(Luận văn thạc sĩ) an investigation on common errors in pronouncing english consonants made by 6 to 10 year old students at linkinworld english skills center, dong anh, hanoi

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ******************************** TRẦN THỊ PHƯƠNG THẢO AN INVES

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

********************************

TRẦN THỊ PHƯƠNG THẢO

AN INVESTIGATION ON COMMON ERRORS IN PRONOUNCING ENGLISH CONSONANTS MADE BY 6 TO 10 YEAR OLD TUDENTS

AT LINKINWORLD ENGLISH SKILLS CENTER, DONG ANH, HANOI

Tìm hiểu những lỗi phát âm phụ âm tiếng Anh thường gặp của học sinh từ 6 đến 10 tuổi tại trung tâm kĩ năng Anh ngữ

Linkinworld, Đông Anh, Hà Nội

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 60.14.0111

Ha Noi, 2014

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

********************************

TRẦN THỊ PHƯƠNG THẢO

AN INVESTIGATION ON COMMON ERRORS IN PRONOUNCING ENGLISH CONSONANTS MADE BY 6 TO 10 YEAR OLD TUDENTS

AT LINKINWORLD ENGLISH SKILLS CENTER, DONG ANH, HANOI

Tìm hiểu những lỗi phát âm phụ âm tiếng Anh thường gặp của học sinh từ 6 đến 10 tuổi tại trung tâm kĩ năng Anh ngữ

Linkinworld, Đông Anh, Hà Nội

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 60.14.0111

Supervisor: Đỗ Tuấn Minh, Ph.D

Ha Noi, 2014

CANDIDATE’S STATEMENT

I hereby certify that the thesis entitled “An investigation on common errors in pronouncing English consonants made by 6 to 10 year old students at Linkinworld English skills center, Dong Anh, Hanoi” is a result of my research for the degree of Master of Arts at University of Languages and International Studies – Vietnam National University, Hanoi This thesis has not been submitted for any degree at any other university or tertiary institution

Signature

Trần Thị Phương Thảo

Also, thanks are sent to my colleagues and students at Linkin‟world English skills center, Dong Anh, Hanoi, without whose support and encouragement it would be never have been possible for me to have this thesis accomplished

Last but not least, I am greatly indebted to my family for the sacrifice they have devoted to the fulfillment to this academic work

ABSTRACT

This minor thesis aims at identifying the most common mistakes of students aged from 6 to 10 years old at Linkin‟world English skills center, Dong Anh, Hanoi” when they pronounce English consonants as well as investigating the main causes of these mistakes and the possible pedagogical solutions to assist them to correct their mistakes

In the course of fulfilling this study, the researcher used 2 data collection instruments: tape recording of the informants‟ pronunciation of selected words and words within sentences and dialogues to find out the most common mistakes in pronouncing English consonants and questionnaire for teachers to investigate the causes of these mistakes and some possible solutions teachers use to help their students improve these mistakes

The data analysis reveals the following major findings The most common mistakes of students when pronouncing English consonants are sound omission and sound deviation The main causes of mispronunciation are as follow: (1) Students do not know how to use their mouth, tongue, lip to pronounce (2) Negative influence of the mother tongue: the students are too much affected by the way they pronounce Vietnamese (3) Students are not confident to pronounce English sounds These results are taken into account and lead to some pedagogical suggestions to deal with these found problems

LIST OF TABLES AND FIGURES

Table 1: Consonants in English

Table 2: Number of students with trouble of English consonants

Table 3: Number of students pronouncing sound omission

Table 4: Number students making mistakes of sound deviation Figure 1: Teachers‟ perceptions of causes of students‟ mistakes Figure 2: Teachers‟ methods used to help students correct mistakes

TABLE OF CONTENTS

PART A: INTRODUCTION 1

1 Rationale 1

2 Aims and objectives 2

3 Research questions 2

4 Scope of the study 3

5 Significance of the study 3

6 Organization of the study 3

PART B: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 Theory background 5

1.1.1 The role of pronunciation in language teaching 5

1.1.2 English consonants 6

1.1.3 Mistakes in language learning 12

1.1.3.1 Types of mistakes 13

1.1.3.2 Possible causes of mistakes in language learning 14

CHAPTER 2: METHODOLOGY 17

2.1 The informants of the study 17

2.2 Research method 17

2.2.1 Data collection instruments 17

2.2.2 Data collection procedures 18

2.3 Data analysis 19

CHAPTER 3: FINDINGS AND DISCUSSIONS 20

3.1 Findings and discussions 20

3.2 Some suggested activities for students to improve their mistakes in pronouncing English consonants 29

PART C: CONCLUSION 33

1 Summary 33

2 Pedagogical Implication 34

3 Limitation and suggestion for further research 35

REFERENCES 36

PART A: INTRODUCTION

1 Rationale

Our world is developing every hour and international cooperation is

one of the important strategies of each country to promote its socio-economic development To integrate successfully into the global economy, foreign language is considered to be indispensable Understanding the importance of foreign language in general and of English in particular, the Vietnamese government has set up a curriculum for English learning for children from 6 years old onwards The number of English language centers has been remarkably increasing during the past two decades Thus, many Vietnamese, especially the young people can speak English; however, many foreigners have commented “many Vietnamese speakers can speak English, but only a few have intelligible English pronunciation so that they can be understood easily in direct communication with foreigners.” It is true that learners can not succeed in studying English without mastering English pronunciation because pronunciation is one of the most important components of a language It is really important for learners to have communication of the target language as

correct possible right from start

While I teach English to students age from 6 to 10 years old at

Linkin’world English skills center, Dong Anh, Hanoi, I find that they make many mistakes when they pronounce English sounds, especially English consonants It is very necessary to find out students‟ mistakes in pronouncing English consonants and help them correct those mistakes as soon as possible With the expectation to help students pronounce English consonants correctly when they start to learn English, I decided to conduct the study “ An investigation on common errors in pronouncing English consonants made

by 6 to 10 year old students at Linkin’world English skills center, Dong

Anh, Hanoi” It is hoped that this study will contribute to the goal of

enhancing students‟ performance in teaching and learning foreign language

2 Aims and objectives

2.1 Aim:

- Improving students‟ pronunciation of English consonants

2.2 Objectives of the study

- Identify what English consonants that are often mispronounced by 6

to 10 year old students at Linkinworld English skills centre, Dong Anh, Hanoi

- Identify what common mistakes students make in pronouncing those English consonants

- Find out causes of mistakes made by students in pronouncing those English consonants

- Suggest some possible solutions to help students improve their pronunciation of English consonants

3 Research questions

- Question 1: What are English consonants that are often mispronounced

by 6 to 10 year old students at Linkin‟world English skill centre, Dong Anh, Hanoi

- Question 2: What common mistakes do students make in pronouncing those English consonants?

- Question 3: What are the causes of those mistakes?

- Question 4: What are teachers‟ possible solutions to those mistakes?

4 Scope of the study

There are many problems in Vietnamese students‟ pronunciation However, because of limited time and the scale of the minor thesis, I only focus on common mistakes in pronouncing some English consonants and causes of those mistakes as well as possible solutions to eliminate them And I

only focus on students aged from 6 to 10 years old at Linkin‟world English skill center, Dong Anh, Hanoi

5 Significance of the study

Theoretical significance: The research provides both teachers and learners with revision of phonological characteristics and articulation of the sounds It is a basic foundation in teaching and learning English pronunciation

Practical significance: The study identifies young students‟ mistakes in pronouncing English consonants Therefore, it supplies teachers with the understanding and practical view to have pedagogical suitable solutions to help students improve their pronunciation as soon as possible

6 Organization of the study

To achieve the aims of the study, this paper is divided into five chapters: Part A: “Introduction” includes the reasons of choosing the thesis, the aims, the objectives, the research questions, the scope, the significance and the organization of the study

Part B: Development

Chapter 1 “Literature review” is devoted to the presentation of the theoretical background relevant to the research Firstly, the review of pronunciation as well as factors affecting pronunciation learning is introduced Then the literature related to mistakes is given

Chapter 2: “Methodology” describes in detail the research methodology which comprises the principles based on which the study is carried out

Chapter 3: “Findings and discussions” presents the findings and discussions from the data analysis

Part C: “Conclusion” summarizes the findings and gives limitations and suggestions for further research

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theory background

1.1.1 The role of pronunciation in language teaching

“A learner who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand A consideration of learners‟ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the class” Kelly (2000:11)

While saying why it is important to teach pronunciation, Hewings (2004:10) “ Difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them.”

Sound is the core of the language so that is the reason why when teaching a language the first thing the teacher should to is to let the learners have chances to explore the sounds of that language Moreover, communicative approach is considered as the major language teaching in the twenty first century as what the learners really need after graduating is that they can communicate successfully in their work and their life That is the reason why pronunciation teaching has been paid more and more attention by all teachers

Pronunciation is as important as any other aspects of language like syntax and vocabulary Correct pronunciation is considered to be a prerequisite to develop the speaking skill That is why teaching pronunciation should occupy an important place in the study of any language

1.1.2 English consonants

General description of English consonants

“Consonants are formed by interrupting, restricting or diverting the airflow in a variety of ways” (Kelly.G, 2003:24)

There are three ways of describing the consonant sounds: the manner

of articulation, the place of articulation, the force of the articulation

Table 1: Consonants in English

 Bilabial Plosives: /p, b/

The soft palate being raised and the nasal resonator shut off, the primary

obstacle to the air-stream is provided by the closure of the lips Lung air is

compressed behind this closure, during which stage the vocal cords are held wide apart for /p/, but may vibrate for all or part of the compression stage for

/b/ according to its situation in the utterance Then the closure is released

suddenly for the air to escape with a kind of explosion

 Alveolar Plosives: /t, d/

The soft palate being raised and the nasal resonator shut off, the primary

obstacle to the air-stream is formed by a closure made between the tip and

rims of the tongue and the upper alveolar ridge and side teeth Lung air is

compressed behind this closure, during which stage the vocal cords are wide apart

for /t/, but may vibrate for all or part of the compression stage for /d/ according to its situation in the utterance The air escapes with noise upon the sudden

separation of the alveolar closure

 Velar Plosives: /k, g/

The soft palate being raised and the nasal resonator shut off, the primary obstacle to the air-stream is formed by a closure made between the back of the tongue and the soft palate Lung air is compressed behind this closure, during which stage the vocal cords are wide apart for /k/, but may vibrate for all or part of the compression stage for /g/ according to its situation in the utterance The air passage escapes with noise upon the sudden separation of the velar closure

All six plosives can occur at the beginning of a word (initial position), between other sounds (medial position) and at the end of a word (final

(Examples words: thumb, thus, either, father, breath, breathe)

The soft palate being raised and the nasal resonator shut off, the tip and rims of the tongue make a light contact with the edge and inner surface of the upper incisors and a firmer contact with the upper side teeth, so that the air escaping between the forward surface of the tongue and the incisors causes

friction For / θ / the friction is voiceless, whereas for / ð/ there may be some vocal cord vibration

 Alveolar Fricatives: /s, z/

(Examples words: sip, zip, facing, rise, rice)

The soft palate being raised and the nasal resonator shut off, the tip and blade of the tongue make a light contact with the upper alveolar ridge, and the side rims of the tongue a close contact with the upper side teeth The air-stream escapes through the narrow groove in the centre of the tongue and causes friction between the tongue and the alveolar ridge In other words, in the articulation of these sounds the air escapes through a narrow passage along the centre of the tongue, and the sound produces is comparatively intense

 Palato-alveolar Fricatives: / ∫ ; ʒ /

(example words: ship, Russia, measure, Irish, garage)

The fricatives are so called palato-alveolar, which can be taken to mean that their place of articulation is partly palatal, partly alveolar The tongue is

in contact with an area slightly further back than that for /s/, /z/ If you make /s/ then / ∫/, you should be able to feel your tongue move backwards The air escapes through a passage along the centre of the tongue, as in /s/ and /z/, but the passage is a little wider Most speakers of RP have rounded lips for / ∫ / and / ʒ /, and this is an important difference between these consonants and /s/ and /z/ In addition, the escape of air is diffuse (compared with that of /s, z/), the friction occurring between a more extensive area of the tongue and the roof of the mouth In the case of / ∫ /, the friction is voiceless, whereas for / ʒ

/ there may be some vocal cord vibration according to its situation

All the fricatives described so far can be found in initial, medial and final positions In the case of / ʒ /, however, the distribution is much more limited

Very few English words begin with / ʒ / (most of them have come into the language comparatively recently from French) and not many end with this consonant Only medially, in words such as “measure”, „usually‟ is it found at all commonly

 Affricates: /t∫ ; d ʒ /

(Palato-alveolar affricates)

The term “affricates” denotes a concept which is primarily of phonetic importance Any plosive, whose release stage is performed in such a way that considerable friction occurs approximately at the point where the plosive stop

is made, may be called “affricative” The friction present in an affricate is of shorter duration than that which characterizes the fricatives proper In the articulation of /t∫; dʒ / the soft palate being raised and the nasal resonator shut off, the obstacle to the air-stream is formed by a closure made between the tip, blade, and rims of the tongue and the upper alveolar ridge and side teeth At the same time, the front of the tongue is raised towards the hard palate in readiness for the fricative release The closure is released slowly, the air escaping in a diffuse manner over the whole of the central surface of the tongue with friction occurring between the blade/front region of the tongue and the alveolar/front palatal section of the roof of the mouth During both stop

and fricative stages, the vocal cords are wide apart for / t∫ /, but may be vibrating for all or part of / dʒ / according to the situation in the utterance

 Bilabial Nasal: /m/

The lips form a closure as for /p, b/; the soft palate is lowered, adding the resonance of the nasal cavity to those of the pharynx and the mouth chamber closed by the lips; the tongue will generally anticipate or retain the position of the adjacent vowel

 Alveolar Nasal: /n/

The tongue forms a closure with the teeth ridge and upper side teeth as for /t, d/; the soft palate is lowered, adding the resonance of the nasal cavity to those of the pharynx and of that part of the mouth chamber behind the alveolar closure; the lip position will depend upon that of adjacent vowels

 Velar Nasal: /ŋ/

A closure is formed in the mouth between the back of the tongue and the velum as for /k, g/ (the point of closure will depend on the type of vowel preceding); the soft palate is lowered, adding the resonance of the nasal cavity

to that of the pharynx and that small part of the mouth chamber behind the velar closure

 Alveolar Lateral /l/

Only one alveolar, lateral phoneme occurs in English, there being no opposition between fortis and lenis, voiced or voiceless, or fricative and non-fricative Within the /l/ phoneme three main allophones occur:

- Clear [l], with a relatively front vowel resonance, before vowels and /j/

- Voiceless [l0], following aspirated /p, k/

- Dark [ł], with a relatively back vowel resonance, finally after a vowel, before a consonant, and as syllabic sound following a consonant

For clear [l], the front of the tongue is raised in the direction of the hard palate at the same time as the tip contact is made For dark [ł], the tip contact

is again made on the teeth ridge, the front of the tongue being somewhat depressed and the back raised in the direction of the soft palate, giving a back vowel resonance

Both [l] and [ł] are voiced, though partial devoicing may take place when

a preceding consonant is fortis The actual point of contact of the tongue for [ł] is conditioned by the place of articulation of the following consonant; thus,

in health, will they, the [ł] has a dental contact, but in already, ultra, all dry,

the contact for [ł] is likely to be post-alveolar

 Alveolar Approximant: /r/

The most common allophone of RP /r/ is a voiced post-alveolar frictionless approximant The soft palate being raised and the nasal resonator shut off, the tip of the tongue is held in a position near to, but not touching, the rear part of the upper teeth ridge; the central part of the tongue is lowered with a general contraction of the tongue The air stream is thus allowed to escape freely, without friction, over the centre part of the tongue

 Palatal Approximant: /j/

The vocalic allophones of RP /j/ are articulated by the tongue assuming the position for a front half-close to close vowel and moving away immediately to the position of the following sound; the lips are generally neutral or spread When /j/ follows a fortis consonant such as /p/, /k/, devoicing takes place

 Labio-velar Approximant: /w/

The vocalic allophones of RP /w/ are articulated by the tongue assuming the position for a back half-close to close vowel and moving away immediately to the position of the following sound; the lips are rounded The

soft palate is raised and the vocal cords vibrate; but when /w/ follows a fortis consonant, some devoicing takes place

1.1.3 Mistakes in language learning

Mistakes are said to be unsystematic in nature and correctable when attention is drawn to its producers Mistakes are caused by temporary lapses

of memory, confusion, and carelessness and so on According to Adrian (1994: 131), the term “mistake” is used to refer to something that at that moment is not acceptable He suggested that “it could turn out to be either a slip or an error” The mistake is a “slip” when the learner already has the inner criteria for self-correction but isn‟t applying them at the moment, perhaps because her attention is elsewhere, or perhaps at the moment she is not recalling the criteria, though she might recognize them At some level she already knows what is required for correctness By “error” he meant that the learner does not have the criteria for correctness This is something new that she cannot work out for herself Furthermore, many people only pay attention

to “the what”, i.e what is conveyed, not “the how” i.e the way words are said, nor the stress and intonation of the sentence Regardless of the distortion of some fricatives and affricates in pronunciation, in many English classes in Vietnam, teaching focuses on ideas (what), but very little or almost

no attention is paid to the way (how) the ideas are expressed orally This negative attitude towards pronunciation mistakes more or less indulges people with pronunciation mistakes, thus degrades the standard of English in Vietnam Nevertheless, recently, there has been some improvement in learning English with more focus on pronunciation, stress and intonation in some English training institutions in Vietnam, ranging from secondary schools and evening English centers to tertiary educational institutions such

as colleges and universities of foreign languages As a result, more phonetic drills and practice are included in English teaching programs as well as in examinations now

1.1.3.1 Types of mistakes

According to Adrian (1994: 133), mistake is “error” when the learner does not yet have the criteria for correctness This is something new that she cannot work out for herself There have been different ways to classify errors because researchers look at errors differently

Hendrickson (1980: 206) divided errors into 2 types: local errors and global errors because he focused on the influence of errors on the sense of a sentence or an utterance According to him, the global eưors not the local ones could make the sentence ambiguous or senseless Duley, Burt and Krashen (1982: 53) classified errors relating to their observable characteristics For them there are 4 types of errors, namely omission, addition, misformation and misordering

Abbot (1980:82) divided errors into competence errors and performance errors The competence errors consists of transfer, inừalingual and induced Performance errors include errors of processing problems and errors of communication strategies

Pham Dang Binh (2003), in his PhD thesis dissertation on Vietnamese students‟ errors, classifies errors into two main types: common errors and typical errors Common errors are those which are committed by any second language learners when learning the same target language even when they come from different countries These errors normally appear at the beginning

of the learning process and consist of competence errors with errors in phonology, vocabulary and grammar and performance errors with

intralingua] and interlingual errors Errors that are typical of certain groups of learners who speak the same first language or live in the same culture are called typical errors Those errors include two main types: interlingual errors and culture interference errors

Richards (1984:19-27) distinguishes three main major types of errors: interlingual errors, intralingual errors and developmental errors Interlingual errors result from language transfer, that is, which is caused by the learner‟s native language

However, with their classifications, they showed very little concern about error types and did not reflect the process of making errors and causes of eưors made by learners as well

Ha Cam Tam (2005: 9-10) set up a reasearch question involving the most common pronunciation problems of the students in the English Departement

of the university of Languages and International Studies According to her, the most frequent errors of Vietnamese learners in pronunciation are sound ommision, sound confusion and sound redundancy

1.1.3.2 Possible causes of mistakes in language learning

A variety of factors have been investigated to account for the problems related to English pronunciation faced to foreign learners

Considered the most influential factor, mother tongue inference has been studied thoroughly As showed by Kenworthy (1988), Rivers and Temperly (1978), as well as Chan and Li (2000) learners‟ native language plays an important role in their acquisition In terms of English sounds, it was emphasized by two latter researchers that “English sounds which have no counterpart in the native language will at first be difficult for students to distinguish (p.162)

Other factors may affect the learning English are learner age, interest and motivation they raise on the issue, amount of exposure to English language as perceived by Kenworthy (1988:4 -7) Gardner (1985:10) defined “Motivation

is the present context refers to the combination of effort plus desire to achieve the goal of learning plus favorable attitudes towards learning the language” A key issue in Gardner‟s motivation theory is the relationship between motivation and orientation (goal) Thus, in his view, “motivation” refers to a kind of central metal “engine” or “energy-centre” that subsumes effort, warrt/will and task enjoyment However, they are„internal factors not external factors Motivation is affected by both internal and external factors According to Ellis (1997:75), leamers‟attitude and effective states constitue the learners‟ effort degree when learning an L2 belong to “motivation”

In an action research on the role of continuous feedback in students‟ pronunciation improvement, Tran Thanh Phuc (2006) reviewed seven factors that affect the pronunciation of Vietnamese learners A part from those causes: native language, learners‟ ages, she emphasizes the influence of the amount of exposure to English, students‟ own phonetic ability, their attitude

to the learning of the language, motivation and the teacher‟s role

In attempt to discuss Vietnamese learners‟ pronunciation of English sounds, Dr Duong Thi Nu (2009) showed four main reasons that account for their failure in making the truly English consonants: (1) failure in distinguishing the difference, (2) influence of mother tongue, (3) perception

of mistakes, (4) inadequate drills and practice

To sum up, the above studies have revealed the most typical pronunciation mistakes made by Vietnamese learners of English and some researchers mentioned factors that influence learners‟ pronunciation of English However, many previous studies found in books, linguistic

magazines or on the Internet are only about general pronunciation problems

of wide issue And most studies only concentrate on participants who are students at high schools or universities For these reasons, my research is carried out to find out common mistakes in specific sounds ( consonants) and

my research focus on participants who are young learners ( students aged

CHAPTER 2: METHODOLOGY 2.1 The informants of the study

There were 35 informants in the study including thirty students aged from

6 to 10 years old of 4 classes Fa1.5, Fa1.6, Fa1.7, and Fa1.8 at Linkin‟world English skill centre and five English teachers at Linkin‟world English centre Most students have learnt English for one year, some have learnt for more than one year and they have just finished the same course book “Family and friends 1”, Oxford university press All of teachers have at least one year experience in teaching students age from 6 to 10 years old

2.2 Research method

In order to answer the research questions, the survey method was adopted

in which a survey questionnaire and recording informants‟ pronunciation were the data collection instruments

2.2.1 Data collection instruments

Instrument 1: Recording informants’ pronunciation

The use of a recorder is undoubtedly the most common method of recording interview data because it has the obvious advantage of preserving the entire verbal part of the interview for later analysis Moreover, the writer can stop and play back some of the interview to see and get the data more clearly and exactly This is the reason why tape recording is utilized to recognize the students‟ problems in pronouncing English sounds

The task was designed to record the students‟ pronunciation including 3 parts: In part 1, students read aloud sounds and words containing consonants

in all positions of a word (initial, middle, final) In part 2, students read aloud

8 sentences These sentences have many words with the sounds students usually mispronounce In part 3, each pairs of students read 2 dialogues All words, sentences, dialogues used in the task in the course book “Family and friends 1”, Oxford university press

Instrument 2: Questionnaire

The researcher chooses survey questionnaires because they are useful ways of gathering information about “affective dimensions of teaching and learning, such as beliefs, attitudes, motivation and preferences” (Richards and Lockhart, 1994:10) and enable a researcher to collect a large amount of information relatively quickly

In this study, a great number of question types categorized by Youngman (1986, as cited in Nunan, 1992:144) including frequency, list, category and ranking questions had been applied

As the basic for the completion of the study, the questionnaire is carefully designed with 11 questions to get the most effective investigation

The questionnaire is designed to clarify:

- Teachers‟ attitude toward pronunciation

- Teachers‟ perception about their student‟s pronunciation mistakes

- Teachers‟ perception about causes of students‟ mistakes in pronouncing consonants

- Teachers‟ methods to help students eliminate their mistakes in pronouncing English consonants

2.2.2 Data collection procedures

In the first phrase, the researcher used the tape recording Thirty students were gathered to be informed of the materials the researcher had prepared for