 29 29 16 16 1 [-mp] 37 37 26 26 25 25 11 11 1 10 [-nd] 41 41 31 31 24 24 3 1 11 [-ŋk] 35 35 34 34 23 23 7 1 12 [-gd] 43 43 31 31 22 22 4 0 Amount Rate Average Amount (%) Fair Rate Amount (%) True Rate Amount (%) Rate (%) ENGLISH FINAL THREE-CONSONANT COMBINATION ERRORS Ordina Final False Acceptable l consonant Amoun Rate s t (%) Amount Rate Average Amount (%) Fair Rate Amount (%) True Rate Amount (%) Rate (%) [-lps] 63 63 26 26 9 2 0 [-kst] 72 72 21 21 6 1 0 [-pts] 69 69 19 19 10 10 2 0 [-lpt] 62 62 21 21 16 16 1 0 [-ηks] 58 58 21 21 18 18 3 0 91 [-ndz] 71 71 20 20 8 1 0 [-lfθ] 83 83 12 12 5 0 0 [-fθs] 81 81 11 11 8 0 0 [-pst] 80 80 13 13 6 1 0 10 [-mpt] 79 79 9 9 3 0 92 ENGLISH FINAL FOUR-CONSONANT COMBINATION ERRORS Ordina Final False Acceptable l consonant Amoun Rate s t (%) [-lfθs] 95 95 5 0 0 0 [-mpts] 93 93 6 1 0 0 [-ksθs] 97 97 3 0 0 0 [-ksts] 92 92 6 2 0 0 Amount Rate Average Amount (%) Fair Rate Amount (%) True Rate Amount (%) Rate (%) ... Chapter ANALYSIS OF ERRORS IN PRONOUNCING 47 ENGLISH FINAL CONSONANTS 4.1 Errors in pronouncing English final consonants 4.1.1 Single-consonant errors 4.1.1.1 The final consonant group is common in. .. UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES NGUYỄN THỊ THU QUYÊN AN ANALYSIS OF ERRORS IN PRONOUNCING ENGLISH FINAL CONSONANTS BY H’RE ETHNIC GROUP STUDENTS AT SON HA HIGH SCHOOL, QUANG... Ta Van Thong (Institute of Linguistics) and Mr Dinh Van Thanh of H’Re ethnic group (Binh Dinh Department of Education and Training) The H’Re script is studied, drafted and edited in combination