INTRODUCTION
Rationale
Pronunciation is a crucial element for second language learners, significantly impacting their success in communication Accurate pronunciation not only aids listeners in understanding spoken language but also creates a positive impression Conversely, incorrect pronunciation can lead to communication breakdowns As noted by Celce-Murcia, Brinton, and Goodwin (1996), "successful communication cannot take place without correct pronunciation." Thus, it is essential for every English learner to prioritize learning and practicing pronunciation.
In my four years of teaching English to tenth-grade students, I've observed that they often struggle with recognizing and pronouncing English consonants, particularly minimal pairs These challenges can adversely affect their language acquisition and performance in advanced English studies Research indicates that younger learners tend to have a greater capacity for language learning compared to older students Consequently, mastering pronunciation is crucial for tenth graders who are just starting to engage with a new level of English.
High school teachers often struggle to provide adequate pronunciation practice due to the emphasis on vocabulary, grammar, and reading skills in graduation tests, which leaves limited time for pronunciation instruction In a typical 45-minute class, only fifteen minutes can be dedicated to teaching pronunciation, while the majority of the time is spent on grammar points Additionally, students frequently encounter challenges in recognizing and pronouncing English consonants due to the differences and similarities between the English and Vietnamese consonant systems Therefore, utilizing contrastive features of minimal pairs is essential for identifying and addressing students' consonant pronunciation errors.
A study titled "An Investigation into Minimal Pairs of Consonants Experienced by Tenth Form Students at High Schools in Hue City" aims to shed light on the consonant pronunciation challenges faced by students The findings will assist teachers and educators in identifying these difficulties and developing more effective strategies to enhance pronunciation teaching and learning.
Aims and Objectives of the Study
This study investigates the English minimal pairs of consonants encountered by tenth-grade students in various high schools in Hue City Additionally, it proposes effective strategies to enhance students' performance in pronouncing these consonants.
The study is intended to fulfill the following objectives:
1 To make a preliminary contrastive analysis between some English and Vietnamese consonants in terms of phonetic and phonemic features of the two languages
2 To investigate the situations of teaching and learning pronunciation, especially pronunciation of minimal pairs of consonants in grade 10 at some high schools in Hue city
3 To find out the common pronunciation errors the students may experience when perceiving and pronouncing English minimal pairs of consonants
4 To suggest effective solutions to help the students overcome their problems
Research Questions
To achieve the objectives mentioned above, I tried to seek the information for the following questions:
1 What are the situations of teaching and learning pronunciation, especially pronunciation of English minimal pairs of consonants in grade 10 at some high schools in Hue city?
2 What difficulties have the students encountered when dealing with English minimal pairs of consonants?
3 What are possible solutions to help improve the situations of teaching and learning pronunciation of English minimal pairs of consonants in grade 10 in Hue city?
Significance of the Study
This study aims to enhance English pronunciation teaching, specifically focusing on consonant minimal pairs for tenth-grade students in Hue City high schools The findings are intended to assist teachers, curriculum designers, and educators in developing effective teaching strategies and assessment methods tailored to diverse learners Additionally, the results will increase awareness among teachers and students regarding the challenges in teaching and learning consonant pronunciation at the tenth-grade level, while also laying a scientific foundation for future research in this area.
The Scope of the Study
This study specifically investigates the performance of students on English minimal pairs of consonants as presented in the language focus section of the English textbook for grade 10 It does not cover other minimal pairs of English sounds, and the research is conducted across three high schools in Hue City.
The Organization of the Study
The study consists of five main chapters as follow:
Chapter 1, the Introduction, introduces the background, the reason, the aims and objectives, the scope and the significance of the study
Chapter 2, the Literature and Theoretical Background, presents the theoretical background of the research Additionally, this chapter also consists of ideas and opinions collected from different educational sources
Chapter 3, the Methodology, information and methods related to methods used in the study are provided
Chapter 4 presents the findings and discussion based on the data analysis, while Chapter 5 summarizes the research results and offers implications for improving the teaching and learning of consonant minimal pairs for tenth-grade students.
LITRATURE AND THEORETICAL BACKGROUND
Overview
This chapter defines key terms related to minimal pairs of consonants and interprets their phonemic and distinctive features It includes a contrastive analysis of English minimal pairs of consonants and their Vietnamese equivalents Additionally, the syllable structures of both English and Vietnamese are examined Finally, it presents relevant previous studies related to the research.
Minimal Pairs of English Consonants
Consonants are speech sounds created by restricting or obstructing airflow in the vocal tract, as noted by Fromkin, Rodman, and Hyams (2003) Kelly (2000) elaborates that this interruption can occur in various forms, while the Oxford Advanced Learner's Dictionary (1997) defines consonants as sounds produced by completely or partially halting the exhaled air through the mouth.
Minimal pairs are defined in different ways:
A minimal pair is defined as two words that are pronounced similarly but differ by a single phonemic element, as noted by Nilsen and Nilsen (1973) Furthermore, Fromkin, Rodman, and Hyams (2003) describe minimal pairs as words with distinct meanings that are identical except for one sound segment occurring in the same position Brown (1995) also contributes to this understanding by emphasizing the significance of minimal pairs in phonetics.
Minimal pairs are pairs of words that differ by only one sound in their pronunciation A classic example is "pack" /pæk/ and "back" /bæk/, where the two words vary solely in their initial consonants Phonetically, both words consist of three sound segments, highlighting the significance of initial consonant sounds in distinguishing meaning.
2.2.3 Minimal Pairs in Terms of Phonemic Features
2.2.3.1 Minimal Pairs in Terms of Horizontal Axis and Vertical Axis
Table 2.1: Chart of English consonants (Adapted from Roach, 1983, p.40) Place
To produce consonants in English, the airflow through the vocal tract must be obstructed The twenty-four consonant sounds are categorized based on the place of articulation, manner of articulation, and voicing The classification is illustrated in a table where the horizontal axis represents different places of articulation, the vertical axis shows various manners of articulation, and voiceless consonants are differentiated from voiced ones Each consonant possesses unique features that distinguish it from other sounds, particularly within pairs of consonants studied for their specific articulatory characteristics.
Consonant sounds are classified based on their place of articulation, which refers to the specific area in the vocal tract where airflow is restricted This involves the movement of the tongue and lips, which reshape the oral cavity to produce various consonants (Fromkin, Rodman, and Hyams, 2003, p.242) Table 2.2 below illustrates the places of articulation for the consonant pairs being examined.
Table 2.2: Place of articulation of consonant pairs under investigation
The description of English consonants is based on the place of articulation –usually about what various articulators actually do For instance, the term
Bilabial sounds are produced by bringing both lips together to create a closure These consonants restrict airflow in various ways and can be differentiated based on the location of the airflow restriction.
Bilabial: Bilabial consonants are articulated by using closing movement of both lips coming together, e.g /p/ (as in pat //, /b/ (as in bat //)
Alveolar sounds are produced when the blade of the tongue touches the alveolar ridge, located just behind the upper teeth Examples of alveolar sounds include /t/, /d/, /s/, and /z/, as heard in words like "to" (/tuː/), "do" (/duː/), "seal" (/siːl/), and "zeal" (/ziːl/).
Velar: The sounds are articulated by the back of the tongue being used against the soft palate, e.g /k/ (as in cold /kld), /g/ (as in gold /gld/)
Table 2.3: Manner of articulation of consonant pairs under investigation
English consonant sounds are classified not only by place of articulation but also by manner of articulation, which describes how articulators interact with the airflow For instance, explosive sounds like /p/ and /b/ are produced when air is momentarily held and then abruptly released.
Plosive consonants, also known as stop consonants, include three pairs of sounds: /p/ and /b/, /t/ and /d/, and /k/ and /g/ These sounds are produced by creating a complete closure in the vocal tract while raising the soft palate, allowing air pressure to build up before being released explosively The production of plosive consonants typically involves four distinct phases: the closure phase, hold phase, release phase, and post-release phase.
Fricative: When fricative consonants /s/ and /z/ are produced, two vocal organs come close enough together for the movement of air between them with friction, so a hissing sound is made
2.2.3.2 Minimal Pairs in Terms of Voicing
Consonants can be classified based on voicing, which refers to the vibration of vocal folds during sound production Voiced sounds occur with this vibration, while voiceless sounds do not Consonants are often grouped in pairs that share the same place and manner of articulation but differ in voicing, creating a distinction between fortis (strong) and lenis (weak) sounds Voiceless consonants, or fortis, are produced with greater force, whereas voiced consonants, or lenis, are typically softer This phonetic feature allows for clear differentiation in word pairs such as pack/back, to/do, coat/goat, and seal/zeal.
The voiceless/voiced distinction is demonstrated through pairs of words where the first word starts with a voiceless (fortis) sound and the second with a voiced (lenis) sound In each pair, all other characteristics remain the same, with the tongue and lips positioned identically.
The distinction in voicing between pairs of sounds is evident in the final position of words, where the first word ends with a voiceless sound and the second with a voiced sound Examples include "rope" and "robe," "plate" and "played," "lock" and "log," as well as "race" and "raise."
In phonetics, the final position of words can lead to vowel shortening, particularly noticeable with fortis plosives For instance, in the minimal pair "raise" and "race," the /ei/ diphthong in "race" is shorter than in "raise."
2.2.3.3 Distinctive Features of the Minimal Pairs under Investigation
Distinctive features, also known as phonemic features, are characteristics that differentiate one phoneme from another Each feature can be represented by two values: + indicates the presence of the feature, while - indicates its absence For example, the phoneme /b/ is classified as [+voiced], whereas /p/ is identified as [-voiced].
Table 2.4: Distinctive features of sound pairs under investigation
/p/ and /b/ are bilabial plosives produced by closing the lips to obstruct the airflow, with the soft palate raised and the nasal passage closed During the articulation of these sounds, lung air builds up behind the lip closure; however, the vocal cords remain apart for /p/ and vibrate for /b/, depending on its position in the utterance Both sounds can occur at the beginning and end of words The key distinction is that /p/ is unvoiced and fortis, as seen in "pat," while /b/ is voiced and lenis, as in "bat."
Moreover, /b/ is devoiced at the end of a word (tribe)
A Contrastive Analysis of the Minimal Pairs of English Consonants and
Among 24 consonants in English system, /p/ and /b/ are bilabial, /t/, /d/and /s/ and /z/ are alveolar, /k/ and /g/ are velar Most of them are often confused by Vietnamese learners of English in perception and production as well
2.3.1 Pairs of English and Vietnamese Consonants in Terms of Phonemic Features
Table 2.5: Chart of Vietnamese consonants (Adapted from Wikipedia, 2011)
Labial Alveolar Retroflex Palatal Velar Glottal
Stop voiceless p [p] t [t] tr [tʂ~ʈ] ch
[c~tɕ] c/k [k] aspirated th [tʰ] voiced b [ɓ] đ [ɗ]
Fricative voiceless ph [f] x [s] s [ʂ] kh [x] h [h] voiced v [v] gi [z] r [ʐ~ɹ] d [z~j] g/gh [ɣ]
An initial review of the consonant charts reveals that certain phonemes are exclusive to each language, highlighting their absence in the other Consequently, a contrastive analysis is conducted to examine both the similarities and unique characteristics of the consonantal sounds in the two languages being studied.
In English, plosive consonantal sounds are primarily categorized by their place of articulation, including bilabial, alveolar, palato-alveolar, and velar In contrast, the Vietnamese consonant system focuses more on tongue positions, such as labial, laminal, dorsal, and radical Despite these differing classification methods, both languages exhibit notable similarities and distinctions in their consonantal sound systems.
As shown in the diagrams, both languages have the same number of bilabials; however, there are some conflicts occur between the phonemes
In English, /p/ can be produced at initial and final position, e.g pat, robe,
However, Vietnamese initial bilabial /p/ is rare, just in some loanwords, e.g pin
In Vietnamese, the bilabial sound /b/ appears only at the beginning of words, such as in "ba" (father) and "bệnh" (disease), and is absent from word-final positions In contrast, the English bilabial /b/ can occur at both the beginning and end of words, as seen in "bat" and "robe." Additionally, the Vietnamese vowel sounds, like in "mập" (fat) and "đẹp" (beautiful), typically appear at the end of words.
The English plosive alveolar /t/ and Vietnamese equivalent /t/ are voiceless and occur in initial and final positions, e.g to, heart and tiền (money), một (one)
The voiced fricative alveolar /d/ in English occurs at both the beginning and end of words, as seen in examples like "do" and "hard." In contrast, the Vietnamese voiced fricative alveolar appears only at the start of words, such as "đi" (go) and "đứng" (stand) Both languages feature voiceless and voiced fricative alveolar sounds /s/ and /z/, but while English allows these sounds in both initial and final positions, Vietnamese restricts them to the beginning of words.
Vietnamese are only explored at the beginning of a word, e.g xinh xắn (pretty), dao
In English, the sounds /k/ and /g/ represent voiceless and voiced plosive velars, appearing at both the beginning and end of words, such as in "coat," "lock," "goat," and "log." In contrast, Vietnamese features the voiceless and voiced fricative velars /x/ and /ɣ/, which are typically found at the start of words, as seen in "khóc" (cry), "gà" (chicken), and "ghét" (hate).
2.3.2 Pairs of English and Vietnamese Consonants in Terms of Phonetic
English and Vietnamese exhibit similarities in articulation, particularly in the voicing distinction between voiced and voiceless sounds However, they also differ in certain phonemic characteristics of consonantal sounds This contrastive analysis aims to identify the phonemic distinctive features of consonant pairs in both languages.
Table 2.6: Phonetic features of English plosive bilabials /p/, /t/, /k/ compared with
According to Gimson (1970), English voiceless plosives /p/, /t/, and /k/ exhibit allophonic variations based on their position within words When these sounds occur at the beginning of an accented syllable, they are typically aspirated, as seen in examples like "pat" [pʰæt], "to" [tʰuː], and "coat" [kʰoʊt] Conversely, when these plosives appear before a vowel in an unaccented syllable or at the end of a word, they may be weakly aspirated or have no audible release, as demonstrated in "rope" [roʊp], "heart" [hɑːt], and "lock" [lɒk].
In Vietnamese, the consonants [t] and [k] are unaspirated when they appear at the beginning of words, such as in "từ" (from) and "khóc" (cry) Furthermore, the [p] sound is a plosive consonant that is exclusively found at the end of Vietnamese words and is characterized by being unreleased, as seen in the word "đẹp" (beautiful).
Table 2.7: Phonetic features of English plosive bilabials /b/, /d/, g/ compared with
In English speech, the voiced plosives /b/, /d/, and /g/ can be partially voiced or entirely voiceless, particularly at the beginning and end of words, as seen in examples like "bat," "robe," "do," "hard," "goat," and "log." According to Roach (1983), when pronounced slowly and carefully, these sounds may be fully voiced throughout the hold phase, while in rapid speech, they often lack any voicing Gimson (1970) also highlights this phenomenon, emphasizing the variability in voicing based on speech tempo.
In typical speech, the final release of sounds such as /b/, /d/, and /g/ is rarely accompanied by a voiced off-glide // Additionally, when these sounds are fully devoiced, any audible release tends to occur with minimal aspiration.
In Vietnamese, the consonants /b/ and /d/ are classified as voiced plosive consonants, each exhibiting an un-aspirated and unreleased allophone in the initial position, as seen in words like biết (know) and đi (go) Similarly, the voiced fricative sound /ɣ/ (as in gà, meaning chicken) shares phonetic characteristics with /b/ and /d/, occurring initially with only one allophone that is also un-aspirated and unreleased.
Table 2.8: Phonetic features of English fricatives /s/ and /z/ compared with
Sharing features of devoicing and releasing that make English sound pairs /s/
According to Gimson (1970), in English phonetics, syllables that end with fortis (strong) consonants are perceived as shorter compared to those that conclude with lenis (weak) consonants This distinction can be illustrated with the minimal pair "race."
[res] and raise [rez] The vowel /e/ in race is shorter than that in raise This is one more phonetic feature contributing to distinguishing between English and Vietnamese consonants.
The Syllable Structure of English and Vietnamese
2.4.1 The Nature of the Syllables
A syllable is a crucial linguistic unit defined as one or more speech sounds that form a word or part of a word, characterized by a single vowel sound and may include consonants, produced in one effort (Tran and Nguyen, 2002, p.35) Roach describes syllables phonetically as having a central part with minimal airflow obstruction, which is relatively loud, while the sounds before or after are more obstructive and quieter (1983, p.57) He also identifies various types of syllables.
- A minimum syllable defined as a single vowel in isolation, e.g „are‟ /a/, „or‟ /O:/, „err‟ /3;/
- Some syllables have an onset, e.g „bar‟ /bA;/, „key‟ /ki;/
- Syllables may have no onset but include a coda, e.g „am‟ /&m/, „ease‟ /i;z/
- Some syllables have onset and coda, e.g „run‟ /rVn/, „sad‟ /s&t/
2.4.2 Remarks on the Syllable Structure of English and Vietnamese
The syllable structures in English and Vietnamese exhibit both similarities and differences, with both languages featuring open and closed syllables According to Tran and Nguyen (2002), a syllable can be described using four essential sub-units: the nucleus (N), which serves as the core vocalic segment; the coda (C), which includes segments following the nucleus; the rhythm (R), composed of the nucleus and coda; and the onset (O), which consists of segments that precede the rhythm Understanding these components is crucial for analyzing syllable structure in both languages.
Vietnamese, a tonal language, features a syllable structure that includes two essential components: a tone and a nuclear vowel Additionally, it may incorporate three optional elements: an initial consonant, labialization (the rounding of the lips), and a final consonant or semi-vowel (Ngo, 2005, p.7).
Table 2.9: The structure of Vietnamese syllable (Ngo, 2005, p.7)
Initial consonant Labialization Nuclear vowel Final consonant/ semivowel
Both Vietnamese and English typically feature consonants at the beginning of syllables, but the English sounds /ʒ/ and /ʃ/ are uncommon in initial positions Additionally, Vietnamese syllables do not contain consonant clusters, while vowels can appear at the start of syllables in both languages.
Vietnamese syllables end with six consonants: /p, t, k, m, n, /, and two semi-vowels, along with a zero termination that is not used in words In contrast, English also features consonants and zero termination at the end of syllables but distinguishes itself with the presence of final consonant clusters.
English and Vietnamese exhibit distinct syllable structures, with a notable feature in English being the presence of syllabic consonants These consonants can function as standalone syllables, as seen in the word "middle" /‟mi/.
The phonetic characteristics of syllable structures vary across languages In English, syllables are defined by the articulation of initial and final consonants, known as the onset and coda Voiceless stops such as /p/, /t/, and /k/ are typically aspirated at the beginning of words and released at the end during normal speech In contrast, the voiced stops /b/, /d/, and /g/ are devoiced when they appear at the beginning or end of words, a feature that distinguishes English from Vietnamese Unlike English, Vietnamese does not pronounce final consonants, and phonetic features like final release are absent.
The presence of English fortis and lenis sounds at the word level can significantly influence the quality of the Nucleus, particularly regarding the length of articulation.
Prior Research
Numerous studies have examined the pronunciation challenges faced by Vietnamese learners of English, focusing on the contrast between the sound systems of both languages Researchers, including Hoang (1965), emphasize the importance for English teachers to understand the phonological features of both English and Vietnamese to assist students in effectively using their speech organs The difficulties in pronunciation arise not only from the unique aspects of English but also from the habitual patterns of the learners' native language Consequently, teachers should identify common pronunciation issues among their students and implement effective techniques to enhance their learning and practice.
Recent studies have focused on the pronunciation challenges faced by Vietnamese learners of English, particularly regarding initial and final consonants Ha (2005) investigated the pronunciation errors of fifty-one Vietnamese English students after four years of study, identifying common issues such as sound omission, confusion, and redundancy Similarly, Luu (2010) examined the pronunciation difficulties of his participants, specifically in producing consonant sounds, before conducting research on teaching English sounds through minimal pairs He found that the prevalent mistakes included the omission of word-final consonants, the addition of /s/ to words not ending in /s/, and difficulty distinguishing between voiced and voiceless consonants.
Teachers and researchers have long sought effective methods to address common pronunciation issues faced by English learners One effective approach is the use of minimal pairs, which are pairs of words that differ by only one phoneme This technique not only enhances learners' awareness but also improves their ability to distinguish between contrasting English sounds Barlow, Judith, and Gierut (2002) emphasized that minimal pair treatment introduces new phonemic distinctions, stating that it teaches featural contrasts through these pairs of words Levis and Cortes (2008) also recognized the value of this method in pronunciation instruction.
Minimal pairs are essential in teaching vowel and consonant pronunciation in ESL texts, serving multiple purposes They help assess learners' abilities to recognize sound contrasts in both listening comprehension and spoken language production Additionally, minimal pairs facilitate the understanding of specific contrasting sounds within relevant contexts where both sounds may occur.
Teaching English discrete sounds using minimal pairs has shown significant benefits, as demonstrated in 2010 This approach effectively addresses participants' pronunciation issues with English consonants, while also enhancing their awareness of pronunciation's importance and boosting their motivation to learn English pronunciation.
Summary
English and Vietnamese share similarities and differences in their consonant systems and phonetic features As a result, tenth-grade students are likely to encounter challenges in pronouncing English consonant sounds accurately.
METHODOLOGY
Overview
This chapter outlines the research methodology employed to examine English minimal pairs of consonants among tenth-grade students in various high schools in Hue City It is divided into five key sections: methodological approaches, hypotheses, participant details, research procedures, and data collection and analysis, along with an assessment of the study's validity and reliability.
Research Approaches
This research utilized both qualitative and quantitative approaches to gain a comprehensive understanding of teaching and learning pronunciation The qualitative aspect, as described by Creswell (1994), focused on descriptive and interpretative methods to uncover detailed insights into learners' abilities to pronounce and perceive English minimal pairs of consonants Meanwhile, the quantitative approach provided statistical evidence to support the exploratory findings By combining these methods, the study aimed to reveal valuable qualitative information about students' pronunciation learning experiences and common errors.
A preliminary contrastive analysis of the sound systems in English and Vietnamese was conducted, leading to the formulation of hypotheses regarding students' pronunciation competence These hypotheses were subsequently tested using qualitative and quantitative data gathered from questionnaires and direct recordings.
Hypotheses
After four years of teaching English and analyzing the phonetic characteristics of English and Vietnamese consonantal systems, the researcher has formulated two hypotheses.
Vietnamese lacks a distinction between voiced and voiceless consonants at the beginning of words, which can lead to difficulties for learners in both pronouncing and recognizing initial consonants in English words.
The phonetic differences in final consonant sounds between English and Vietnamese can lead learners to either overly focus on producing these sounds or neglect them entirely during communication.
Participants
This study involved 120 randomly selected tenth-grade students from three high schools in Hue City: Nguyen Hue, Gia Hoi, and Nguyen Truong To The selection of these participants was based on specific criteria relevant to the research objectives.
Pronunciation of consonants plays a crucial role in the English learning process for tenth-grade students, as highlighted in the English 10 textbook's language focus section From units nine to sixteen, consonants are paired, including /b/ - /p/, /d/ - /t/, /g/ - /k/, and /s/ - /z/ This strategic arrangement enhances the teaching and learning of pronunciation by leveraging the characteristics of articulation.
High school first graders require focused attention on the fundamental pronunciation of consonants Teachers must recognize their students' mistakes and competencies to help prevent future pronunciation errors, ultimately enhancing their English pronunciation skills for years to come.
Instruments
Data collection primarily utilized a questionnaire and a diagnostic test due to several advantages According to Brown (1988), questionnaires allow researchers to gather extensive data quickly, while Sleliger and Shohamy (1989) note their cost-effectiveness compared to other data collection methods Nunan (1989) highlights that questionnaires can explore various aspects of teaching and learning, offering anonymity that encourages honest responses Additionally, a diagnostic test was employed to assess learners' experiences with perceiving and pronouncing English minimal pairs of consonants.
A questionnaire (Appendix A) with seventeen open and closed-ended questions was distributed to 120 tenth-grade students across three high schools To ensure clarity, all questions were written in Vietnamese Prior to the distribution, the researcher provided clear explanations of key terms and instructions, enabling students to understand the questions and respond accurately.
After taking careful instruction from the researcher, participants had two minutes to look through each task before doing it The diagnostic test consists of two components:
♦ Diagnostic Test for Sound Perception
The initial component of the study aimed to investigate students' misconceptions regarding the phonetic characteristics of English consonants in both initial and final syllable positions, as well as their impact on preceding vowels Participants engaged in three types of assessments: selecting the appropriate words from pairs (8 items), determining whether similar-sounding words were the same or different (12 items), and choosing the correct word from pairs presented in sentences (8 items).
♦ Diagnostic Test for Sound Production
The second component assessed students' pronunciation skills by evaluating their performance on consonants in 16 isolated words, 8 word pairs, and 6 sentences featuring minimal pairs of consonant sounds.
The diagnostic test's student production section was fully recorded using the Polderbit Sound Recorder and Sound Editor software Their performances were transcribed and analyzed against the English model tape version, utilizing the same software for comparison.
Figure 3.1: The polderbit sound recorder
Figure 3.2: The polderbit sound editor
Procedure of the Research
Step 1: Review relevant documents, books, theses, and researches related to our topic published in Vietnamese, and English languages
Step 2: Make a preliminary contrastive analysis between English and Vietnamese consonant systems concerning the inventory of phonemes and the syllable structure in these two languages
Step 3: Identify the similarities and differences of pronunciation between English and Vietnamese pronunciation in terms of segmental units as individual consonants in individual words and in sentences
Step 4: Generate hypotheses about the errors and problems that the tenth form students may experience in performing English consonants
Step 5: Collect data from the tenth form students
Step 6: Analyze collected data qualitatively and quantitatively based on information about students‟ errors of consonant pronunciation to find out evidence for testing hypotheses The occurrence of types of errors is calculated and tabulated with their frequency in percentage.
Data Collection Method
After designing the questionnaire and diagnostic test, I piloted the study with
In April, a study involved administering questionnaires to 135 tenth form students from three high schools: Nguyen Hue, Gia Hoi, and Nguyen Truong To, after they completed 16 units in their textbook All questionnaires were fully completed and returned Additionally, a diagnostic test was conducted in accordance with the established research design methodology.
A total of 30 students were randomly selected for a diagnostic test, and after excluding unsuitable submissions, 120 questionnaire samples and 30 diagnostic test samples were officially included in the research.
The diagnostic test data collection occurred in four stages, beginning with Stage 1, where students had two minutes to review a word list before pronouncing the words in Section 1 of Part 1.
Stage 2: They were asked to pronounce words in pairs given in the section 2 after two minutes of looking through it The pronunciation was repeated 3 times Stage 3: The students were asked to say the sentences in the section 3 after having a couple of minutes to look through them
In Stage 4, students listened to a tape and circled the words they recognized from Section 1 of Part 2 They then determined whether two words in each pair were the same or different in Section 2 Finally, in Section 3, they underlined the italicized words they heard in the sentences, with the pronunciation repeated three times for clarity.
The diagnostic test's student production section was entirely recorded using the 'Polderbit Sound Recorder and Sound Editor' software Their performances were transcribed and subsequently compared to the English model tape version with the assistance of the software.
Data Analysis
The study involved gathering data from 120 questionnaire samples and 30 diagnostic test samples Data analysis was performed through tallying frequencies, recording outcomes, and presenting the findings in frequency and percentage distribution tables, all while interpreting the results in relation to the research objectives.
Choices from the students‟ responds were qualitatively and quantitatively processed and reported in statistical frequency and percentage Sometimes, tables were applied to present collected data
All the questions were grouped into some main parts:
Students‟ perception towards the learning and practicing of pronunciation at high schools (Questions 2, 4, 9, 10, 11, 12)
Students‟ perception towards the teaching of pronunciation at high schools (Questions 3, 13, 14, 15)
Students‟ actual situation of pronunciation learning (Questions 5, 6, 7, 8, 16, 17) The participants‟ feedback was considered preliminary information for the argument of their experience and causes of pronunciation errors
Data Collected from Diagnostic Test
Samples were recorded and saved as sound file.wav in the computer and processed by the software Speech Analyser (figure 3.3) which helps display the sound wave
The speech analyzer diagram illustrates the comparison of consonant pronunciation between students and native speakers at both initial and final syllable positions It highlights the students' pronunciation errors, assessing their accuracy and intelligibility The analysis reveals a divergence from the native speakers' standards, evaluated through both qualitative and quantitative measures based on careful observation of the students' performance.
Figure 3.4: The sound wave of the sentence “His back was broken” made by the native
English speaker as compared with that of Vietnamese student
In brief, the procedure of the data analysis includes following steps:
Step 1: Collecting data through questionnaires and diagnostic test
Step 2: Classifying the data into intended groups
Step3: Describing and calculating collected data
Step 4: Analyzing and interpreting the data
Step 5: Commenting and evaluating the results
Step 6: Showing practical values of the study
Validity and Reliability
The investigation conducted at three high schools in Hue city involved only 120 students responding to a questionnaire and 30 students participating in a pronunciation diagnostic test Due to the limited number of participants, the findings from these measurement instruments cannot be generalized to all high school learners in Hue or across Vietnam, highlighting a key limitation of the research Furthermore, the data collection process was hindered by background noise that could not be entirely filtered out during recording.
Summary
The researcher aims to provide teachers with a comprehensive understanding of pronunciation teaching and learning through a combination of qualitative and quantitative approaches, utilizing data from questionnaires and diagnostic tests to assess students' actual pronunciation competence of consonants.
FINDINGS AND DISCUSSION
Overview
This chapter outlines the findings and discussions from the study on tenth-grade students' perceptions of English pronunciation instruction in high schools in Hue City It includes an analysis of students' actual performance with minimal pairs of consonants and offers the researcher’s insights on the results Additionally, the chapter provides suggestions for enhancing the teaching and learning of English consonant pronunciation.
Result Presentation
4.2.1 Results from the Data Analysis of Students’ Questionnaires
Table 4.1: Information about students‟ background of learning English
Table 4.1 illustrates that the duration of English learning among tenth-grade students significantly influences the research's productivity Notably, 60% of the students, or 72 out of 120, have studied English for eight years, while 35.8% have five years of experience Only 4.2% of the students have engaged in English learning for ten years Given their varying levels of proficiency in English as a foreign language, it is anticipated that these students will encounter diverse challenges in their second language acquisition, particularly in consonant pronunciation.
4.2.1.2 Students’ Perception towards the Learning and Practising of
Pronunciation at some High Schools in Hue City
The survey conducted through questionnaires offers insights into the pronunciation learning and practice of tenth-grade students at various high schools in Hue City Table 4.2 highlights key information regarding the significance of pronunciation as a vital skill in English learning and its essential role in effective oral communication.
The most important skill(s) in English learning
Role of pronunciation in communication
In a study examining the most important skills in English learning, participants could select multiple options, resulting in a total of 162 responses from 120 samples Many students viewed speaking, listening, reading, and writing as equally important, expressing interest in all four skills However, as shown in Table 4.2, over half of the students (54.2%) identified speaking as the most crucial skill, followed by listening at 36.7%, writing at 25%, and reading at 19.2%.
The students demonstrated a strong awareness of the importance of pronunciation in language learning, with 76.7% considering it essential for effective oral communication Additionally, 20% acknowledged its significance, while only a small minority (2.5% and 0.8%) paid little to no attention to its role Overall, the findings indicate that the majority of students recognize the critical role pronunciation plays in enhancing their oral communication skills.
Table 4.3: Information about students‟ problems in pronunciation of consonants in oral communication
Problems in pronunciation of consonants in oral communication
Most students acknowledge the significance of pronunciation in language learning, yet their recognition of consonant pronunciation difficulties varies According to Table 4.3, over half of the students (58.3%) reported that challenges in pronouncing consonants hinder their ability to speak English Additionally, 25% of students indicated that these issues occasionally impacted their oral communication, while 12% expressed uncertainty regarding the effects of consonant pronunciation on their speaking skills.
Table 4.4: Information about causes of difficulties due to the differences between
English and Vietnamese systems of consonants
Causes of difficulties due to the differences between
English and Vietnamese systems of consonants
Learning a second language poses significant challenges, particularly in mastering the unique sound inventory of the target language A survey of 120 students revealed that 66 students (55%) identified the differences in consonant systems between English and Vietnamese as a major factor contributing to their difficulties in oral communication In contrast, 16 students (13.3%) did not perceive this distinction as a barrier Interestingly, some students reported no issues with pronouncing consonants during oral communication, indicating a varied experience among learners.
Table 4.5: Information about benefits of using minimal pairs in practising pronunciation of consonants
Benefits of using minimal pairs in practising pronunciation of consonants
Minimal pairs have long been utilized in English pronunciation classes, proving to be an effective method for helping students practice English consonants According to Table 4.5, 76 students, or 63.3%, recognized the benefits of using minimal pairs in their pronunciation practice.
11 students (12.5%) argued they got a little benefit from practising pronunciation of consonants with minimal pairs Only 9 students (7.5%) did not admit the usefulness of minimal pairs
Table 4.6: Information about difficulties when learning and practising pronunciation of consonants
Difficulties faced by students when practising pronunciation of consonants
Lack of materials to practise 50 41.7
In exploring the challenges students face in practicing and learning pronunciation, participants were allowed to select multiple options, highlighting the complexity of this issue This approach mirrors the inquiry into essential skills in English learning, emphasizing the diverse difficulties encountered by learners.
In a study involving 139 selections from 120 samples, it was found that most students held a positive perception of the importance of pronunciation in learning English However, various factors identified in the research were recognized as obstacles to their practice and improvement in pronunciation skills.
A survey revealed that 65 students (54.2%) felt they lacked adequate facilities for practice, while 50 students (41.7%) attributed their challenges to insufficient materials, and 15 students (12.5%) cited time constraints Additionally, although only 7.5% of students expressed concerns, it is important to note that the current teaching methods in classrooms were deemed unsuitable for practicing consonant pronunciation using minimal pairs.
4.2.1.3 Students’ Perception towards the Teaching of Pronunciation at some High Schools in Hue city
Table 4.7: Information about teaching of pronunciation at some high schools in Hue city
Language items teachers pay much attention to teach
Table 4.2 reveals that a majority of students recognize the significance of listening and speaking skills in learning English However, data from Table 4.5 indicates that teachers in some high schools in Hue City prioritize grammar and reading comprehension, with these areas receiving attention from 77.5% and 46.7% of educators, respectively In contrast, listening and speaking skills are given the least emphasis, with only 25.8% of participants selecting listening skills and 23.5% for speaking skills.
A significant 76.7% of students, totaling 92 out of 120, recognize the importance of pronunciation in language learning However, the time allocated by teachers to pronunciation instruction is considerably less than that dedicated to grammar and other language components.
15 students (12.5%) thought pronunciation was emphasized in English classes by their teachers That reveals there has not been appropriate attention to meet the students‟ demand of oral communication
Table 4.8: Information about frequency of using minimal pairs in teaching pronunciation of consonants
Frequency of using minimal pairs in teaching pronunciation of consonants
In a study conducted with 120 grade 10 students in Hue city, only 30% reported that their teachers frequently utilized minimal pairs for teaching consonant pronunciation More than half of the students (53.3%) indicated that minimal pairs were used occasionally in their pronunciation practice Furthermore, only 7% of students confirmed regular use of minimal pairs, while 10% believed their teachers never employed this method This suggests that the benefits of minimal pairs are not fully recognized in English language classrooms.
Table 4.9: Information about teachers‟ helping students recognize and correct mistakes in pronunciation of consonants
Teachers‟ helping students recognize mistakes in pronunciation of consonants
Teachers‟ correcting students‟ wrong pronunciation of consonants
A recent analysis of questionnaires from 120 tenth-grade students across three high schools in Hue City reveals that while most Vietnamese English teachers assist students in recognizing and correcting consonantal pronunciation errors, the limited 45-minute class periods restrict the frequency of this support Over 50% of students indicated that teachers only sometimes help with pronunciation issues, with 24.2% to 26.7% reporting that teachers often engage in these corrective activities, and just 16.7% to 18.3% stating that teachers are very often involved Alarmingly, 3.3% to 4.2% of students claimed they never receive assistance with their consonantal pronunciation Overall, the findings suggest that pronunciation is not adequately addressed in English classrooms for tenth-grade students.
4.2.1.4 Students’ Actual Situation of Pronunciation Learning
Table 4.10: Information about frequency of using English as a means of oral communication
Frequency of using English as a means of oral communication
Table 4.10 illustrates the frequency of English usage for oral communication among students, revealing that 84.2% of them only occasionally use English to interact with peers or teachers, the highest percentage recorded A mere 2.5% reported often using English for information exchange, while only one student (0.8%) indicated they communicate in English very frequently Additionally, 12.5% of students admitted to never speaking English in daily conversations This lack of interest in using English may result in fewer opportunities for practical conversations, ultimately impacting students' communicative competence in the future.
Table 4.11: Information about learners‟ focuses on oral communication
Learners‟ focuses on oral communication
Focus on accuracy rather than fluency 40 33.3
Focus on fluency rather than accuracy 45 37.5
Focus on both accuracy and fluency 20 16.7
Do not pay attention to both accuracy and fluency, provided they can express their ideas
Discussion of Findings
4.3.1 Discussion of Types of Errors
4.3.1.1 Errors in the Pronunciation of English Consonants in Word Level
The findings from this study, illustrated in Table 4.19 and Figure 4.20, reveal that a majority of students struggled with the pronunciation of four specific sound pairs in isolation, particularly in minimal pairs The prevalent errors identified can be classified into two categories: sound deviation and sound omission.
Voiced plosives /b/, /d/, and /g/ exhibit lenis characteristics and can be partially voiced or entirely voiceless when occurring at the beginning or end of words, as demonstrated in examples like "back" [bæk] and "robe" [roʊb] This phenomenon is uncommon among speakers who produce these sounds.
English consonants with full voice as in the way of pronouncing Vietnamese [b] in
Students under investigation demonstrated a lack of awareness regarding the phonetic features of English voiced consonants, resulting in the production of incorrect sounds, such as [du] instead of [dʒu] and [lQg] instead of [lQg̩] This is illustrated in figures 4.1 and 4.2.
Figure 4.1: The sound wave of the word “dye” made by the native English speaker as compared with that of the student Native speaker‟s performance
Figure 4.2: The sound wave of the word “log” made by the native English speaker as compared with that of the student
In English, voiceless plosive consonants /p/, /t/, and /k/ are typically aspirated when they appear at the beginning of an accented syllable, such as [pʰ] in "pack" [pʰæk] However, this aspiration tends to be weaker when these consonants occur before a vowel in an unaccented syllable or in final position (Gimson, 1970, p.151).
The initial voiced stop consonant is not devoiced
The final voiced stop is not devoiced The initial voiced stop is not devoiced
In Hue city, tenth-grade students often struggle with the pronunciation of English stop consonants, particularly in relation to aspiration Many students fail to produce aspirated plosives, such as [pʰ], [tʰ], and [kʰ], in initial positions, instead pronouncing them as [p], [t], and [k] This issue is notably evident with the word "pack," where over 63.3% of students exhibited this pronunciation error.
In detail, figure 4.1 below helps us understand students‟ mistakes by comparing the pronunciation of the word “pack” of a native speaker and that of a student
In Figure 4.3, the sound wave of the word "pack" produced by a native English speaker is compared to that of a student Both participants exhibited similar errors in pronouncing final consonants, with a notable tendency to insert a schwa /@/ epenthesis at the end of words.
The initial voiceless stop is aspirated
The initial voiceless stop is not aspirated produced the word “lock” [lQk] as [lQk] that is considered as the transferring the Vietnamese /k/ plus // into English (Figure 4.4)
Figure 4.4: The sound wave of the word “lock” made by the native English speaker‟s compared with that of the student
Many participants attempted to mimic native speakers' pronunciation by adding sounds to every English word, often without comprehension For instance, as shown in Figure 4.5, a student mispronounced the initial consonant /b/ by failing to devoice it and incorrectly added an /s/ at the end of the word "back."
Figure 4.5: The sound wave of the word “back” made by the native English speaker as compared with that of the student
The final consonant /k/ is released
The final consonant /k/ is produced as /s/
A prevalent mistake among students is the omission of final consonant sounds, which plays a crucial role in the clarity of English speech For instance, the word "coat" is often pronounced as [] instead of the correct form [k].
Figure 4.6: The sound wave of the word “coat” made by the native English speaker as compared with that of the student
The final sound /t/ was often omitted by students during pronunciation, as illustrated in figure 4.6 While ending sounds may be less critical in casual speech, they play a vital role in distinguishing minimal pairs and comprehending English utterances Tenth-grade students in Hue City encountered significant challenges in producing English consonants, both at the beginning and end of words Despite being familiarized with these sounds in the diagnostic test's first section, they continued to struggle with minimal pairs.
The final consonant is released
According to Fromkin, Rodman, and Hyams (2003, p 277), a minimal pair consists of two words with different meanings that are identical except for one sound segment in the same position While some students could identify differences between word pairs like "lock" and "log" by examining the letters, they struggled to differentiate them in terms of pronunciation Specifically, when faced with minimal pairs distinguished by sounds such as /p/, /b/, /t/, /d/, /g/, and /k/, 60% to 80% of the students were unable to pronounce them correctly.
Stop consonants pose challenges for English learners, as evidenced by students' errors in producing isolated words Many students appear to lack awareness of the phonetic characteristics of both initial and final consonants in English A comparison between a native speaker and a participant's performance reveals common pronunciation mistakes made by tenth-grade students regarding these consonants.
In a diagnostic test focused on pronunciation, students encountered various word pairs to assess their ability to articulate initial and final consonants A small number of students struggled with minimal pairs featuring the sound pair /p/-/b/ The production of these sounds involves raising the soft palate, closing the nasal passage, and obstructing airflow with both lips The /p/ sound, a voiceless consonant, is produced with the vocal cords apart, while the /b/ sound, a voiced consonant, requires vocal cord vibration Additionally, /p/ is characterized as fortis and aspirated when it occurs at the beginning of English words, whereas /b/ is described as lenis and devoiced in both initial and final positions (Gimson, 1970).
As discussed above, most students ignored the aspiration of the initial sound, especially in case of /p/ “pack” (figure 4.3), which regards a big problem in their listening and speaking as well
Fricative alveolar consonants /s/ and /z/ are often mispronounced by students, with 30% mispronouncing /s/ and 36.7% mispronouncing /z/ in initial positions, as shown in Table 4.19 According to Gimson (1970), the correct production of these sounds involves raising the soft palate, shutting off the nasal resonator, and allowing the tip and blade of the tongue to lightly contact the upper alveolar ridge, creating a narrow groove for the air to escape, resulting in a hissing sound However, many students unconsciously imitate the pronunciation of native speakers, leading them to pronounce English /s/ similarly to the Vietnamese /s/ (as in "sâu sắc") Additionally, 30% of learners struggle with the fricative /z/, often producing it like the Vietnamese /z/ (as in "dây, gian") without the necessary friction, as illustrated in Figures 4.7 and 4.8.
Figure 4.7: The sound wave of the word “sip” made by the native English speaker as compared with that of the student The voiceless fricative consonant
The voiceless fricative consonant is pronounced as Vietnamese /s/
Figure 4.8: The sound wave of the words “zip” made by the native English speaker as compared with that of the student
Students frequently make several pronunciation errors, including the lack of aspiration for voiceless initial stop consonants, failure to devoice initial and final consonants, and neglecting to articulate ending consonant sounds Minimal pairs have proven effective in identifying these mistakes in isolation, while also revealing additional mispronunciations of final consonants through their contrasting features.
The voiced fricative consonant is devoiced
The voiced fricative is pronounced as Vietnamese /z/
Figure 4.9: The sound wave of the words “back” and “pack” made by the native
English speaker as compared with that of the student
The words "back" and "pack" exhibit similarities in their vowel sounds and final consonants, yet they differ in their initial consonants Both initial sounds are plosive bilabials; however, /p/ is voiceless and aspirated, while /b/ is voiced and devoiced.
Possible Solutions to Improve the Situations of Teaching and Learning
4.4.1 Building up Learners’ Awareness of Differences between English and Vietnamese Consonants
Vietnamese learners of English often struggle with consonant pronunciation due to the influence of their mother tongue To mitigate this issue, it is essential to raise awareness of the differences between English and Vietnamese consonant systems before introducing English sounds This approach helps students anticipate potential language interference, preventing negative transfer and the formation of difficult-to-correct pronunciation habits Teachers should provide a basic comparison of the phonetic and phonemic features of both languages, enabling them to select effective teaching techniques and design targeted activities that address the most challenging consonant sounds By doing so, educators can enhance the efficiency of English learning for their students.
4.4.2 Helping Learners Understand the Roles of Accuracy and Fluency in Speaking English
Many learners tend to overlook the importance of accuracy and fluency in English speaking, which undermines effective oral communication It is essential for students to focus on both what they say and how they say it English teachers should emphasize that successful oral communication relies on the interplay between accuracy and fluency A critical component of this combination is the pronunciation of consonantal sounds, which significantly impacts communication Consequently, mastering the production of individual consonantal sounds in isolation is a fundamental step in the practice of speaking.
Proper articulation of individual sounds is crucial for effective speech, as mispronunciations can persist even in more advanced speaking contexts Therefore, educators must prioritize teaching the correct pronunciation of sounds before introducing them in combination with other sounds in words and sentences It is essential to start with controlled practice to establish correct habits before progressing to less structured, guided, and communicative exercises.
To enhance students' pronunciation of consonants, teachers should systematically incorporate minimal pairs into their practice sessions This method enables students to easily identify both similar and distinct sound features, thereby increasing their awareness of consonants' significance in English speech While the English 10 textbook includes minimal pairs in pronunciation lessons, educators are encouraged to create engaging supplementary activities to further support students in mastering consonantal sounds.
4.4.3 Spending More Time on Teaching and Practising Pronunciation of Consonants
Many students express that while teachers dedicate time to teaching and correcting pronunciation in the classroom, the limited duration—often just 10-15 minutes per unit—hinders effective practice This insufficient time leads to repeated errors, which can create lasting bad habits in communication To address this issue, it is crucial to allocate more time to teaching and practicing consonant sounds, as mastering English pronunciation is a long-term process Learners need opportunities to assess their ability to perceive and produce sounds, allowing them to focus on improvement Additionally, teachers can encourage self-monitoring by having students record their speech and compare it to native speakers, enabling them to analyze their pronunciation and learn from their mistakes effectively.
4.4.4 Applying Suitable Methods of Teaching
Only 4.2% of students reported facing significant difficulties in pronunciation due to unsuitable teaching methods, highlighting the need for English teachers to adopt appropriate techniques tailored to their students and specific contexts Additionally, learning English as a foreign language is influenced by both internal and external factors Effectively teaching phonological knowledge not only enhances learners' understanding of pronunciation but also boosts their motivation to improve.
Especially, benefits of applying minimal pairs in teaching and learning pronunciation of consonants proved by Luu (2010) Besides, table 4.5 showed that
A survey revealed that 66 out of 120 students (55%) recognized the benefits of using minimal pairs for improving consonant pronunciation, indicating a positive attitude towards this learning method To enhance students' pronunciation skills, teachers should implement engaging activities focused on minimal pairs Particularly for challenging consonant pairs, it's essential for educators to highlight their distinct phonetic features, such as lip and tongue positions, before allowing students to practice them in phrases and sentences This approach will facilitate better auditory discrimination and production of these sounds.
Effective teaching methods are crucial for enhancing students' English skills, particularly in pronunciation When teachers employ techniques that align with students' proficiency levels, lessons become engaging, fostering motivation to learn However, English teachers in Hue high schools often face challenges in large, diverse classrooms To address these issues, implementing suitable techniques and engaging activities for teaching consonant pronunciation is essential Among various methods, using minimal pairs has proven to be highly beneficial for pronunciation instruction This article offers suggestions and interesting activities designed to motivate students in their practice of consonant sounds through minimal pairs.
1 - Strike a match and hold the flame near your lips
- Say pit or pat or some other word beginning with a /p/ sound The flame should go out at once If it does not, insufficient aspiration has been used
2 - Hold up a small piece of very thin paper near your lips
- Say pet, take, Kate, etc If the paper is not blown back a little like a flag fluttering in the breeze, the aspiration is insufficient
3 - Put the lips lightly together and pretend to be blowing out a candle
- Add a /p/ sound lazily before this Reduce the breathiness
Distribute a copy of the map below to each class member Next, select minimal pairs of words from the course, such as "pack-back" and "rope-robe." Educators can find minimal pairs in various published resources.
Pronunciation Contrast in English by Nilsen and Nilsen (1973) or Ship or Sheep
(Baker, 1981) For this kind of game, it is necessary to have four minimal pairs
1 Write the word pairs in two vertical columns on the board Label the lists left and right
Left Right back pack robe rope pear bear beach peach
2 Read out words from the board in random order and ask students to say which list they are from
1 Give each student a map Point out that at each of the numbered junctions, there is a choice of turning left or right
2 Explain that you will read four words from the board, one word for each junction For each one word, students must turn left or right according to whether the word is from the left or the right hand list on the board When you have said the four words, students should then arrive at the one of the destinations along the top of the map
3 Go over the route together to check the correct route
4 Repeat the activity several times using the same four pairs of words or using other minimal pairs
5 Students can do this activity in pairs or in small groups They take turn to read out words and trace the route on the map
Preparation: Prepare a card with about 8 minimal pair of words from your course
Copy the cards and make sure that there is one card for each student
1 Give out the prepared cards
2 Read out each of the words from one of the cards in random order Tick off the words as you read them so as to avoid reading them twice Ask students to cross out the words on their card as they hear them
3 When a player completes a horizontal or vertical lone on the card, he or she should shout Bingo! Ask this player to read back the words in the line that they have completed to see if their words are among the ones you have already read out This player is the winner
4 When one player has won, continue the game to give other players an opportunity to reach second and third position
Activity 4: The Same or Different (Lee, 1979, p.70)
1 Teacher pronounce two sounds, words or sentences
2 Students decide whether they are the same or different
Sure! Please provide the content of the article you'd like me to rewrite.
Activity 5: What are you saying? (Lee, 1979, p.76)
1 Teacher gives some numbered sentences on the board which differ slightly from one another in pronunciation but greatly in meaning, for example:
2a She saw some bears in the garden
2b She saw some pears in the garden
4a The robe is too short
4b The rope is too short
6a The doctor looked at the rip
6b The doctor looked at the rib
2 Students take it turn to read any sentences aloud and various members of the same team mention the number of the sentence they think has been read.
Summary
Data analysis reveals that tenth-grade students struggle with perceiving and producing English consonantal sounds, particularly in minimal pairs and sentence contexts Their errors primarily include sound substitution, epenthesis of // or /s/, and sound omission These challenges in recognition and production are influenced by psychological factors and insufficient phonological knowledge It is essential for both learners and teachers to address these issues and seek effective solutions.