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VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON COMMON PRONUNCIATION MISTAKES FACED BY FIRST-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE NGHIÊN CỨU NHỮNG LỖI PHÁT ÂM PHỔ BIẾN CỦA SINH VIÊN NĂM NHẤT NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : NGUYEN THI ANH Student code : 621253 Ma jor : ENGLISH Supervisor : TRAN THANH PHUONG, M.A Hanoi – 2021
VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON COMMON PRONUNCIATION MISTAKES FACED BY FIRST-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE NGHIÊN CỨU NHỮNG LỖI PHÁT ÂM PHỔ BIẾN CỦA SINH VIÊN NĂM NHẤT NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : NGUYEN THI ANH Student code : 621253 Major : ENGLISH Supervisor : TRAN THANH PHUONG, M.A Hanoi – 2021
CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “A STUDY ON COMMON PRONUNCIATION MISTAKES FACED BY FIRST-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE” submitted in partial fulfillment of the requirements for the degree of Bachelor in the English Language. Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 Nguyen Thi Anh Approved by SUPERVISOR (Signature and full name) Date: …………………… i
ACKNOWLEDGEMENT To complete this paper, I have been lucky to receive invaluable contributions and kind help from many individuals. Foremost, I would like to express my special sincere and thanks to my supervisor, Ms. Tran Thanh Phuong, M.A for her indispensable support, suggestions, advice and detailed comments, which helped to complete this study successfully. With deepest gratitude, I also would love to show my deep thankfulness to all my teachers at the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture, who have imparted me useful knowledge to complete this research, I am so thankful to students of K65 at the Faculty of Education and Foreign Languages for their whole-heart participation in the study. Last but not least, I would like to give my heartfelt thanks to my family and friends who always encourage and inspire me to complete this thesis. Sincerely, ii
TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY..................................................................... i ACKNOWLEDGEMENT ....................................................................................ii TABLE OF CONTENTS .....................................................................................iii ABSTRACT.......................................................................................................... v LIST OF ABBREVIATION ................................................................................ vi LIST OF TABLES AND FIGURES...................................................................vii PART 1: INTRODUCTION.............................................................................. 1 1.1. Rationale for the study ................................................................................... 1 1.2. Aims and objectives of the study................................................................... 2 1.3. Research questions......................................................................................... 2 1.4. Scope of the study.......................................................................................... 3 1.5. Significance of the study................................................................................ 3 1.6. Design of the study......................................................................................... 3 PART 2: DEVELOPMENT ............................................................................... 5 CHAPTER 1: LITERATURE REVIEW.......................................................... 5 1.1. Review of the previous studies ...................................................................... 5 1.1.1. Review of the previous study: Abroad........................................................ 5 1.1.2. Review of the previous study: At home...................................................... 6 1.2. Review of theoretical background ................................................................. 7 1.2.1. Pronunciation .............................................................................................. 7 1.2.2. Mistakes in language learning..................................................................... 8 1.2.3. Consonant.................................................................................................. 10 1.2.4. Ending sounds ........................................................................................... 13 1.2.5. Word-stress................................................................................................ 15 1.3. Summary ...................................................................................................... 18 CHAPTER 2: METHODOLOGY................................................................... 19 2.1. Research methodology ................................................................................. 19 2.2. Research setting/ context.............................................................................. 19 iii
2.3. Data collection.............................................................................................. 20 2.3.1. Data collecting instruments....................................................................... 20 2.3.2. Data collecting procedure ......................................................................... 22 2.4. Data analysis ................................................................................................ 22 2.5. Summary ...................................................................................................... 23 CHAPTER 3: FINDINGS AND DISCUSSION............................................. 24 3.1. Results collected from the survey questionnaire ......................................... 24 3.1.1. Students‟ awareness of English pronunciation ......................................... 24 3.1.2. Frequency and student‟s pronunciation mistakes ..................................... 28 3.1.3. Students‟ opinion on pronunciation solutions........................................... 34 3.2. Results collected by using the recording...................................................... 35 3.2.1. Common consonant errors ........................................................................ 36 3.2.2. Common errors related to word stress ...................................................... 39 3.3. Summary ...................................................................................................... 40 3.4. Suggesting some solutions to improve pronunciation skills........................ 41 3.4.1. Suggested some solutions for individuals................................................. 41 3.4.2. Suggested some solutions for teaching pronunciation.............................. 45 PART 3: CONCLUSION ................................................................................. 50 1. Recapitulation.................................................................................................. 50 2. Limitation of the study .................................................................................... 51 3. Recommendations/ suggestions for further study........................................... 51 REFERENCES.................................................................................................... 53 APPENDIX 1 ...................................................................................................... 56 APPENDIX 2 ...................................................................................................... 60 APPENDIX 3 ...................................................................................................... 63 iv
ABSTRACT Pronunciation is an important skill that greatly affects the effectiveness of ESL learners. However, the reality shows that mispronunciation is still a big obstacle for learners in general and VNUA‟s students in particular. This has much influence on their learning other skills such as: listening, speaking, reading, as well as creating many limitations in conversing with native speakers. The aimed research was to identify the common pronunciation mistakes made by first-year English majors at VNUA, then suggest to the students of English in general and English-majored freshmen in particular, some ways to improve their pronunciation as much as possible. The data collection was collected from 80 English-majored students of K65 at VNUA and then 20 students were asked to record their pronunciation. The data analysis indicated that the students tend to make mispronunciations with some consonants, ending sounds, and stress. However, they still haven‟t had any effective methods to improve their pronunciation errors. Therefore, the author as a foreign language learner wishes to partly help the first-year students to pronounce English better. v
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