Luận văn possible solutions to the problems commonly encountered by students at hanoi university of technology in pronouncing the english affricative consonants

Table 6 Summary of Sample Profils Table 7: Stndouts’ altitude lowards prommciatian, Table 8: Students’ learning habit and teachers” response to students” mistakes ‘Table 9: Students”

YUSTNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

stele sesh sf a ape sf fee tee ste ae ae

NGO THU HUYEN

POSSIBLE SOLUTIONS TO THE PROBLEMS COMMONLY

ENCOUNTERED BY STUDENTS AT IIANOI UNIVERSITY OF

‘TECHNOLOGY LN PRONOUNCING THE ENGLISH

AKKFRICATIVE CONSONANTS

NHUNG GIAT PHAP KHA HOU CHO NHUNG VAN DE MA SINH VIEN

TRƯỜNG DAl HOC BACH KHOA HÀ NỘI THƯỜNG GẶP PHÙ KHI

PHÁT AM CAC AM TAC XAT CUA TIENG ANH

M.A Minor Thesis

Field: English Linguistics

VIETNAM NATIONAL UNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE

HAMARAMR ROKER EH

LDLES:

NGO THU WUYEN

POSSIBLE SOLUTIONS TO THE PROBLEMS COMMONLY

ENCOUNTERED BY STUDENTS AT HANOI UNIVERSITY OF

TECIINOLOGY IN PRONOUNCING THE ENGLISIL

AFFRICATIVE CONSONANTS

NHỮNG GIẢI PHÁP KHẢ HỮU CHO NHŨNG VĂN DE MA SINH VIEN

TRƯỜNG DAI HOC BACH KHOA HA NOI THUONG GAP PHA! KHIT

PHÁT AM CAC AM TAC XAT CUA TIENG ANE

M.A Minor Thesis

Ficld: English Linguistics

Code: 60 22 15

MA course: 18 Supervisor: Assoc Prof Dr Vo Dai Quang

1.1.1 The role of pronunciation in EEL teaching sessed

1.1.3 Consonants in English and Vietnamese .0 cscusesssiseseetaeiasiansein 6

LIST OF FIGURES, CHARTS AND TABLES

FIGURES:

Tig 1: The position of the tongue in the production of ‘tf? and /ds/

Figs 2&3: Section of stop phase of /tJ/ and /ds/

CHART:

Chart I: The sounds that students find most difficult’ easiest to pronounce

TABLES:

Table 1: English consonanfs

Table 2: Vietnamese initial consonants

Table 3: Victnamese final consonants

Table 4: Manner and place of articulation of sounds /d8/, /2/ and /8/

Table 5: Manner and place of articulation of sounds /t{/and Viernamese /c/

Table 6 Summary of Sample Profils

Table 7: Stndouts’ altitude lowards prommciatian,

Table 8: Students’ learning habit and teachers” response to students” mistakes

‘Table 9: Students” pronunciation difficulties in general

‘Table 10: ‘The sounds that students find most difficult/ easiest to pronounce

‘Table 11: Student’s choives of correct sounds

‘Table 12: ‘The result of the recording process

bà 8

i & ip

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

LIST OF FIGURES, CHARTS AND TABLES

FIGURES:

Tig 1: The position of the tongue in the production of ‘tf? and /ds/

Figs 2&3: Section of stop phase of /tJ/ and /ds/

CHART:

Chart I: The sounds that students find most difficult’ easiest to pronounce

TABLES:

Table 1: English consonanfs

Table 2: Vietnamese initial consonants

Table 3: Victnamese final consonants

Table 4: Manner and place of articulation of sounds /d8/, /2/ and /8/

Table 5: Manner and place of articulation of sounds /t{/and Viernamese /c/

Table 6 Summary of Sample Profils

Table 7: Stndouts’ altitude lowards prommciatian,

Table 8: Students’ learning habit and teachers” response to students” mistakes

‘Table 9: Students” pronunciation difficulties in general

‘Table 10: ‘The sounds that students find most difficult/ easiest to pronounce

‘Table 11: Student’s choives of correct sounds

‘Table 12: ‘The result of the recording process

bà 8

i & ip

LIST OF FIGURES, CHARTS AND TABLES

FIGURES:

Tig 1: The position of the tongue in the production of ‘tf? and /ds/

Figs 2&3: Section of stop phase of /tJ/ and /ds/

CHART:

Chart I: The sounds that students find most difficult’ easiest to pronounce

TABLES:

Table 1: English consonanfs

Table 2: Vietnamese initial consonants

Table 3: Victnamese final consonants

Table 4: Manner and place of articulation of sounds /d8/, /2/ and /8/

Table 5: Manner and place of articulation of sounds /t{/and Viernamese /c/

Table 6 Summary of Sample Profils

Table 7: Stndouts’ altitude lowards prommciatian,

Table 8: Students’ learning habit and teachers” response to students” mistakes

‘Table 9: Students” pronunciation difficulties in general

‘Table 10: ‘The sounds that students find most difficult/ easiest to pronounce

‘Table 11: Student’s choives of correct sounds

‘Table 12: ‘The result of the recording process

bà 8

i & ip

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

1.6 Design of the study

“The research is presented as follows

‘The first part is the introduction, which presents an overview of the study with the

“The second part is the development of the study, which is divided info 4 chapters:

- Chapter 1: Literature review - provides the theoretical background and some previous work

- Chapter 2: Methodology - reports the methodology and the methods used in the research inchuting the instrumonis and the procedures for dala cotlection as well as the data analysis applied in the study

- Chapter 3: Findings and discussion - reveals some major findings basing on which the discussion is produced

- Chapter 4: Possible solutions — offers some useful suggestions to problems identified

The last part is the conclusion of the study, which summarzes the major points presented

in the thesis, offers concluding remarks on the objectives and points out the limitations as well as provides some suggestions for further studies

© Help the students be able to pronounce English affticates accurately

© Lelp the teachers improve their promunciation teaching techniques at LIUT

1.2.2 Objectives of the study

‘rhe objectives are set as follows:

© To find oul the difficultics students moct wh:n pronouncing affiicative

sounds /t{/ and /d3/

«To state the causes of these difficulties

© To give out some possible solutions to the problems identified

1.3 Research questions

“rhe objectives mentioned above are elaborated into the following research questions

(1) What difficulties do students have in dealing with affficative sounds?

(2) What are the causes of those difficulties?

@) What are the possible solutions to the stated problems?

1.4 Scope of the study

The study was carried out on only the first-year students at N-Power, HUT Due to time constraint and the scope ofa minor thesis, only affiicates - two complex consonant sounds + which cause difficulties for students are Laken into consideration It also focuses on findmg out some problems when students pronounce these sounds and working out some possible solutions

1.5 Significance of the study

‘The study is designed to investigate students’ difficulties when pronouncing the English afiricates and suggest some solutions to solve the problems ‘Thus, it helps to raise sindenis’ awareness of improving; pronunciation learning More significantly, il offers the pedagogical implications for futher applications of teaching pronunciation in the

classroom.

English Language Teaching English for Specific Purposes Hanoi University of Technology Information Technology

Networking Power (Bach Khoa-Npower Intemational Information

‘Technology Lducation System)

Master of Arts

‘Vietnam National University

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

PART 1: INTRODUCTION

1.1 Rationale

Three prominent factors that devclop four language skills arc vocabulary, grammar and pronunciation In the light of CLT, accurate pronunciation is a must for broadening communicative competencies This teads to the fact that the need for the integration of pronunciation with oral communication is clearly realized, This is the reason why teaching, pronunciation is considered a really crucial job in teaching EFL,

Despite realizing this importance, pronunciation is the most ignored aspect in the EFL classes, According to Celee Murcia (2007:2), “grammar and vocabulary have been nusch

better understood by most language teachers than pronunciation” This fact shows thal

pronunciation is viewed as difticult for both students and teachers to prepare and master They take little concern to it ITardly do they spend time learning or practicing English

pronunciation Consequently, many students often make mistakes in articulating English

sounds and they find it difficult to get accurate pronmeciation This fact posts the question

of how to change the attitude of students and teachers towards pronunciation

‘The above- mentioned matters are really true to the English teaching and learning silustion at N-Power, HUT where a lol of students have troubles wilh pronunciation,

especially with the English sounds In the scope of this minor thesis, the rescarcher docs

not have an ambition to find out all the sounds causing problems for students but a

particular pair of English sounds - afiiicales - which challenge students whan they are dealing with the system of English sounds Once the difficulties are found out, solutions to the problems can be worked out with the hope that it can help to improve students’ pronunciation

1.2 Aims and Objectives of the study

1.2.1 Aims of the study

From the fact of existing limitations for students when dealing with pronmnciation, with the hope of bringing about # small contribution to this aspoet, the study aims Le

* Provide the students with basic knowledge of English afiticative

sounds /tf/and /ds/

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

1.6 Design of the study

“The research is presented as follows

‘The first part is the introduction, which presents an overview of the study with the

“The second part is the development of the study, which is divided info 4 chapters:

- Chapter 1: Literature review - provides the theoretical background and some previous work

- Chapter 2: Methodology - reports the methodology and the methods used in the research inchuting the instrumonis and the procedures for dala cotlection as well as the data analysis applied in the study

- Chapter 3: Findings and discussion - reveals some major findings basing on which the discussion is produced

- Chapter 4: Possible solutions — offers some useful suggestions to problems identified

The last part is the conclusion of the study, which summarzes the major points presented

in the thesis, offers concluding remarks on the objectives and points out the limitations as well as provides some suggestions for further studies

1.6 Design of the study

“The research is presented as follows

‘The first part is the introduction, which presents an overview of the study with the

“The second part is the development of the study, which is divided info 4 chapters:

- Chapter 1: Literature review - provides the theoretical background and some previous work

- Chapter 2: Methodology - reports the methodology and the methods used in the research inchuting the instrumonis and the procedures for dala cotlection as well as the data analysis applied in the study

- Chapter 3: Findings and discussion - reveals some major findings basing on which the discussion is produced

- Chapter 4: Possible solutions — offers some useful suggestions to problems identified

The last part is the conclusion of the study, which summarzes the major points presented

in the thesis, offers concluding remarks on the objectives and points out the limitations as well as provides some suggestions for further studies

LIST OF FIGURES, CHARTS AND TABLES

FIGURES:

Tig 1: The position of the tongue in the production of ‘tf? and /ds/

Figs 2&3: Section of stop phase of /tJ/ and /ds/

CHART:

Chart I: The sounds that students find most difficult’ easiest to pronounce

TABLES:

Table 1: English consonanfs

Table 2: Vietnamese initial consonants

Table 3: Victnamese final consonants

Table 4: Manner and place of articulation of sounds /d8/, /2/ and /8/

Table 5: Manner and place of articulation of sounds /t{/and Viernamese /c/

Table 6 Summary of Sample Profils

Table 7: Stndouts’ altitude lowards prommciatian,

Table 8: Students’ learning habit and teachers” response to students” mistakes

‘Table 9: Students” pronunciation difficulties in general

‘Table 10: ‘The sounds that students find most difficult/ easiest to pronounce

‘Table 11: Student’s choives of correct sounds

‘Table 12: ‘The result of the recording process

bà 8

i & ip

English Language Teaching English for Specific Purposes Hanoi University of Technology Information Technology

Networking Power (Bach Khoa-Npower Intemational Information

‘Technology Lducation System)

Master of Arts

‘Vietnam National University

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

PART 1: INTRODUCTION

1.1 Rationale

Three prominent factors that devclop four language skills arc vocabulary, grammar and pronunciation In the light of CLT, accurate pronunciation is a must for broadening communicative competencies This teads to the fact that the need for the integration of pronunciation with oral communication is clearly realized, This is the reason why teaching, pronunciation is considered a really crucial job in teaching EFL,

Despite realizing this importance, pronunciation is the most ignored aspect in the EFL classes, According to Celee Murcia (2007:2), “grammar and vocabulary have been nusch

better understood by most language teachers than pronunciation” This fact shows thal

pronunciation is viewed as difticult for both students and teachers to prepare and master They take little concern to it ITardly do they spend time learning or practicing English

pronunciation Consequently, many students often make mistakes in articulating English

sounds and they find it difficult to get accurate pronmeciation This fact posts the question

of how to change the attitude of students and teachers towards pronunciation

‘The above- mentioned matters are really true to the English teaching and learning silustion at N-Power, HUT where a lol of students have troubles wilh pronunciation,

especially with the English sounds In the scope of this minor thesis, the rescarcher docs

not have an ambition to find out all the sounds causing problems for students but a

particular pair of English sounds - afiiicales - which challenge students whan they are dealing with the system of English sounds Once the difficulties are found out, solutions to the problems can be worked out with the hope that it can help to improve students’ pronunciation

1.2 Aims and Objectives of the study

1.2.1 Aims of the study

From the fact of existing limitations for students when dealing with pronmnciation, with the hope of bringing about # small contribution to this aspoet, the study aims Le

* Provide the students with basic knowledge of English afiticative

sounds /tf/and /ds/

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

English Language Teaching English for Specific Purposes Hanoi University of Technology Information Technology

Networking Power (Bach Khoa-Npower Intemational Information

‘Technology Lducation System)

Master of Arts

‘Vietnam National University

© Help the students be able to pronounce English affticates accurately

© Lelp the teachers improve their promunciation teaching techniques at LIUT

1.2.2 Objectives of the study

‘rhe objectives are set as follows:

© To find oul the difficultics students moct wh:n pronouncing affiicative

sounds /t{/ and /d3/

«To state the causes of these difficulties

© To give out some possible solutions to the problems identified

1.3 Research questions

“rhe objectives mentioned above are elaborated into the following research questions

(1) What difficulties do students have in dealing with affficative sounds?

(2) What are the causes of those difficulties?

@) What are the possible solutions to the stated problems?

1.4 Scope of the study

The study was carried out on only the first-year students at N-Power, HUT Due to time constraint and the scope ofa minor thesis, only affiicates - two complex consonant sounds + which cause difficulties for students are Laken into consideration It also focuses on findmg out some problems when students pronounce these sounds and working out some possible solutions

1.5 Significance of the study

‘The study is designed to investigate students’ difficulties when pronouncing the English afiricates and suggest some solutions to solve the problems ‘Thus, it helps to raise sindenis’ awareness of improving; pronunciation learning More significantly, il offers the pedagogical implications for futher applications of teaching pronunciation in the

classroom.

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

English Language Teaching English for Specific Purposes Hanoi University of Technology Information Technology

Networking Power (Bach Khoa-Npower Intemational Information

‘Technology Lducation System)

Master of Arts

‘Vietnam National University

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

1.6 Design of the study

“The research is presented as follows

‘The first part is the introduction, which presents an overview of the study with the

“The second part is the development of the study, which is divided info 4 chapters:

- Chapter 1: Literature review - provides the theoretical background and some previous work

- Chapter 2: Methodology - reports the methodology and the methods used in the research inchuting the instrumonis and the procedures for dala cotlection as well as the data analysis applied in the study

- Chapter 3: Findings and discussion - reveals some major findings basing on which the discussion is produced

- Chapter 4: Possible solutions — offers some useful suggestions to problems identified

The last part is the conclusion of the study, which summarzes the major points presented

in the thesis, offers concluding remarks on the objectives and points out the limitations as well as provides some suggestions for further studies

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

1.1.4.2 The description of afiricates 11 1.1.4.3 Learners” problems with affricafes co cieiereeieeeeeoeeee LÍ

Chapter 3: Findings and Discussion

3.1.1 Findings Erom the gueslionnaits seneniereirerororaroeoeo 21

Chapter 4: Possible sollusions to the problems identified

2, Conclusion remarks cece ieee sesamiae De

3 Limitations and suggestions for further rescarcl 38 REFERENCES

© Help the students be able to pronounce English affticates accurately

© Lelp the teachers improve their promunciation teaching techniques at LIUT

1.2.2 Objectives of the study

‘rhe objectives are set as follows:

© To find oul the difficultics students moct wh:n pronouncing affiicative

sounds /t{/ and /d3/

«To state the causes of these difficulties

© To give out some possible solutions to the problems identified

1.3 Research questions

“rhe objectives mentioned above are elaborated into the following research questions

(1) What difficulties do students have in dealing with affficative sounds?

(2) What are the causes of those difficulties?

@) What are the possible solutions to the stated problems?

1.4 Scope of the study

The study was carried out on only the first-year students at N-Power, HUT Due to time constraint and the scope ofa minor thesis, only affiicates - two complex consonant sounds + which cause difficulties for students are Laken into consideration It also focuses on findmg out some problems when students pronounce these sounds and working out some possible solutions

1.5 Significance of the study

‘The study is designed to investigate students’ difficulties when pronouncing the English afiricates and suggest some solutions to solve the problems ‘Thus, it helps to raise sindenis’ awareness of improving; pronunciation learning More significantly, il offers the pedagogical implications for futher applications of teaching pronunciation in the

classroom.

1.6 Design of the study

“The research is presented as follows

‘The first part is the introduction, which presents an overview of the study with the

“The second part is the development of the study, which is divided info 4 chapters:

- Chapter 1: Literature review - provides the theoretical background and some previous work

- Chapter 2: Methodology - reports the methodology and the methods used in the research inchuting the instrumonis and the procedures for dala cotlection as well as the data analysis applied in the study

- Chapter 3: Findings and discussion - reveals some major findings basing on which the discussion is produced

- Chapter 4: Possible solutions — offers some useful suggestions to problems identified

The last part is the conclusion of the study, which summarzes the major points presented

in the thesis, offers concluding remarks on the objectives and points out the limitations as well as provides some suggestions for further studies

PART 1: INTRODUCTION

1.1 Rationale

Three prominent factors that devclop four language skills arc vocabulary, grammar and pronunciation In the light of CLT, accurate pronunciation is a must for broadening communicative competencies This teads to the fact that the need for the integration of pronunciation with oral communication is clearly realized, This is the reason why teaching, pronunciation is considered a really crucial job in teaching EFL,

Despite realizing this importance, pronunciation is the most ignored aspect in the EFL classes, According to Celee Murcia (2007:2), “grammar and vocabulary have been nusch

better understood by most language teachers than pronunciation” This fact shows thal

pronunciation is viewed as difticult for both students and teachers to prepare and master They take little concern to it ITardly do they spend time learning or practicing English

pronunciation Consequently, many students often make mistakes in articulating English

sounds and they find it difficult to get accurate pronmeciation This fact posts the question

of how to change the attitude of students and teachers towards pronunciation

‘The above- mentioned matters are really true to the English teaching and learning silustion at N-Power, HUT where a lol of students have troubles wilh pronunciation,

especially with the English sounds In the scope of this minor thesis, the rescarcher docs

not have an ambition to find out all the sounds causing problems for students but a

particular pair of English sounds - afiiicales - which challenge students whan they are dealing with the system of English sounds Once the difficulties are found out, solutions to the problems can be worked out with the hope that it can help to improve students’ pronunciation

1.2 Aims and Objectives of the study

1.2.1 Aims of the study

From the fact of existing limitations for students when dealing with pronmnciation, with the hope of bringing about # small contribution to this aspoet, the study aims Le

* Provide the students with basic knowledge of English afiticative

sounds /tf/and /ds/

LIST OF FIGURES, CHARTS AND TABLES

FIGURES:

Tig 1: The position of the tongue in the production of ‘tf? and /ds/

Figs 2&3: Section of stop phase of /tJ/ and /ds/

CHART:

Chart I: The sounds that students find most difficult’ easiest to pronounce

TABLES:

Table 1: English consonanfs

Table 2: Vietnamese initial consonants

Table 3: Victnamese final consonants

Table 4: Manner and place of articulation of sounds /d8/, /2/ and /8/

Table 5: Manner and place of articulation of sounds /t{/and Viernamese /c/

Table 6 Summary of Sample Profils

Table 7: Stndouts’ altitude lowards prommciatian,

Table 8: Students’ learning habit and teachers” response to students” mistakes

‘Table 9: Students” pronunciation difficulties in general

‘Table 10: ‘The sounds that students find most difficult/ easiest to pronounce

‘Table 11: Student’s choives of correct sounds

‘Table 12: ‘The result of the recording process

bà 8

i & ip