INTRODUCTION
Background
Learning a new language aims to enable effective communication with native speakers To achieve this, it is crucial to focus on speaking the language correctly rather than settling for a “good enough” approach Additionally, minimizing the influence of your native language's pronunciation is essential for mastering unfamiliar sounds in the new language.
Students in the Department of Foreign Languages at Ho Chi Minh University of Foreign Languages and Information Technology are required to take Phonetics and Phonology courses These subjects aim to enhance learners' understanding of English speech sounds and the fundamental principles governing sound usage in spoken English.
Many students perceive Phonetics and Phonology as overly theoretical and lacking in practical application, leading to class attendance issues and a diminished focus on these subjects, which are crucial for enhancing their language skills.
A survey conducted at HUFLIT from March 29 to April 2, 2019, involved 170 DFL students who had previously studied Phonetics and Phonology The participants were queried about the challenges and advantages of learning these subjects, specifically focusing on the necessity of studying Phonetics and Phonology and how effectively they applied this knowledge in their daily communication.
Problem Identification
The English spelling system is complex, often leading to challenges for learners unfamiliar with phonetics When faced with unfamiliar words, these learners frequently substitute sounds with pronunciations from their native language, which can hinder proper pronunciation.
Despite prior education in Phonetics and Phonology, many DFL students struggle to read phonetic transcriptions in dictionaries and lack confidence in their spoken English, both in and outside the classroom.
Moreover, a lack of understanding aspects of phonology leads to poor fluency and mispronunciation of many students.
Objectives
This research has the following aims:
(1) to determine the difficulties EFL students often encounter when learning Phonetics and Phonology;
(2) to point out the benefits of studying these subjects to improve learner’s language skills; and
(3) to give some recommendations to facilitate the learning of these two subjects.
Scope
This paper examines the challenges and advantages faced by DFL students at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) in learning Phonetics and Phonology.
Organization
This paper begins with an introduction to the study of English Phonetics and Phonology among HUFLIT's DFL students, outlining key research questions The second chapter analyzes previous research and defines essential technical terms related to the subject The methodology of the study is detailed in the third chapter, while chapter four presents the research findings and analysis Chapter five discusses the answers to the research questions and interprets the results The concluding chapter addresses limitations, implications, and offers recommendations for effective learning in English Phonetics and Phonology.
LITERATURE REVIEW
What are Phonetics and Phonology?
Phonetics and Phonology are one of the four core areas of linguistics dealing with pronunciation, or, more precisely, with speech sound and the sound system of a language (Skandera & Burleigh, 2005)
A more detailed definition of Phonetics and Phonology given by Davenport and Hannahs (2005) stated:
Phonetics focuses on the production, perception, and physical properties of speech sounds, encompassing articulatory, auditory, and acoustic phonetics In contrast, phonology examines the organization of these sounds within specific languages, including their combinations, relationships, and interactions.
The importance of Phonetics and Phonology knowledge
Studying English Phonetics and Phonology aims to enhance learners' pronunciation, enabling them to communicate effectively in English Additionally, it focuses on improving listening comprehension skills, fostering a more native-like speaking ability.
Phonetics and Phonology enable learners to achieve native-like pronunciation by teaching them to transcribe speech sounds with the International Phonetic Alphabet This knowledge enhances their pronunciation skills, boosts confidence in recognizing subtle sound variations across languages, and fosters the ability to replicate accurate pronunciation akin to that of native speakers (Johnson & Kozikowska, 2009) Collins and Mees (2013) support this perspective, emphasizing the importance of these linguistic tools in language acquisition.
Improving your pronunciation and listening skills is essential for non-native English learners, as it not only enhances your ability to communicate effectively but also equips you to teach English pronunciation to others Furthermore, mastering these skills can facilitate your journey in learning additional languages more proficiently.
Understanding Phonetics and Phonology is crucial for enhancing listening comprehension in a foreign language, as highlighted by Brown (1990) He emphasizes that learners often struggle to follow native speakers due to the differing sound organization compared to their own language To improve their listening skills, students must learn to identify and differentiate the sounds of the foreign language Additionally, a comprehensive understanding of how language sounds operate can be achieved by studying both Phonetics and Phonology, as suggested by Collins (2003) and Roach.
Terminologies in Phonetics and Phonology
A phoneme is defined as the smallest distinctive unit in a language's sound system (Skandera & Burleigh, 2005) To identify phonemes within a word, it is essential to break down speech into smaller components.
In the English language, the word "man" can be segmented into three distinct sounds: /m/, /æ/, and /n/ However, determining the number of segments in a word can often be challenging English comprises a total of 44 unique phonemes, which are essential for understanding its pronunciation.
English has only 26 letters, yet it contains numerous phonemes, making pronunciation and spelling challenging for learners For instance, the phoneme /oʊ/ appears in words like go, snow, hope, goat, soul, dough, and toe, illustrating the discrepancy between spelling and pronunciation (Brown, 1990) Mastering English phonemes is crucial for second language learners, as it enables them to differentiate between words and select the correct spelling based on what they hear.
Roach (2000) suggested that it is essential for English learners to be aware of the difference between phonemes and letters of the alphabet to practice pronunciation better
A syllable in English is a concept that many find difficult to define, yet native speakers instinctively recognize the number of syllables in words and sentences, despite their inability to articulate a precise definition.
Skandera & Burleigh (2005) define a syllable as “the smallest rhythmic unit of spoken language, for example, a unit that is typically larger than a single sound and smaller than a word”
Take the word “book” and “reading” for example, we can easily recognize that when pronouncing these words, “book” has one “syllable” and “reading” has two syllables
According to Roach (2000), a syllable is defined as having a central part that allows for unobstructed airflow and produces a relatively loud sound, while the surrounding parts exhibit greater airflow obstruction and reduced volume This definition raises challenges regarding how to accurately determine the boundaries of syllables, a concern shared by numerous researchers in the field.
The word "extra" (/ekstrə/) consists of two syllables, but there are multiple ways to divide it into syllables.
5 ekstr+ə The most common ways to divide this word would be (2) and (3), but none of them can be said to be the correct choice We usually think that when encountering a word, it is necessary to identify the number of its syllables, but it is only useful when it comes to phonological point of view (Roach, 2000)
Roach (2000) stated many important findings when analyzing syllables as follows:
Words can start with a vowel or up to three consonants, but never more than three Similarly, when a word is the last spoken before a pause, it can end with a vowel or up to four consonants, although instances of words ending with four consonants are rare No word starts with more than three consonants or ends with more than four.
Understanding how to break words into syllables enhances decoding speed, improves the accurate and fluent pronunciation of challenging words, and aids in proper spelling.
Key aspects of Phonetics and Phonology learning
Ogden (2009) has presented the need to use phonetic transcription to represent the sounds of speech to make it available in a more permanent form He defines
“phonetic transcription” as “the practice of using written letters to represent the sounds of speech”
Obviously, it is not an easy task to transcribe the sounds we hear, since English has different phonetic values of letters For instance, in ‘get’ and ‘gem’;
The letter "a" in words like "sofa," "hat," and "hate" is pronounced differently, despite being the same letter Ogden (2009) identified common mistakes that students make when learning to write accurate phonetic transcriptions.
Transcribing sounds in varying ways, such as representing different sounds similarly or using letters from spelling conventions (like using [c] for [k] or including silent letters like in ), can lead to inconsistencies Additionally, employing strong vowels in place of more commonly used weak vowels, exemplified by [fɔ_, fɔr] instead of [fə, fər], highlights the complexities of phonetic transcription.
Over the centuries, various phonetic writing systems have been developed, with the International Phonetic Alphabet (IPA) being the most prominent Mastering phonetic transcription using IPA symbols aids learners in overcoming pronunciation challenges in English and enhances their awareness of their own speech, leading to improved pronunciation skills.
Stress is frequently found when English native speakers communicate
McMahon (2002) defines “stress” as follows:
“Stress is a culminative property, signalled by a number of subsidiary phonetic factors which work together to pick out a stressed syllable from the unstressed ones which surround it”
Non-native English speakers often struggle with stress in the language, as English is a stressed language where certain words are emphasized while others are less pronounced This can create challenges for speakers of syllabic languages, where each syllable holds equal weight, making comprehension difficult (Carmen, 2010)
Stress in English is divided into two main types: word stress and sentence stress Word stress is essential for achieving clear pronunciation, while sentence stress is crucial for comprehending spoken English, particularly in fast-paced dialogues.
According to Brown (1990), it is necessary to pay more attention to stressed syllable in a word and to the words in stream of speech when learning English
Carmen (2010) indicates the importance of “content words” when dealing with sentence stress:
Removing structure words from a sentence may still allow for comprehension, but eliminating content words results in a loss of meaning, rendering the sentence nonsensical.
According to Underhill (2005), “continuous connected speech consists of a flow of sounds which are modified by a system of simplifications through which phonemes are connected, grouped and modified”
In casual conversation, native speakers often simplify their speech, prioritizing speed over clarity, which can lead to the reduction of certain words or phonemes Consequently, ESL learners who are accustomed to clear and deliberate language may struggle to comprehend the rapid, informal speech of native speakers.
In accordance with Brown’s viewpoint, Reed & Levis (2019) express that:
Misunderstandings in spoken communication often occur because native English speakers do not pronounce words as L2 learners are taught in classrooms This discrepancy can lead to difficulties for L2 learners in understanding spoken English, as their listening skills are primarily shaped by the modified speaking styles they encounter in English as a Foreign Language (EFL) classes.
Understanding connected speech is essential for comprehending the rapid and natural dialogue of native speakers If learners do not recognize the simplifications commonly used in everyday speech, their listening skills may suffer According to Brown (1990), educators should focus on increasing students' awareness of reduced forms to enhance their understanding in daily conversations.
Regular patterns of simplification that occur in normal speech include:
Weak forms are syllable sounds that lose their stress in connected speech, often pronounced as a schwa /ə/, according to The British Council, the UK's organization for cultural relations and educational opportunities For instance, the word "that" can be articulated in this reduced form.
/ðət/ (weak form) or /ˈðổt/ (strong form)
Realizing the importance of weak forms in daily communication, Roach
English learners should focus on understanding the use of weak forms in pronunciation for two key reasons First, many learners avoid "all-strong-form" pronunciation, which can make their speech sound overly formal and foreign Second, non-native speakers often struggle to comprehend native speakers, who typically utilize weak forms in their everyday conversations.
In terms of elision, Skandera & Burleigh (2005) defines it “the omission of one or more sounds in spoken language”
(1) police: the word “police” can be pronounced as /pliːs/ instead of /pəˈliːs/
(2) correct: the word “correct” can be pronounced as /krekt/ instead of
(3) waste of money: the phrase “waste of money” can be pronounced as /weɪst ə ˈmʌnɪ/ instead of /weɪst əv ˈmʌnɪ/
Roach (2000) emphasizes that foreign learners should prioritize recognizing absent phonemes in native speech over producing elisions in their own communication To enhance their listening comprehension skills, learners must first identify the challenges they encounter when engaging with colloquial, connected speech.
Skandera & Burleigh (2005) define linking as "a transition or link between sounds or words." A notable example of linking is the commonly accepted use of linking 'r.'
The term describes the connection between words created by pronouncing a typically silent word-final /r/ This articulation occurs when the /r/ is preceded by a vowel within the same word and followed by a vowel at the beginning of the next word.
(1) “Four” /fɔː/ but “four eggs” /fɔːr egz/
(2) “far: /fɑː/ but “far away” /fɑːr əˈweɪ/
Roach (2000) also comments on the practical importance of practicing
“linking” He said that learning to produce linking in daily speech will contribute to the acquisition of English fluency of language learners
According to Collins & Mees (2013), assimilation is the process where
“one phoneme is effectively replaced by a second under the influence of a third”
For example, the word “broadcast” can be pronounced as /ˈbrɔːgkɑːst/ in connected speech instead of /ˈbrɔːdkɑːst/ in careful pronunciation
ESL learners should be aware that assimilation is more prevalent in rapid, casual speech compared to slower, more deliberate speech While there is consensus on the importance of understanding connected speech, Roach (2000) argued that it may not be essential for all English learners to focus on mastering English assimilation.
RESEARCH METHODOLODY
Research Approach
The study aimed to explore the challenges and advantages of acquiring knowledge in Phonetics and Phonology to enhance language skills, making quantitative research an ideal approach to achieve the research objectives without the need for an experimental design.
Description of the Subjects
The investigation was performed at Ho Chi Minh City University of Foreign Languages and Information Technology from March 29 th , 2019 to April 2 nd ,
2019 A group of 170 students in Foreign Language Department whose major is in English were asked to participate in this survey All of these students have studied Phonetics and Phonology before.
Description of the Materials
The questionnaires were written in Vietnamese for participants to easily understand including 18 multiple choice questions and 2 open questions at the end (Question 19 and question 20)
The study aimed to explore the challenges and advantages of learning Phonetics and Phonology to enhance students' language skills Participants were first asked to share their attitudes toward these subjects Following that, they discussed common difficulties encountered in English speech The researcher also sought their views on the benefits of mastering Phonetics and Phonology Additionally, participants were questioned about how frequently they apply their knowledge from these courses in everyday communication Finally, the researcher assessed their understanding of Phonetics and Phonology through specific related questions.
There were also two open questions asking students about their difficulties in learning Phonetics and Phonology as well as their opinions and recommendations to study the subjects better.
Procedure
The study involved creating a questionnaire consisting of 20 questions, with 18 close-ended and 2 open-ended items This questionnaire was distributed to 170 students across six classes: 37 for TA1504, 25 for TA1505, 18 for BA1503, 24 for TA1606, 39 for AT1701, and 27 for TA1714 To ensure comprehension, the researcher provided clear instructions in Vietnamese, emphasizing the importance of honest responses for reliable results After 15 minutes, the completed questionnaires were collected for data analysis.
Statistical Treatment
After much investigation, the data will be performed in Excel because this tool is widely known for its data management The processed data are shown in Results.
RESULTS/FINDINGS
Results of the multiple choice questions
Phonetics and Phonology are essential components of Linguistics that significantly enhance speech intelligibility Understanding these subjects is crucial, particularly in assessing the attitudes of EFL students towards learning about the speech sounds of English.
Figure 1: Students' attitude toward studying Phonetics and Phonology
Easy Rather difficult Difficult Extremely difficult
Don’t know whether it’s necessary or not Necessary
A recent study highlights the challenges faced by HUFLIT English Majors in learning Phonetics and Phonology The findings reveal that a significant portion of students, 42.4% (72 participants), reported difficulties in understanding these subjects, while 8.8% (15 participants) also expressed similar concerns regarding the complexity of Phonetics and Phonology.
“extremely difficult” A majority of them (42.9%) were for “rather difficult” Totally,
A significant majority of participants, 160 (94.1%), found the subjects of Phonetics and Phonology to be challenging, while only 10 (5.9%) considered them easy These findings indicate a pressing need for enhanced support and resources to facilitate the learning of these subjects for English as a Foreign Language (EFL) students at the university level.
4.1.2 The necessity of studying Phonetics and Phonology (Appendix 1 – Question 2)
Figure 2: The necessity of studying Phonetics and Phonology
A recent survey indicated that 70% of university students recognize the importance of studying Phonetics and Phonology as part of their ESL education Meanwhile, 21.8% expressed uncertainty about the necessity of these subjects, while only 8.2% believed that understanding English speech sounds and the principles governing their use is unnecessary.
4.1.3 The frequency of applying Phonetics and Phonology knowledge to improve language skills (Appendix 1 – Question 15)
Figure 3: The frequency of applying Phonetics and Phonology knowledge to improve language skills
Figure 3 highlights the application frequency of Phonetics and Phonology theory among students, revealing that only 20.1% often incorporate their learning into English conversations While a majority, 53.3%, reported sometimes using this knowledge, a significant 26.6% of students seldom or never apply what they learned during the course.
Many students recognize the significance of studying Phonetics and Phonology; however, not all are committed to effective learning in this area Consequently, numerous ESL students encounter significant challenges in their English communication skills.
4.1.4 Difficulties in learning Phonetics and Phonology (Appendix 1 – Question 3, 4, 9)
Table 1 presents data from questions 3, 4, and 9 regarding the pronunciation challenges faced by students Notably, 32.1% of participants reported frequent difficulties with diphthongs, while 19.6% struggled with consonant sounds, and only 5.4% found vowel pronunciation challenging Remarkably, almost half of the students (48.2%) indicated that they had trouble pronouncing all 44 English phonemes These findings highlight the complexity of the English sound system and the impact of unfamiliar sounds, particularly those absent in the Vietnamese language, on students' pronunciation skills.
A significant 50.3% of participants reported difficulty pronouncing fricative phonemes such as labiodental /f-v/, dental /θ-ð/, alveolar /s-z/, and post-alveolar /ʃ-ʒ/, likely due to their unfamiliarity to Vietnamese students Additionally, 46.7% struggled with distinguishing affricate phonemes /tʃ/ and /dʒ/ Notably, 18% of participants found nasal consonants /m/, /n/, and /ŋ/ challenging, despite regular exposure in Vietnamese In contrast, only 9.6% (16 out of 167 subjects) indicated difficulties with plosive sounds /b-p/, /t-d/, and /k-g/.
Many students face challenges with stress in the English language, with 51.5% reporting difficulties in mastering sentence stress Additionally, 18.3% of the 169 participants identified word stress as a problem Furthermore, 30.2% of respondents expressed that both types of stress are hard to recognize and practice effectively.
Table 1: Difficulties in learning Phonetics and Phonology
(3) In which group of speech sounds do you have difficulty?
(4) In which type of consonants do you have difficulty?
(9) What kinds of stress are more difficult in English?
4.1.5 Improvements of certain skills thanks to Phonology knowledge (Appendix 1 – Question 6)
Figure 4: Improvements of certain skills thanks to Phonology knowledge
The graph illustrates the impact of Phonology on English learners' skills, revealing that 74.7% of participants believe it enhances their dictation abilities Additionally, 45.3% of students feel that studying Phonology improves their communication skills Furthermore, 31.2% of participants think their listening and comprehension skills can benefit, while 28.2% believe it will enhance their translation skills However, 16.5% disagreed that Phonology alone would enable them to speak as fluently as native speakers, suggesting that achieving fluency involves various factors beyond just Phonology.
Better listening and comprehension skill
4.1.6 Common improvements after studying Phonetics and
Figure 5: Common improvements after studying Phonetics and Phonology
The chart demonstrates the positive impact of Phonetics and Phonology knowledge on participants' language skills, with 87% reporting significant improvements in pronunciation, leading to clearer and more pleasant speech Additionally, 26.6% noted enhancements in listening comprehension However, only 13% felt that the course improved their ability to handle difficult conversations, and just 8.3% acknowledged benefits for their overall fluency.
Elisions Assimilations Almost all of the above
Weak forms Strong forms Link-ups
4.1.7 Aspects of Phonology applied in daily communication by native speakers (Appendix 1 – Question 10)
Figure 6: Aspects of Phonology applied in daily communication of native speakers
The graph illustrates the phonological features utilized by native speakers in everyday communication, revealing that 40.6% of the 170 participants believe that native speakers employ various aspects of connected speech, such as link-ups, weak forms, strong forms, elisions, and assimilations Notably, 48.2% of students emphasized the significance of linking in casual English, while 46.5% acknowledged the frequent occurrence of elision in informal speech As English is a stress-timed language, 26.5% of respondents indicated the common use of strong forms, contrasting with only 13.5% who recognized the use of weak forms Interestingly, a mere 9.4% of participants felt that assimilation is often present in the daily communication of native speakers.
4.1.8 Ability to recognize weak-forms in speech
Figure 7: Ability to recognize weak-forms in speech
The pie chart (Fig 7) illustrates that 76.2% of students can correctly spell the transcribed sentence /ˈteɪk ə ˈhəʊm/, indicating a solid understanding of phonology theory However, 23.8% of participants struggled with spelling, despite thorough instruction on phonemic transcription This discrepancy suggests that students may not be fully attentive to phonemic symbols, which can lead to difficulties in pronunciation and an inability to accurately pronounce words.
Table 2: Phonetic transcription of /ˈteɪk ə ˈhəʊm/
In a recent survey, a significant majority of participants (83.6%) identified the sentence as "Take a home." However, only 10 out of 128 responses (7.8%) accurately spelled the researcher’s intended transcription of the sentence.
“Take her home” Other answers found in Table 2 are “take a” (5.5), “a home” (0.8%),
“take a way” (0.8%), “take at home” (0.8%), “take home” (0.8%)
4.1.9 The level of understanding aspects of Phonology (Appendix 1 – Question 13)
Figure 8: The level of understanding aspects of Phonology
Figure 8 illustrates the participants' understanding of phonology as used by native speakers in everyday communication Students analyzed the connected speech aspects present in the sentence “I’m gonna tell most of people to say goodbye.” The results indicate that most students possess a basic understanding of phonology in casual speech, as they identified all four aspects: weak forms in “of” and “to say,” linking in “most of,” assimilation in “goodbye,” and elision in “I’m” and “gonna.” However, only 16.2% fully understood the phonological features, while 41.9% recognized three aspects and 37.7% identified two A small percentage, 4.2%, struggled to recognize the application of phonology in practical conversations.
It is the lack of Phonetics and Phonology knowledge that leads to incorrect
English pronunciation and inarticulate communication Strongly Agree Agree Disagree Strongly Disagree
4.1.10 The importance of studying Phonetics and Phonology (Appendix 1 – Question 18)
Figure 9: The importance of studying Phonetics and Phonology
Results of the broad questions
A total of 142 English major students from the Foreign Languages Department at Ho Chi Minh City University of Foreign Languages and Information Technology responded to the first broad question, while 136 participants provided their insights for the second broad question.
Students studying Phonetics and Phonology face several challenges, with over 60% citing the memorization of complex concepts and specialized terminology as their primary obstacle Additionally, more than 20 students reported difficulties in accurately writing and recalling the phonemic transcription of words Many struggle to distinguish between various English sounds, such as minimal pairs, fricatives, and affricates, which can lead to mispronunciation Furthermore, some learners find it challenging to master connected speech, particularly in linking sounds to achieve a more natural speaking style akin to that of native speakers.
Most students believe that learning Phonetics and Phonology is essential for those studying English as a second language, emphasizing its importance for foundational understanding Over half of the students highlighted that this knowledge is valuable and should be acquired early in the language-learning process They agreed that studying these subjects significantly enhances communication skills, particularly in pronouncing English words accurately.
To enhance the quality of learning, it is recommended that schools focus more on pronunciation practice, as students feel that current methods emphasize theory too heavily Incorporating games and providing summarized tables of core knowledge can significantly boost student interest and improve retention of information.
Many HUFLIT English major students struggle with studying pronunciation, particularly with complex English sounds like diphthongs, vowels, and consonants, especially fricatives and affricates They also face challenges with word and sentence stress, often unsure of which syllables or words to emphasize Additionally, the extensive knowledge required in the course can be overwhelming, as students find the materials difficult to understand and lack sufficient practical activities to apply theoretical concepts Furthermore, applying elements of connected speech, such as assimilation, elision, and linking, poses further difficulties for students accustomed to their native language communication.
Phonetics and Phonology knowledge significantly enhances language skills, offering learners clearer dictation and improved listening comprehension This foundational understanding is particularly advantageous for students majoring in Interpretation and Translation, as it aids in accurately hearing speech and translating sentences more effectively.
DISCUSSION
The difficulty in learning Phonetics and Phonology
Many HUFLIT English major students struggle with pronouncing various speech sound groups, particularly diphthongs, affricate, and fricative consonants This difficulty stems from three key factors: a lack of foundational knowledge about English speech sounds acquired during prior education, the complexity of the English sound system, and the unfamiliarity of certain sounds not present in the Vietnamese language As Brown (1990) noted, learners often find it challenging to comprehend sounds that are organized differently from their native language Additionally, variations in individual articulators complicate the correction of pronunciation errors, and since most students are taught by Vietnamese teachers, their pronunciation mistakes may go unrecognized and uncorrected.
Many students struggle with stress in English due to the linguistic differences between English and Vietnamese English, being a multi-syllabic language, presents challenges for learners who are accustomed to the mono-syllabic structure of Vietnamese.
Vietnam to recognize stress patterns and learn how to use them when speaking English
Many students faced challenges in memorizing complex concepts and specialized terminology during their courses The theoretical nature of the materials made it difficult for them to retain key terms, often leading to forgetfulness after final exams Additionally, limited practical activities in class hindered their ability to apply the subjects in everyday communication, resulting in a lack of improvement in their communication skills.
Students struggle with phonemic transcription due to its distinct symbols compared to the Vietnamese alphabet, making it challenging to accurately transcribe English words or sentences This difficulty can lead to poor pronunciation, as students often lack the knowledge to pronounce words correctly.
The benefits of Phonetics and Phonology knowledge
Most students acknowledged that knowledge of phonology significantly enhances English learners' dictation skills, resulting in clearer and more pleasant speech due to accurate pronunciation This is because both phonology and pronunciation instruction emphasize the English sound system, providing learners with clear guidance on sound production Consequently, this understanding can increase students' confidence in speaking English, reducing their fear of making serious mistakes.
Students believe that studying Phonetics and Phonology significantly enhances their listening skills, with nearly one-third reporting improvements in comprehension This coursework enables them to identify various elements of connected speech in native conversations, ultimately aiding their understanding of fast and natural speech.
Mastering connected speech is essential for English Translation and Interpretation majors, as it enhances their translation skills By understanding how native speakers utilize connected speech in conversations, students can improve their comprehension of spoken English This, in turn, allows them to translate what they hear into Vietnamese more quickly and accurately.
CONCLUSION
Limitations
This research conducted a minor survey exclusively among students at the Foreign Languages Department of Ho Chi Minh University of Foreign Languages and Information Technology, chosen for its accessibility Consequently, the findings are limited to this specific sample size and cannot be generalized to all universities across the country.
Due to time constraints, only select points were thoroughly analyzed, leaving other aspects insufficiently examined Consequently, additional research on a larger scale is necessary to explore the topic in greater detail.
Lastly, data analysis may not be thorough because the researcher doesn’t have much experience in carrying out a scientific research and coping with statistics.
Implications
This research explores the challenges and advantages faced by EFL students in learning Phonetics and Phonology, aiming to propose effective solutions to enhance the learning experience The study emphasizes the importance of raising students' awareness about the significance of these subjects in improving their language skills, particularly in pronunciation and listening comprehension.
Further research is essential to explore various facets of phonetics and phonology, including the impact of intonation on listening comprehension, effective teaching methods for these subjects, and the challenges students encounter with connected speech.
/ɪə,eə,ʊə/ /eɪ,aɪ,ɔɪ,əʊ,aʊ/
Recommendations
The following solutions may help students develop better ways for studying the subjects:
To enhance their English learning experience, students must shift their mindset from a “good enough” approach to a focus on precise pronunciation By prioritizing clarity in their speech, they can boost their confidence and communicate more effectively, reducing the fear of making mistakes while speaking.
Secondly, due to the limited time of the subjects in class, students should practice what they have learnt consistently at home As Davis (1993) claimed:
Learning spoken English is most effective when it occurs as a natural by-product of engaging in practical activities, where you can repeatedly verbalize what you're doing This approach allows you to acquire skills that are immediately applicable in everyday situations, whether at work, on the street, or at home Focus on actively using English in real-life contexts rather than merely studying it in theory.
The researcher proposes that certain theoretical aspects of Phonetics and Phonology in the course are unnecessary and lack practical application To enhance learning efficiency, it is suggested that the curriculum should focus less on theory and instead provide summarizing materials, such as tables, that condense the essential knowledge for students This approach aims to optimize their study time and improve the overall utility of the course content.
1 Plosives 2 Fricatives 3 Africates 4 Nasals 5 Others
100% stopped Plosives : / b, p ,t , d, k, g / Restriction Fricatives : / f, v, θ , ð, s ,z , ∫ , з / Stoppage + restriction Africates : / t∫, dз /
Stopped by the tongue Lateral : / l / Escape from the nose Nasals : / m, n, ŋ /
To enhance student engagement in academic subjects, it is recommended that educators incorporate more practical games into the classroom Emphasizing dynamic and real-life examples will further stimulate students' interest in learning.
The researcher emphasized the need for greater emphasis on integrating connected speech into everyday communication, advocating for accessible methods to enhance the learning of these concepts.
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2 Carmen, R (2010) Spoken English: Flourish Your Language Abhishek
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4 Davenport, M., & Hannahs, S J (2005) Introducing Phonetics & Phonology London: Hodder Education
5 Davis, D G (1993) American spoken English in real life: Fast natural, urgent survival, foreign accent begone!: The phonology of general American colloquial for teaching and learning American English as a second language New York: American Spoken English Publications
6 Lester, J D (2015) Writing research papers Pearson
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8 Odden, D (2013) Introducing Phonology Cambridge: Cambridge University Press
9 Ogden, R (2009) An Introduction to English Phonetics S.l.: Edinburgh University Press
10 Phương pháp Nghiên cứu khoa học HUFLIT
11 Reed, M., & Levis, J M (2019) Handbook of english pronunciation Wiley Blackwell
12 Roach, P (2000) English Phonetics and Phonology: A practical course Cambridge: Cambridge University Press
13 Skandera, P., & Burleigh, P (2005) A manual of English Phonetics and Phonology: Twelve lessons with an integrated course in phonetic transcription Tübingen: Narr Francke Attempto Verlag
14 Underhill, A (2005) Sound foundations Oxford: Macmillan
15 Yates, F (2003) Pronounce It Perfectly in English Ho Chi Minh: Thong
1 Johnson, J., & Kozikowska, M (2009) Why study Phonetics? Retrieved May 5, 2019, from https://www.llas.ac.uk/resources/paper/3341.html
2 https://www.teachingenglish.org.uk/article/connected-speech
3 https://www.teachingenglish.org.uk/article/connected-speech-2
4 http://moreteamoreteaching.com/listening-connected-speech-1/
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Thank you for your participation!
1 How do you find the study of Phonetics and Phonology? a) Easy b) Quite difficult c) Difficult d) Extremely difficult
2 What do you think about studying Phonetics and Phonology? a) Unnecessary b) Don’t know whether it’s necessary or not c) Necessary d) Absolutely necessary
3 In which group of speech sounds do you have difficulty? (Participants may have more than one option) a) Vowels b) Diphthongs c) Consonants d) All of the above
4 In which type of consonants do you have difficulty? (Participants may have more than one option) a) Plosives: / b-p /, / t-d /, / k-g / b) Fricatives: / f-v /, / θ- ð /, / s- z /, / ∫- ʒ / c) Affricates : / t∫- dʒ / d) Nasals: / m, n, ŋ /
5 Can you tell the difference between Phonemes and Syllables? a) Yes, I can b) No, I can’t
6 In your opinion, what skills can Phonology help to improve? (Participants may have more than one option) a) Communication b) Listening and comprehension c) Dictation d) Translation e) Fluency as native speakers f) Others:
7 Are Phonetics and Phonology essential for your future jobs? a) Not essential b) Yes, but not the most essential c) Absolutely essential
8 What skills did you improve after studying Phonetics and Phonology?
(Participants may have more than one option) a) Flexible communication b) Better listening and comprehension skill c) Standard pronunciation d) Fluent communication
9 What kinds of stress are more difficult in English? a) Word stress b) Sentence stress c) Both
10 What aspects of Phonology do you think native speakers usually use when communicating? (Participants may have more than one option) a) Link-ups b) Weak forms c) Strong forms d) Elisions e) Assimilations f) Almost all of the above
11 Can you write down the spelling of the following transcribed sentence? /ˈteɪk ə ˈhəʊm/ a) Yes ( It is: ) b) No
12 Do you think it is necessary to add the following summary table of pronunciation after learning English consonants?
100% stopped Plosives : / b, p ,t , d, k, g / Restriction Fricatives : / f, v, θ , ð, s ,z , ∫ , з / Stoppage + restriction Africates : / t∫, dз /
Stopped by the tongue Lateral : / l / Escape from the nose Nasals : / m, n, ŋ /
No stoppage Aproximants / w, r, j / a) Necessary b) Not necessary
13 How many aspects of Connected Speech (e.g elision, weak forms, link-ups, assimilation, ) are there when a native English speaker says the following sentence?
Sentence : “ I’m gonna tell most of people to say goodbye ” a) 0 b) 1 c) 2 d) 3 e) 4
14 Phonology helps learners improve their pronunciation; therefore, they are more confident when they communicate in English To what extent do you agree? a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree
15 Do you usually apply what had been learnt from Phonetics and Phonology to improve your communication and listening skills? a) Often b) Sometimes c) Seldom d) Never
16 In daily communication, we usually find the expressions such as:
• Watcha , won'tcha , didn'tcha
Can you explain those expressions using the knowledge learnt from
Phonology? a) Yes, I can b) No, I can’t
17 In your opinion, what is the factor that may have a bad influence in English listening and comprehension skill? a) Wrong pronunciation; not recognize sounds when listening b) Wrong stress in word and sentence c) Lack of knowledge related to aspects of connected speech d) Cannot distinguish the speaker’s intonation
18 It is the lack of Phonetics and Phonology knowledge that leads to incorrect English pronunciation and inarticulate communication To what extent do you agree? a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree
19 What difficulties do you have when studying Phonetics and Phonology?
18 What are your opinions or recommendations about these subjects?
Thank you for your participation in the survey!
Người làm khảo sát không cần ghi họ tên
Thông tin và câu hỏi trong bảng khảo sát dưới đây sẽ được bảo mật và chỉ sử dụng cho nghiên cứu luận văn tốt nghiệp của người nghiên cứu, không phục vụ cho bất kỳ mục đích nào khác.
Cảm ơn bạn đã đồng ý thực hiện bảng khảo sát này!
1 Bạn thấy học Ngữ âm học (Phonetics) và Âm vị học (Phonology) là: a) Dễ b) Không dễ lắm c) Khó d) Rất khó
2 Bạn nghĩ học Ngữ âm học (Phonetics) và Âm vị học (Phonology): a) Không cần thiết b) Không biết có cần không c) Cần thiết d) Rất cần thiết
3 Khi học luyện âm (pronunciation), bạn thường gặp khó khăn ở phần nào? (người làm khảo sát có thể có hơn 1 chọn lựa) a) Nguyên âm (vowels) b) Nhị trùng âm (diphthongs) c) Các nhóm phụ âm (consonants) d) Cả ba phần trên
4 Khi bạn học Phụ âm (consonants), nhóm phụ âm nào bạn cảm thấy khó thực hành? (người làm khảo sát có thể có hơn 1 chọn lựa) a) Âm tắc nổ ( plosives : / b-p /, / t-d /, / k-g / ) b) Âm xát ( fricatives : / f-v /, / θ- ð /, / s- z /, / ∫-з / ) c) Âm tắc xát ( affricates : / t∫- dз / ) d) Âm mũi (nasals: / m, n, ŋ / )
5 Bạn có thể phân biệt được Phonemes và Syllables không? a) Có b) Không
6 Theo bạn, môn Âm vị học (Phonology) sẽ giúp cải thiện được kỹ năng nào sau đây: (người làm khảo sát có thể có hơn 1 chọn lựa) a) Giúp nói giao tiếp tốt hơn b) Giúp nghe hiểu nhanh hơn c) Giúp đọc chính tả chuẩn d) Giúp kỹ năng nghe dịch e) Giúp nói tốc độ nhanh như người bản xứ
7 Theo bạn, môn Ngữ âm học (Phonetics) và Âm vị học (Phonology) có cần thiết cho nghề nghiệp hoặc công việc của bạn sau này hay không? a) Không cần thiết b) Cần nhưng không phải là cần nhất c) Rất cần
8 Sau khi học môn Ngữ âm học (Phonetics) và Âm vị học (Phonology) xong, bạn đã có thể cải thiện được những kỹ năng nào sau đây: (người làm khảo sát có thể có hơn 1 chọn lựa) a) Nói linh hoạt b) Nghe thấu hiểu c) Phát âm chuẩn d) Khả năng giao tiếp trôi chảy