CÁC yếu tố ẢNH HƯỞNG của PHƯƠNG NGỮ đến TÌNH TRẠNG PHÁT âm TIẾNG ANH của SINH VIÊN năm HAI KHOA TIẾNG ANH THƯƠNG mại TRƯỜNG đại học KINH tế QUỐC dân

TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN KHOA NGOẠI NGỮ KINH TẾ BỘ MÔN TIẾNG ANH THƯƠNG MẠI ĐỀ TÀI THAM GIA XÉT GIẢI THƯỞNG “SINH VIÊN NGHIÊN CỨU KHOA HỌC ĐẠI HỌC KINH TẾ QUỐC DÂN- VIETCOMBANK” NĂM HỌC 2019-2020 INFLUENCING FACTORS OF REGIONAL DIALECTS ON THE STATUS OF ENGLISH PRONUNCIATION SKILL OF 2ND YEAR BUSINESS ENGLISH STUDENTS IN NATIONAL ECONOMICS UNIVERSITY CÁC YẾU TỐ ẢNH HƯỞNG CỦA PHƯƠNG NGỮ ĐẾN TÌNH TRẠNG PHÁT ÂM TIẾNG ANH CỦA SINH VIÊN NĂM HAI KHOA TIẾNG ANH THƯƠNG MẠI TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN Thuộc lĩnh vực khoa học công nghệ: Giáo dục Hà Nội, 2020 TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN KHOA NGOẠI NGỮ KINH TẾ BỘ MÔN TIẾNG ANH THƯƠNG MẠI ĐỀ TÀI THAM GIA XÉT GIẢI THƯỞNG “SINH VIÊN NGHIÊN CỨU KHOA HỌC ĐẠI HỌC KINH TẾ QUỐC DÂN- VIETCOMBANK” NĂM HỌC 2019-2020 INFLUENCING FACTORS OF DIALECTS ON THE STATUS OF ENGLISH PRONUNCIATION SKILL OF 2ND YEAR BUSINESS ENGLISH STUDENTS IN NATIONAL ECONOMICS UNIVERSITY Nhóm sinh viên thực hiện: Lê Diệu Ngân Giới tính: Nữ Trần Thị Lan Trinh Giới tính: Nữ Trần Hồng Nhung Giới tính: Nữ Phan Thị Thanh Hường Giới tính: Nữ Lê Thị Hải Yến Giới tính: Nữ Người hướng dẫn khoa học: Thạc sĩ Lê Thùy Linh Thuộc lĩnh vực khoa học công nghệ: Giáo dục Hà Nội, 2020 TABLE OF CONTENTS LIST OF CHART .3 ABSTRACT INTRODUCTION 2.LITERATURE REVIEW 2.1 Pronunciation 2.1.1 Definition 2.1.2 Pronunciation features 2.1.3 Problems in teaching and learning pronunciation 2.1.4 Difficulties in learning pronunciation 10 2.2 Dialect .12 2.2.1 Definition 12 2.2.2 Types of dialects 13 2.2.3 Language and dialects 14 2.2.4 Vietnamese dialect overview 15 2.3 Influencing factors of dialects on the status of English pronunciation skill of Vietnamese people 17 2.3.1 Vowels 17 2.3.2 Consonants .18 2.3.3 Word stress .19 RESEARCH DECRIPTION .20 3.1 Research scope and scale 20 3.2 Research question 21 3.3 Research method .21 3.4 Data collection and analysis 21 FINDINGS AND DISCUSSION 22 4.1 Some perception of BE second-year students about the impact of Vietnamese dialect on speaking English and listening English pronunciation 22 4.1.1 The influence of dialect on the status of English pronunciation skill .22 4.1.2 The difficulty to listen people from each region speaking English 23 4.2 Impact of Vietnamese vowel sounds in dialect on English pronunciation .24 4.3 Impact of consonant sounds in dialect on English pronunciation 26 4.3.1 Types of consonants 26 4.3.2 Initial consonant sounds 28 4.4 Impact of Vietnamese dialect on word stress 31 4.5 Other problems 32 CONCLUSION 32 APPENDIX 33 REFERENCE LIST 36 LIST OF CHART Chart 1: Students’ perception of the impact of dialect on English pronunciation skill 23 Chart 2: Students’ perception of the impact of dialect on hearing English pronunciation 24 Chart 3: Students’ confusion of English vowel pronunciation 25 Chart 4: Students’ problems in English consonant pronunciation 27 Chart 5: Confusing English initial consonants for Northern students 29 Chart 6: Confusing English initial consonants for Central students 30 Chart 7: Confusing English initial consonants for Southern students 30 Chart 8: Students’ word stress tendencies 32 ABSTRACT Dialect plays an important role when making conversation to other people And it also affects the foreign language learning process of regional students The research concentrates on how factors of dialects can influence on English pronunciation The diversity of Vietnamese people influences student’s ability in understanding the subject which learned Moreover, the study discusses the feature of English pronunciation to find out the problems and difficulty in Vietnam teaching and learning pronunciation It makes an attempt to debate concerning the link between the Vietnamese dialect and standard English pronunciation Since Vietnam is as a country with many regions, there are several variety of regional dialects Therefore, the paper identifies the characteristics accents of each region in order to identify the reason for the problem in English pronunciation skills By collecting data instruments like questionnaires, interviews in the study, it would like to find out the influencing factors of regional dialects on the status of English pronunciation skill The results of the research show that BE second-year students at NEU in regions are usually affected three main factors of Vietnamese dialect on pronunciation skill It also demonstrates that the influencing levels of each factor in each region are different For the reason, this study provides students with useful knowledge to improve English pronunciation skill INTRODUCTION Learning a new language is about learning new grammar, vocabulary, pronunciation and culture The challenge which many foreign language learners encounter is the mother tongue factors in learning second foreign language This research will focus on the Vietnamese dialects influence on the English language pronunciation Vietnam is a country that has different regional dialects affect Vietnamese language in many aspects particularly in pronunciation Therefore, the strong influence of dialects on English pronunciation of Vietnamese people is quite evident This influence could literally become a hindrance in the command of English pronunciation skill and may cause misunderstood by the listeners Many second-year BE students in National Economics University also constantly confronted a lot of problems in English pronunciation due to regional dialects English is becoming the world’s most widely spoken language It is globally used in business, commerce, science, service and many other important areas In Vietnam, English is also the second most spoken language As English has spread around the world, there are different varieties of English language with different regional accent English is now shared by everyone It is no longer a language that its learners are obliged to come up to the British or American pronunciation standard However, having a good and clear pronunciation is still significant English learners often expect to be able to speak English with a native accent But, they encounter many factors to achieve their goals One of the most common factors that they find difficult is the different phonology pronunciation Pronunciation is considered as one of the most important aspects in communication skill This is also most definitely the first thing that people can notice in foreign language learners when they are speaking it Moreover, people might not understand a speaker with a bad pronunciation Comprehensibility in communication plays a key part in people lives The inability to produce intelligible speech can negatively affect a person’s social, professional and educational life Lack of intelligible speech due to poor pronunciation can definitely lead to limit job opportunities, especially where English communication is of utmost importance Moreover, students with bad pronunciation might feel uncomfortable asking questions and cooperating with other students In social contact, some people might feel scared and even have anxiety of making mistakes or having a communication so they confidence and put them at disadvantage at many other things in their daily lives Thus, it is important for every one especially those who major in English should acquire standard English pronunciation It seems reasonable to explore and identify what dialectic factors that affect the standard of English pronunciation skill of second-year BE students in NEU The study aims at making a little contribution towards the information about the impact of mother tongue factors, especially influencing factors of dialects on second language acquisition Due to the lack of research about this topic in Vietnam, the study can highlight the importance of this subject Base on this research, the students can find out some of their English pronunciation problems related to regional dialects and learn to fix them and the teachers can also figure out more effective teaching pronunciation methods 2.LITERATURE REVIEW The following literature review examines the research regarding the overview of pronunciation and some problems in teaching and learning pronunciation In addition, it provides a basic understanding of difficulties Vietnamese students might encounter when learning English pronunciation Next, the relationship between language and dialect is investigated, followed by an overview of Vietnamese dialect Finally, there is an analysis of influencing factors of dialect on pronunciation skill of Vietnamese students in terms of vowels, consonants and word stress This review of the research lays the groundwork for exploring the essential question: What are influencing factors of regional dialect on the status of English pronunciation skill of 2nd year Business English students in National Economics University? 2.1 Pronunciation 2.1.1 Definition Uddin and Monjur (2015) state that pronunciation is a way to speak a word, particularly that is acknowledged or for the most part comprehended For example, in case of “light” and “night”, if /l/ and /n/ are not pronounced correctly, the meaning of the whole sentence may be changed and hard to understand Therefore, while communicating with one another, people are to ensure correct pronunciation so that meaningful communication can be achieved Besides, Siregar (2017) characterize pronunciation as the sounds creation, which is used by people to make sense It is related to the particular sounds of language, aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected and in its broadest definition, attention to gesture and expressions that are closely related to the way people speak language For instance, the verb "present" is pronounced / prɪˈzent /, and the noun "presentation" is pronounced / prezənˈteɪʃən / Thus, carrying the same meaning but different word forms as well as different stress make the pronunciation different To sum up, we can understand that the act or consequence of generating speech sounds is the pronunciation 2.1.2 Pronunciation features Pronunciation features are regularly classified in two categories including segments and suprasegmentals (Tweedy, 2012)  Segmental Features The sound inventory of a language is segmental characteristics The sound inventory in North American English includes fifteen vowels and twenty-five consonant sounds, for a total of forty distinct sounds that allow speakers to differentiate one word from another (Cunningham Florez, 1998) In the sound system, segmental features consist of individual vowels and consonants (Seferoglu, 2005) The sound systems of consonants, vowels or combinations of specific sounds in words are called phonemes According to Burns (2003), when pronounced incorrectly, phonemes will produce different sounds leading to change the meaning of word  Suprasegmental features Suprasegmentals encode wealthy data structure, allowing listeners to identify phrases, speech actions (for example statements versus questions), expression boundaries, and attitudes and emotions This suprasegmental information introduces itself in the aspects of speech beyond the level of the individual sound, such as stress, rhythm, adjustments in connected speech, prominence and intonation (Tweedy, 2012) In the definition of Burn (2003), suprasgmental has three important factors that contribute to pronounce effectively, are linking, intonation and stress 2.1.3 Problems in teaching and learning pronunciation Due to research scope, the main objects are English and Vietnamsese, so comparision with other languages not contribute to this topic The biggest issue students and teachers have to face when learning and teaching English is the differences in phonology between English and Vietnamese Four basic phonological characteristics which we will focus on are consonants, vowels, tones and syllable structure (Tweedy, 2012) To start with, Vietnamese people have a tendency not to pronounce the consonant sound /p/ with an exhalation of breath Therefore, they must practice aspiration when learning the sounds of aspiration in English Besides, /p, t, k/ which are the ending consonants are released only in English, but not in Vietnamese This is why Vietnamese learners have to practice the ending consonant sounds as it is not pronounced in their native language The Vietnamese consonant “-ch” can sound same as the English consonant sound /ʧ/ Both of them are palatal and voiceless; however, “ch” is stopped, while /ʧ/ is affricated Learners can be confused when not looking at the differences in the actual pronunciation of these sounds Similarly, the "th" consonant is not articulated between the upper and lower teeth in Vietnamese 4.1.2 The difficulty to listen people from each region speaking English 60 50 40 30 20 10 Northern Central Very easy Easy Normal Category Difficult Very difficult Chart 2: Students’perception of the impact of dialect on listening English pronunciation The chart illustrates the rating of 2nd-year Business English students based on difficulty to hear people from regions including Northern, Central and Southern speaking English Overall, the levels of difficulties in hearing and understanding in each region are different Most students think that Northern people speak English "Very easy" and "Easy" to hear Not only that, only a very small percentage of students find it hard to hear from them, even no one chooses the “Very difficult’’ option Besides, about the Central region, although a fair number of students find it possible to hear normally, there are a lot of people who reflect that it is extremely difficult to hear clearly when the Central people speak The Southern region has a big number of choosing the “Normal” option There are also many people rate for “Very easy” and “Easy”, but the rating for them is at an average level, not much as the Northern and not few as the Central This leads to the rating for “Difficult” and “Very difficult” is quite low 24 In conclusion, it is very hard for students to hear from the Central people speaking English, while the Southern people can pronounce clearly in the normal range and the Northern people make students the easiest to listen and understand in all three regions 4.2 100% 6.4 17.6 90% 80% 25.6 70% 41.2 60% 50% 80 35.9 40% 30% 20% 32.1 41.2 10% 0% 20 Northern A Lax and tense vowels Central Southern B Long and short vowels Both A and B none Impact of Vietnamese vowel sounds in dialect on English pronunciation Chart 3: Students’confusion of English vowel pronunciation 25 It is easy to see from above stacked column chart that most of students in three regions: Northern, Central and Southern have difficulties in pronouncing English vowel sounds Vowel sounds that students are often wrong include lax and tense vowels and long and short vowels The first column is result from northern students Meanwhile, 32.1% of students in this area pronounce wrongly lax and tense vowels such as two vowels: /e/ and /æ/… Having problems with long and short vowels has 28 students in 78 students (about 35.9%) From that, it can be seen that long and short vowels are influenced more than lax and tense ones Furthermore, a big number of students have problems with both of two categories This number is about 25.6% However, Northern is the unique region that have students don’t make mistake in any situations But the number is still very low In the central, the number of students committing one of two above categories is the same about 41.2% This is a high ratio Besides, this area also has students who commit both of two mistakes It is about 17.6% The last column belongs to Southern The ratio between two types of vowels is distant The amount of students commit long and short vowels is four times more than lax and tense ones On the other hand, this is also unique region that nobody has problems both of two types After analyzing all above data, it can be understood that students from all region of Vietnam have problems with long and short vowels more than lax and tense ones In a study of Avery and Ehrlich (1992), it is said that the distinction between tense and lax vowel pairs of English almost always creates problems Besides, they mentioned that Vietnamese students cannot identify the vowel /e/ and /æ/, such as in ‘bed’ and ‘bad’ It can be easily seen from the above analysis The result points that the number of students who mistake this type of vowel ranked the second This mistake happens in all of three regions 26 Also researching on vowels, McGilvray (2005, p 112) pointed that a minimal pair is a pair of words that differ in a single phoneme and have different meanings Among short and long vowels which can be minimal pair are vowels with the same pronunciation but only different in length On the other hand, Vietnamese not distinguish between short and long vowels As a result, the number of Vietnamese students having problems in these vowels is very high Specially, Southern students are influenced the most in three regions In conclusion, Vietnamese vowels – one factor of Vietnamese dialect influence on English vowel sounds in particular and in English pronunciation in general 4.3 Impact of consonant sounds in dialect on English pronunciation Problems of pronuncing English consonants 60 50 50 43 40 39 37 33 30 20 24 17 16 10 33 Northern confusing initial consonant Central Southern omitting middle consonant confusing final cosonant none 4.3.1 Types of consonants Chart 4: Students’ problems in English consonant pronunciation The bar chart shows the answer for a survey on the problems of pronouncing English consonants when second year BE students at NEU usually have difficulty in regions Overall, it is clear from the chart that the problem of initial and middle consonants of Northern and South students is more common than that of Central students While all students from the Central and the South make mistakes of consonant pronunciation, a 27 small number of Northern students have no difficulty in pronouncing English consonants Confusing initial consonants of southern students is the highest number of all sectors It made up 50%, which is double than that of central students The percentage of omitting the middle consonant of the students in regions is nearly equal Omission middle consonants of Northern students had 37%, which was slightly higher than that of South and Central students, a difference of 4% Confusing final consonants was chosen by 43% of people surveyed and was the most popular option in Central region while it was the least choice in the North and South with around 16%. No “none” in the Central and South region According to Honey (1987), "the Vietnamese phonemic system is incredibly completely different from that of the English, and there's considerable variation between dialects Vietnamese learners of English may be expected to return across explicit issue with some or all of the subsequent sounds: /f/, /θ/, /ð/, /z/, …’’ Nguyen Tien Dung (2015) pointed out that “In Vietnam, especially the North, people often cannot distinguish differences between /l/and /n/ Therefore, they often make mistakes with these sounds in pronouncing English” According to Ha (2005), the Northern people make mistakes of confusing between/s/ and /S/, /tr/ and /tS/, /z/ and /Z/; and the Southern people often mispronounce final consonants between /t/ and /d/, /b/ and/p/ In conclusion, Northern and Southern students mainly have mistakes with the initial and middle consonant sound, and with Central students, the final consonant sounds is the biggest problems 28 40 35 30 25 20 15 10 /l/ & /n/ /r/ & /z/ /tr/ & /tʃ/ /j/ & /z/ /ʃ/ & /s/ Northern /dʒ/ & /z/ / ð / & /d/,/z/ None 4.3.2 Initial consonant sounds Chart 5: Confusing English initial consonants for Northern students According to the chart above, the students in the North encounter all of the consonant pronunciation problems that are mentioned in the question The most chosen sounds which cause confusion is /dʒ/ and /z/ It can also be seen from the chart that many North students confuse /l/ with /n/ Nguyen Tien Dung (2015) also mentioned that “people in many parts of Vietnam, especially for those who live in the north of Vietnam cannot distinguish the differences between them in their mother tongue” This tendency leads to some students’s confusion of /l/ and /n/ sounds in English so that they need to practice pronouncing them correctly in their mother tounge if they want to reach the standard of English pronunciation skill 29 12 10 Chart 6: Central /tr/ & /tʃ/ /j/ & /z/ /ʃ/ & /s/ /dʒ/ & /z/ /ð / & /d/,/z/ Confusing English initial consonants for Central students It can be seen from chart that the central students not have problems with pronouncing /l/, /n/, and /r/ sounds Hoang Bao Chau (1989) stated that Central dialect has three more consonant sounds than that of Northern dialect They are /s/, /r/, /tr/ (p.94) 4.5 Since 3.5 the Central 2.5 dialect 1.5 has these 0.5 sounds, Southern /tr/ & /tʃ/ /ʃ/ & /s/ dʒ/ & /z/ it is ð / & /d/,/z/ easier for many Central students to pronounce them correctly 30 Chart 7: Confusing English initial consonants for Southern students As is illustrated by the chart 7, the Southern students not confuse /l/ sound for /n/ sound In addition, they not have problem with /r/ and /j/ sounds According to Hoang Bao Chau (1989), the Southern dialect has /j/ sound instead of /z/ sound ( p.96) For that reason, the students have difficulties in pronouncing /z/ sound instead of /j/ sound The chart also shows that /dʒ/ sound is the most common sound they have problem with pronouncing All of the charts illustrate that the students from all region of Vietnam have problems with pronouncing /dʒ/, /ʃ/, /tʃ/ and /ð/ sounds These sounds not exist in the Vietnamese alphabet so that many students have difficulties in pronouncing them Avery and Ehrlich (1992) indicated that Vietnamese learners of English have a tendency producing /d/ or /z/ for /ð/ sounds, so the word than may sound like /dæn/ or /zæn/ (p 155) Among these mistakes, the rate of the Northern students chose /ʃ/ sound is much higher than that of students in other regions Hoang Thi Chau (1989) indicated that in some of the Northern regions, people does not distinguish between /r/ and /z/, /s/ and /x/ ( p.93) For example: they say “dun dẩy” instead of “run rẩy” and “xửa xang” instead of “sửa sang” These tendencies affect the students’s English pronunciation so that /ʃ/ and /r/ sounds cause them confusion Moreover, the North and Central students find it hard to pronounce /j/ According to Vu Van Thi (2007), /j/ sound only exist in Southern dialect (p 48) For that reason, some students from the North and Central region need to practice a lot to pronounce /j/ sound correctly 31 4.4 Impact of Vietnamese dialect on word stress 60 50 40 Chart 30 8: 20 10 Northern Central Southern Stress all syllables or just speak without any stress Apply Vietnamese pronunciation rules • Stress randomly Students’word stress tendencies The column graph expresses people’s stressing way of words with more than one syllable In general, the number of Northerner doing the survey made up most quanity with 85 people, while this number of Central and Southern was a smaller minority Besides, the chart shows clearly that a very large proportion of all three areas’ people stress randomly when they meet polyphonic words, especially, this number can be seen more obviously in the North Then, there are 19 out of 85 Northerners stressing all syllables or just speaking without any stress, but no one of six Southerners chose this way, and it is also the lowest selection of Central people The last choice which people use to deal with complicated words is applying Vietnamese pronunciation rules For instance, the word “download” is a typical example for Vietnamese’s stressing mistake because they usually pronounce as “đao loát” like Vietnamese pronunciation rules To sum up, for people who studying English for quite a long time like BE students, stressing randomly can be the best choice to pronounce correctly the word’s stress since most kind of groups of word like: syllables, syllables or more than syllables 32 all have their rule So that even though they come across a new vocabulary, it may not quite difficult to find out its stress 4.5 Other problems According to result of survey questionare, a small number of students give some problems they meet when speaking English Here are some of them  The problem is English intonation (about 0.02%) The reason for this is Vietnamese people often use monotone when speaking The most common mistakes of intonation are no rising pitch and use of the wrong pitch Students often have more troubles with imitating the rising than the falling intonation Besides, they often not use the right pitch to convey their feeling  The other mistake is confusing between two vowels /o/ and /a/ (0.01%)  One more problem is that a student points that he or she often omits the /w/ sound when pronouncing English CONCLUSION The goal of this study was to examine the impact of different varieties of regional dialects on English pronunciation by exploring the relationship between different dialectic accents of Vietnam speaking learners As pronunciation is perceived as a monumental element in communication skill, as well as link among others skills, specially, listening, so that making mistake in pronunciation can be an obstacle in learning English in general In the previous chapter, the results pertaining to each factor were analyzed and discussed This study uncovered factors that influence the pronunciation of 2nd year Business English students in National Economics University As the research has demonstrated, many problems that learners face while learning and teaching English has been caused by regional dialects Familiarity with the pronunciation of each dialect in Vietnamese has caused students to have incorrect pronunciation of English words, specifically in vowels, consonants and word stress, as a result, falsify the understanding them, leading to bad listening skills By using questionare on more than 100 students in the second year of the research method, the basic pronunciation errors of each region (North, Central and South) were analyzed more clearly and specifically It showed that almost every student from each region has at least one error caused by the influence of the 33 dialect The focus of this case study on one kind of participant (2nd year Business English students in National Economics University) precluded the ability to draw comparisons amongst more type of participants of more ages In further research, a larger-scale study of Vietnamese learners could allow for more generalizations to be made The comparisons of distinct elements, such as attitude in learning English, and any interrelation that has on the speech sample scores of a large group of participants Similarly, additional research could be done attempting to dig deeply more factors such as: accent stress, rhythm, intonation In addition, a comparison across first languages to determine which area struggles most with pronunciation could help learners anticipate challenges and be prepared with interventions APPENDIX 34 Questionare survey includes eight questions Which region you live in?  Northern  Central  Southern Please rate the following levels based on your opinion about the influence of dialect on the status of pronunciation skill  Extremely  Moderately  Slightly  Not at all Rate the following level based on difficulty to hear people from each region speaking English Very easy Easy Normal Difficult Very Difficult Norther n Central Souther n What English vowel sounds you have problems with pronouncing?  Lax and tense vowels  Long and short vowels  Others What problems you have when pronouncing English consonants?  Confuse the initial consonants (E.g: Confuse /l/ for /n/)  Omit the middle consonants (E.g: omit /z/ when pronoucing “Wednesday”) 35  Omit the final consonants (E.g: omit /v/ when pronouncing “leave”)  Others Which initial consonant sounds cause you confusion?  /l/ and /n/  /r/ and /z/  /tr/ and / tʃ/  /z/ and /j/  /ʃ/ and /s/  /dʒ/ and /d/  /ð/ and /d/, /z/ When you come across a new word with more than one syllable, how you stress them without using a dictionary or knowing any word stress rules  Speak all syllables or just speak without any stress  Apply Vietnamese pronunciation rules  Stress randomly  Others What other English pronunciation problems resulted from dialects you encounter? 36 REFERENCE LIST Cambridge Dictionaries (2020) Retrieved from: http://dictionary.cambridge.org/ Edward, J (2009) Language and Identity: An Introduction New York Cambridge University Press Edward, F (2004) Language Its structure and use (5th ed., pp: 347-348) Australia: Michael Rosenberg Giang Tang (2007) Cross-Linguistic Analysis of Vietnamese and English Implications for Vietnamese Language Acquisition and Maintenance in United States Journal of Southeast Asian America Education and Advancement Retrieved from: https://docs.lib.purdue.edu/cgi/viewcontent.cgi? article=1085&context=jsaaea&fbclid=IwAR28rkb_l0dx4daTL9dAIU9EW6OIBCrJE34hEq9dZ_tuhgsYk8wJ-AP1V4 Hoang Thi Chau (2009) Phuong ngu hoc Tieng Viet Ha Noi, Viet Nam: Ha Noi National University Pubnishing J Louis Stevens (2017) English pronunciation errors made by Vietnamese speakers [Blog post] Retrieved from: https://blog.talk.edu/classes/english-pronunciation-errors-made-by-vietnamesespeakers/?fbclid=IwAR2HozmqFWRIS1rrFe11kaIswdryjyecKwnBleIUhkbQqadeZo8OVHM4Mo Lan Truong (2015, June) Vietnamese and English, Phonological Transferring[Brochure] Retrived from https://www.academia.edu/16305849/Vietnamese_and_English_phonological_analysis ?fbclid=IwAR30LY88B_82bNspSYnTZppp2XvpYl_9dmVz286Jcr3bKDlv87Pvh6IcbU Leah, T (2012, August) Discovering factors that influence English pronunciation of native Vietnamese speakers [Brochure] Retrieved from: 37 https://www.academia.edu/5277169/DISCOVERING_FACTORS_THAT_INFLUEN CE_ENGLISH_PRONUNCIATION_OF_NATIVE_VIETNAMESE_SPEAKERS? fbclid=IwAR2UEw4P5K6RqWYjdVY4WcqPuLajgq6MyHLOopKv7EOeCFNap5QgMIfGp4 Nguyen Thi Thu Thao (2007) Difficulties for Vietnamese when pronouncing English final consonants [Brochure] Retrieved from: http://du.divaportal.org/smash/get/diva2:518290/FULLTEXT01.pdf? fbclid=IwAR3bH2ObJB2zFvjQAUeJoUEj9G1ObqjYkXOniDHbPjJlirbq0rfEZtlbS5g Omer Elshekh Hago, & Waquar Ahmad Khan (2015) The pronunciation problems faced by Saudi EFL learners at Secondary school Retrieved from: https://www.researchgate.net/publication/283155197_The_Pronunciation_Problems_F aced_by_Saudi_EFL_Learners_at_Secondary_Schools Ronald, W (2006) An Introduction to Sociolinguistics (5th ed., pp: 27-50) London, England: Backwell Pubnishing Ltd Vietnamese Pronunciation Problems (n.d.) Retrieved from: https://englishspeaklikenative.com/resources/common-pronunciationproblems/vietnamese-pronunciation-problems/? fbclid=IwAR22iPvNUjm6WIFmQF0c07AucxwekewH_Eqp7dUUCjz7qwcFs2cVe_CCrA Sethi, J., & Dhamija, P.V (2006) A course in Phonetics and Spoken English (2nd ed.) New Delhi, India: Asoke K Ghost Prentice-Hall of India Private 38 ...TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN KHOA NGOẠI NGỮ KINH TẾ BỘ MÔN TIẾNG ANH THƯƠNG MẠI ĐỀ TÀI THAM GIA XÉT GIẢI THƯỞNG ? ?SINH VIÊN NGHIÊN CỨU KHOA HỌC ĐẠI HỌC KINH TẾ QUỐC DÂN- VIETCOMBANK” NĂM HỌC... Thanh Hường Giới tính: Nữ Lê Thị Hải Yến Giới tính: Nữ Người hướng dẫn khoa học: Thạc sĩ Lê Thùy Linh Thuộc lĩnh vực khoa học công nghệ: Giáo dục Hà Nội, 2020 TABLE OF CONTENTS LIST OF CHART ... /ˈleɪbər/ 3.2.2, Substitute /r/ for /z/: In North area, /r/ and /z/ are not distinguished (Cách phát âm tiếng Việt qua vùng miền 2019, February 21) The phonetic spelling of /r/ is the same as /z/