Rationale
In an ever-changing world, English has become increasingly important as it has become the leading international language and the bridge which connects people from different countries
By the close of the twentieth century, English had increasingly established itself as a true lingua franca, serving as a common means of communication for individuals who do not share a native or secondary language.
To achieve success in English communication, learners must possess strong listening and speaking skills, with particular emphasis on pronunciation, which is often challenging O’Connor (1981) highlights that English consonants are generally harder for learners to master than vowels, a reality observed at Bách Việt College (BVC) Many juniors in the Faculty of Foreign Languages struggle with pronouncing specific consonants, particularly dental (/θ/ and /ð/) and alveo-palatal fricatives (/ʃ/ and /ʒ/), leading to issues such as sound omission and confusion This difficulty is not only noted among students but also experienced by the researcher, who has investigated common pronunciation errors among Vietnamese learners Studies by Cook (1989), Avery & Ehrlich (1992), and others support the notion that these consonant sounds represent frequent pronunciation challenges for Vietnamese students.
Dental and alveo-palatal fricative consonant sounds pose significant challenges for Vietnamese learners, particularly English-majored juniors at BVC This difficulty highlights the importance of studying these sounds, prompting the researcher to focus on this area of investigation.
Aims and Objectives of the study
This study aims to identify pronunciation issues related to dental and alveo-palatal fricative consonants, focusing specifically on the common mistakes made by English-majored juniors at FFL when pronouncing the sounds /θ/, /ð/, /ʃ/, and /ʒ/ It will explore the underlying reasons for these pronunciation errors and offer recommendations to assist teachers in recognizing these problems, as well as strategies for learners to enhance their pronunciation of these consonants.
Research questions
The research generally aims at investigating English fricative consonants most misperceived and mispronounced by Vietnamese students The main focus of the thesis is to answer the following research questions:
Question 1: How are English-majored juniors of FFL in BVC instructed to pronounce dental and alveo-palatal fricative consonants?
Question 2: How are they aware of the ways to produce dental and alveo- palatal fricative consonants?
Question 3: What types of pronunciation mistakes do they often make when pronouncing the four sounds /θ, ð, ʃ, ʒ/ and the reasons for that?
Scope of the study
The study aims at identifying common pronunciation mistakes made by Vietnamese learners when producing dental and alveo-palatal fricative consonants
The study focuses on English-majored juniors at BVC, utilizing three key instruments—questionnaires, interviews, and observations—to ensure the research's validity and reliability.
Methods
This study investigates the pronunciation challenges faced by English-majored juniors at BVC, specifically focusing on two groups: CDAV7A and CDAV7B A total of 100 students were randomly selected to participate in the research, which aims to identify key issues in their pronunciation skills The selection of these students is based on specific criteria relevant to the study's objectives.
Many students had completed a phonetics and phonology course in their second year, providing them with foundational knowledge of dental and alveo-palatal fricative consonants in English This background facilitated an investigation into their teachers' instructional methods for these consonants Additionally, it allowed the researcher to address a key research question: "How are English-majored juniors of FFL in BVC instructed to pronounce dental and alveo-palatal fricative consonants?"
The large number of students in the CDAV7 class offers a diverse sample for study, enhancing the validity and reliability of the research findings.
To ensure the research's validity and reliability, three instruments were selected: questionnaires, interviews, and observations, as detailed in the Data Collection Instrument section of Chapter 2.
Design of the study
The thesis is presented in three parts
Part A states the rationale for the study, the aims of the study, the methods and provides the design of the thesis
Part B consists of three chapters: Chapter 1 offers a comparative analysis of the fricative consonant systems in English and Vietnamese Chapter 2 outlines the research methodology used in the thesis, detailing the research questions, participants, instruments, and data collection procedures Finally, Chapter 3 discusses the data analysis conducted throughout the study.
Part C concludes the study by offering suggestions for teaching techniques aimed at reducing L1 interference and enhancing the teaching and learning of English consonants at BVC This chapter also addresses the limitations encountered during the research process.
LITERATURE REVIEW
Definition of consonants
There are two ways to define consonants One is according to their positions within a syllable; another is how their sounds are formed
Consonants play a crucial role in defining the boundaries of syllables, appearing at both the beginning and end of syllables (Underhill, 1994, p.29) In English, there are twenty-four consonant phonemes that can occupy either the initial or final positions within syllables.
Consonants are produced by obstructing, restricting, or diverting airflow in various ways, leading to a distinctive sound characteristic (Kelly, 2000) This process involves narrowing the mouth, which hinders the free passage of air and creates a unique airstream obstruction For an illustration of how the sound /θ/ is articulated, refer to the image below.
Figure 1.1 Production of the sound /θ/
Classification of English consonants
English consonants are categorized based on three key characteristics: place of articulation, manner of articulation, and voicing Among the twenty-four consonants in English, two, known as ‘semi-vowels’ or ‘glides,’ are not classified by place or manner of articulation; these are /w/ and /y/.
Consonant sounds are produced by obstructing the airstream at six key places of articulation in the mouth: bilabial, labio-dental, dental, alveolar, alveo-palatal, velar, and glottal.
Regarding manner of articulation, there are several basic ways that the airstream can be obstructed: stops, affricates, fricatives, nasals, retroflex, lateral and semi-vowel
Consonants can be categorized into two types based on voicing: voiced and voiceless Voiced consonants are produced with vibrating vocal cords, while voiceless consonants are created without this vibration All stops, fricatives, and affricates exist in both voiced and voiceless forms, whereas nasals, laterals, and semi-vowels are exclusively voiced.
Table 1.2 categorizes English consonants based on their place and manner of articulation, as well as voicing Such classification charts are commonly included in literature on English phonetics.
Table 1.2 Classification of English consonants
Contrasting English and Vietnamese consonants
The Vietnamese consonant system significantly differs from the English consonant system, as noted by Honey (1989, p.240) To understand these differences better, it is essential to examine the specific consonant sounds in Vietnamese.
1 There have been two different classifications of /w/ in terms of place of articulation In agreement with
Avery & Erhlich (1992), Rogers (2000) decided that /w/ is both bilabial and velar since it is observed that the lips are rounded and the back of the tongue is raised vd /b/ /d/ /ɡ/
Table 1.3 Classification of Vietnamese consonants
As can be seen from the table above, there are some distinctive differences between English and Vietnamese consonant systems
Vietnamese consonants exhibit distinct sound patterns compared to English, particularly in their positional occurrence within words While English consonant sounds can appear at the beginning, middle, and end of words, Vietnamese consonants are limited According to Thompson (1965), only six Vietnamese consonants—/p/, /m/, /t/, /n/, /k/, and /ɲ/—can appear at the end of words, and none can be found in medial positions due to the monosyllabic nature of Vietnamese words (Teaching English to Speakers of Vietnamese, 1981, p.5) This difference poses challenges for Vietnamese learners in accurately pronouncing consonant sounds in medial and final word positions.
English consonant sounds can be clearly identified in initial, medial, and final positions, although the /ʒ/ sound is rarely found at the beginning of words In contrast, final consonant sounds in Vietnamese are typically unreleased and shorter than those in English Consequently, Vietnamese learners often tend to omit sounds that appear at the end of English words.
The Vietnamese consonant system lacks affricate and dental sounds, making it impossible to find the sounds /tʃ/, /dʒ/, /θ/, and /ð/ in the language As a result, learners often struggle with the correct mouth movements needed to produce these unfamiliar sounds.
Vietnamese features alveo-palatal consonants (ᶴ and ʐ) that correspond to the English sounds /ʃ/ and /ʒ/ However, these sounds are not commonly used by many people across the country, particularly in Hanoi and its surrounding regions (Duong, 2008, p.44) Consequently, Vietnamese learners of English often find it challenging to pronounce the /ʃ/ and /ʒ/ sounds.
The four key differences between English and Vietnamese consonants contribute to many pronunciation errors among Vietnamese learners This chapter will categorize the various types of pronunciation mistakes observed.
Dental and Alveo-palatal fricative consonants
1.2.1.1 Description of dental sounds /θ/ and /ð/
Dental sounds are articulated using the tip of the tongue against the teeth To grasp their formation, try pronouncing the words "thin" and "this," where the initial consonants are created with the tongue positioned between or just behind the teeth The airflow is obstructed at this point, resulting in the production of these distinct sounds.
Dental sounds, such as /θ/ in "thin" and /ð/ in "this," are articulated by partially obstructing the airstream When pronouncing these words, notice how the airstream is released, highlighting the unique manner of articulation involved in producing these sounds.
11 the airstream is blown out between the top teeth and the tongue, resulting in some friction in the airflow (see Figure 1.2)
The /θ/ sound is a voiceless consonant produced without vocal cord vibration, while the /ð/ sound is voiced, occurring with vocal cord vibration.
Figure 1.2 The position of the tongue in the production of /θ/ and /ð/
Figure 1.3 The obstruction of the airstream in the production of /θ/ and /ð/ and the state of the vocal cords
1.2.1.2 Description of alveo-palatal sounds /ʃ/ and /ʒ/
Alveo-palatal fricative consonant sounds are articulated using the blade of the tongue against the hard palate To grasp their formation, consider the final consonant sounds in the words "wish" and "beige," where the tongue approaches the hard palate just behind the tooth ridge The obstruction of the airstream in this region results in the creation of these distinct sounds.
Alveo-palatal fricative sounds are produced similarly to dental sounds, as both belong to the fricative category For example, when pronouncing "wish" and "beige," pay attention to the airflow; there should be noticeable friction as the airstream escapes from the mouth.
In terms of voicing, the alveo-palatal fricative consonant sounds come in voiced/ voiceless pairs The /ʃ/ sound is voiced while the /ʒ/ sound is voiceless (see also figure 1.5)
Figure 1.4 The position of the tongue in the production of / ʃ/ and /ʒ/
Figure 1.5 The obstruction of the airstream in the production of /ʃ/ and / ʒ/ and the state of the vocal cords
1.2.2 Common types of pronunciation mistakes made by Vietnamese learners
Research indicates that Vietnamese learners frequently encounter two primary types of errors when producing consonant sounds, particularly in the dental and alveo-palatal fricative categories These errors are characterized by sound omission and sound confusion.
Sound omission is one of the most common problems for Vietnamese learners, especially when sounds occur at medial and final positions Osburne
Research indicates that Vietnamese learners of English frequently omit consonant sounds, particularly single syllable-final fricatives (1996, p.164-181) This phenomenon is supported by Avery & Ehrich (1992, p.154), who note that Vietnamese speakers often drop fricatives at the middle and end of words due to their absence in similar positions in the Vietnamese language For example, they may struggle with the pronunciation of word-final fricative consonants such as /θ/ in 'bath', /ð/ in 'bathe', /ʃ/ in 'rush', and /ʒ/ in 'measure'.
‘garage’, Vietnamese learners may sound like ‘ba_’, ‘ba_’, ‘ru_’, and ‘gara_’ The reason for this is because Vietnamese consonant sounds do not occur at medial
Vietnamese learners typically do not pronounce dental and alveo-palatal fricative consonants at the end of words, as these sounds are rarely produced or heard in that position.
Vietnamese learners of English often struggle with sound confusion, particularly mispronouncing /θ/ as /tʰ/, /ʃ/ as /z/, and /ʒ/ as /f/ (Ha, 2005, p.35-46) This confusion arises from their tendency to mix dental and alveo-palatal consonants with alveolar sounds (/s/, /t/, /d/, /z/, /tʰ/) and the labiodental sound (/f/) The challenges in pronunciation may stem from a lack of familiarity with these fricative consonant sounds or a reluctance to articulate them correctly.
1.2.3 Suggested techniques for teaching dental and alveo-palatal fricative consonants sounds
Linguists have identified various techniques for teaching pronunciation, focusing specifically on dental and alveo-palatal fricative consonant sounds Key methods include imitation, phonological description, and a combination of both approaches to enhance learning outcomes.
Imitation involves listening to how others speak and replicating their sounds, a technique known as minimal pairs in language teaching (Moulton, 1970, p.49) In this method, teachers articulate specific words for students to imitate, such as the initial dental sounds in "thin" and "this," or the alveo-palatal fricative sounds in "wish" and "beige." Beyond merely mimicking sounds, imitation encompasses replicating tone, mannerisms, and gestures (Moulton, 1970, p.49) This comprehensive approach enhances language learning by fostering accurate pronunciation and expression.
Discover 15 highly effective techniques for teaching dental and alveo-palatal fricative consonant sounds, as demonstrated in Sound English For instance, Exercise 2 from Unit 9 of this book illustrates practical applications of these techniques.
Table 1.4 Example of minimal pairs
A valuable technique for teaching the pronunciation of dental and alveo-palatal fricative consonants is phonological description, which involves demonstrating how sounds are produced through visual aids, such as mouth and lip diagrams (Harmer, 2001, p.250) For example, teachers can utilize the images in figures 2 and 3 to illustrate the production of the dental sounds /θ/ and /ð/, showcasing the vocal cord state, tongue position, and airstream obstruction These visuals not only help students recognize the subtle differences between /θ/ and /ð/ but also provide insights into their pronunciation errors, allowing teachers to address and correct these mistakes effectively (Harmer, 2001, p.251).
Figure 1.6 Example of phonological description
The final technique involves integrating imitation with phonological description, as both methods are highly effective Employing these strategies simultaneously can enhance the teaching of dental and alveo-fricative consonant sounds in pronunciation instruction.
METHODOLOGY
Participants and setting of the study
This study investigates the pronunciation challenges faced by English majors in their junior year at FFL in BVC The participants are divided into two groups, CDAV7A and CDAV7B, with a total of 100 students randomly selected to serve as the sample for this research.
Most students had completed a phonetics and phonology course in their second year, providing them with foundational knowledge of dental and alveo-palatal fricative consonants in English This background allows the researcher to explore the instructional methods used by their teachers for teaching these consonants Additionally, it aids in addressing the research question: "How are English-majored juniors of FFL at BVC taught to pronounce dental and alveo-palatal fricative consonants?"
The large number of students in the CDAV7 class offers a broad sample for the research, enhancing its validity and reliability.
The study was conducted during the second term of the 2013-2014 school year, specifically from March to June 2014, involving approximately 50 students per class The traditional fixed seating arrangements in the classrooms posed challenges for students, making it difficult for them to present or approach the board to complete exercises.
Instruments
To ensure the validity and reliability of the research, the three following instruments have been chosen
The questionnaire is a widely used and useful instrument for collecting survey information, and often being comparatively straightforward to analyze
(Wilson and McLean, 1994) For this reason, the questionnaire was selected to help the researcher collect necessary information for analysis
Questionnaires feature various question and response formats, including dichotomous, multiple choice, rank ordering, rating scales, and open-ended questions (Cohen, Manion & Morrison, 2000, p.248) Notably, multiple choice and open-ended questions are favored due to their effectiveness in gathering comprehensive data.
Multiple choice questions are efficient and easy to code, making them a convenient choice for assessments, as highlighted by Wilson and McLean (1994, p.21) Their quick completion can significantly save time in the evaluation process.
Open-ended questions enable respondents to express themselves freely, yielding diverse insights (Kumar, 1996, p.118) This approach helps writers effectively identify any challenges participants face with dental and alveo-palatal fricative consonant sounds.
Finally, multiple choice and opened-ended questions do not involve face-to- face interaction between respondents and researcher (Kumar, 1996, p.114) This offers greater anonymity which encourages greater honesty
A structured interview process was chosen for this research for several reasons
Interviews yield a higher response rate compared to other data collection methods, as highlighted by Oppenheim (1992, p.81) Additionally, the interactive nature of interviews encourages respondents to engage more deeply and feel motivated to provide thoughtful answers, resulting in information that is perceived to hold greater value.
Interviews serve as a valuable tool for gathering detailed information (Kumar, 1996, p.115) To effectively identify the common pronunciation errors among English-major juniors, direct face-to-face interaction between the participants and the researcher is essential This method enables the researcher to achieve their objectives.
Finally, structured interviews provide the researcher with quantitative information from a range of questions (Cohen, Manion & Morrison, 2000, p.272) This can help the researcher to analyze data rapidly
Observation allows researchers to directly witness real-life situations rather than relying on second-hand information (Patton, 1990, p.203-5) This method facilitates the collection of 'live' data, particularly in studying how participants pronounce dental and alveo-palatal fricative consonant sounds The data gathered through observation can help elucidate any pronunciation errors participants may have made during interviews.
This research utilizes a highly structured form of observation, characterized by its systematic approach This methodology enables the researcher to efficiently and promptly take notes during the observation process.
Data collection procedures
The data collection procedure was divided into two stages
A questionnaire was utilized to explore how English-majored juniors at FFL learn the dental and alveo-palatal fricative consonant sounds, specifically examining their awareness and pronunciation of the English sounds /θ/, /ð/, /ʃ/, and /ʒ/ Distributed to 100 students in CDAV7A and CDAV7B, the questionnaires were collected the same day to maximize response rates Participants were informed about the research's topic and purpose at the beginning, enabling them to draw on relevant knowledge while completing the survey They had the option to include their names or remain anonymous, and the questions were clearly phrased for ease of understanding.
20 but carefully explained so that the participants could respond to the questionnaires without any ambiguity
2.3.2 Data collection from interviews and observation
Structured interviews and observations were conducted to validate the data from the questionnaires regarding pronunciation errors among English-majored juniors The interview questions aimed to identify specific mistakes in producing dental and alveo-palatal fricative consonants Twenty students who completed the questionnaire were selected for the interviews, where they read pairs of words, phrases, and short sentences that included these consonants The researcher observed the participants' sound production, focusing on place and manner of articulation, as well as voicing, while taking detailed notes for subsequent analysis and discussion.
Data analysis procedures
After being collected, the data was then processed through three stages listed below
To ensure the validity and reliability of the research, the data was meticulously checked to minimize errors, incompleteness, misclassification, and gaps (Kumar, 1996, p.200) Specifically, questionnaire data was reviewed for completeness and internal consistency, leading to the exclusion of any incomplete or inconsistent responses Additionally, data from interviews and observations was verified to address any missed or misclassified information This careful data editing process is crucial for maintaining high data quality.
The second step in the data analysis procedure is coding, which involves converting information into numerical values for computer analysis (Kumar, 1996, p.203) In this thesis, data collected from questionnaires was input into a computer, where identical answers from different participants were counted and converted into percentages for analysis Additionally, data gathered from interviews and observations was also coded for further analysis.
After coding the data, it was analyzed using computer assistance due to the large number of participants, as recommended by Kumar (1996, p.221) This efficient method allowed for a comprehensive analysis, and the results were subsequently presented graphically to enhance reader comprehension of the research statistics.
FINDINGS AND DISCUSSION
Findings
This chapter presents and analyzes the findings from research conducted in classes CDAV7A and CDAV7B, structured into three main sections The first section outlines the results obtained from questionnaires, interviews, and observations related to three specific research questions The second section discusses the implications of these findings, while the final section offers pedagogical insights based on the research outcomes.
3.1.1.1 How are English-majored juniors instructed to pronounce dental and aveo-palatal fricative consonants?
Figure 3.1 The appreciation of the instruction on the production of /θ/, /ð/, / ʃ/ and / ʒ/
ImitationPhonological descriptionCombination of imitation and phonological descriptionOther
The primary teaching method employed by FFL's teachers for dental and alveo-palatal fricative sounds was a combination of imitation and phonological description, making up 56% of the approach This was closely followed by phonological description alone at 35%, while the imitation method represented 8% of the responses Notably, one participant shared a unique perspective on her instruction for the sounds /θ/, /ð/, /ʃ/, and /ʒ/, highlighting that teachers demonstrated the correct pronunciation by articulating the sounds themselves to illustrate the mouth's shape and the positioning of the tongue and lips.
3.1.1.2 How are English-majored juniors aware of the way to produce/θ/, /ð/,
Figure 3.2 Understanding of place of articulation of/ θ/ and /ð/
According to the pie chart, 68% of English-majored juniors correctly understand that dental sounds are produced with the tip of the tongue positioned between the teeth, while 32% of the participants have a misunderstanding regarding this concept.
Two lips touching each otherThe upper teeth touching the lower lipThe tip of the tongue placed between the teeth the upper teeth touching the lower teeth
In a study of 24 dental sounds, it was found that 20% of participants confused dental sounds with labiodental sounds, which occur when the upper teeth touch the lower lip Additionally, 7% misidentified dental sounds as bilabial sounds, produced by bringing both lips together, while 5% mistakenly associated dental sounds with alveolar sounds, where the upper teeth make contact with the lower teeth.
Regarding alveo-palatal fricative consonant sounds, the pie chart below displays the students’ understanding of the ways these sounds are made
Figure 3.3 Understanding of place of articulation of /ʃ/ and /ʒ/
The pie chart indicates that 64% of English-majored juniors understand how alveo-palatal fricative sounds are produced, recognizing that these sounds occur when the tongue approaches the hard palate behind the tooth ridge In contrast, 36% of the participants confused alveo-palatal fricatives with other sounds.
The tip of the tongue should make contact with the tooth ridge, while also gently touching the lower teeth Additionally, the tongue should approach the hard palate, located just behind the tooth ridge, and the back of the tongue should engage with the soft palate.
Since dental and alveo-palatal fricative are fricative sounds, they share the same manner of articulation
Figure 3.4 Understanding of manner of articulation of /θ/, /ð/, / ʃ/ and /ʒ/
The pie chart reveals that only 65% of FFL juniors understand how dental and alveo-palatal fricative sounds are produced, recognizing that these sounds involve a partial obstruction of the airstream In contrast, 35% of the students lack clarity on this aspect of sound articulation.
The charts below display the understanding of English-majored juniors about dental and alveo-palatal fricative consonant sounds in term of voicing
The airstream is not obstructed The airstream is temporally obsstructedThe airstream is partly obstructed The airstream is completely obstructed
The proportion of those who understood the voicing characteristic of four particular sounds /θ/, /ð
3.5 Understanding of voicing of dental sounds /θ/
Understanding of voicing of alveo-palatal sounds /
The proportion of those who understood the voicing characteristic of four ð/, /ʃ/ and /ʒ/ is rather high, at over 60% This number,
/ʒ/ and /ʃ/ are voiced /ʒ/ and /ʃ/ are and /ð/
The proportion of those who understood the voicing characteristic of four is rather high, at over 60% This number,
12% are voiced /ð/ and /θ/ are voiceless
27 however, is much lower than expectation This suggests little understanding of English-majored juniors about voicing characteristics of these sounds
3.1.1.3 The types of mistakes English-majored juniors often make when pronouncing /θ/, /ð/, /ʃ/ and /ʒ/
Problems with alveo-palatal sounds
Figure 3.7 The proportion of English-majored juniors admitting to having problems with
The chart indicates that over 50% of English-majored juniors at FFL struggle with dental and alveo-palatal fricative consonant sounds The highest percentage of students reported difficulties specifically with the sounds /θ/, /ð/, and /ʒ/, highlighting these three as the most complex and problematic for these juniors.
As discussed, Vietnamese learners of English have two main pronunciation problems which include sound omis
The chart below displays the percentage of English omitting the four sounds
Figure 3.8 The proportion of FFL’s junior’s omitting
The chart indicates a significant prevalence of sound omission in English pronunciation, particularly among students Participants frequently dropped sounds located in the middle and at the end of words, with their occurrence being four times less than the initial "gr" sounds at the beginning of words.
The chart above also reveals that most of the students tend to omit
/ʒ/ in the middle and final positions Those who omitted the for the least percentage of the participants This once more time asserted that
Sounds appear at the beginning of words Sounds appear at the end of words
Vietnamese learners of English often face two primary pronunciation challenges: sound omission and sound confusion These issues are also prevalent among junior students majoring in Foreign Language at BVC.
The chart illustrates the percentage of English-majored juniors at FFL who omit the sounds /θ/, /ð/, /ʃ/, and /ʒ/ when pronouncing English words A significant proportion of these students omit sounds, particularly when they occur in the middle and at the end of words, which represents the highest percentage among participants Notably, the number of students omitting these sounds in these positions is four times greater than those who do so at the beginning of words.
The chart indicates that a majority of students tend to omit sounds in the middle and final positions, with the omission of the /ʃ/ sound being the least common among participants This observation reinforces the findings regarding sound omission patterns in student speech.
Sounds appear at the beginning of words Sounds appear in the middle of words Sounds appear at the end of words
As discussed, Vietnamese learners of English have two main pronunciation sion and sound confusion As learners of the same problems with majored juniors at FFL
/ and /ʒ/ omitting sounds when pronouncing English words is rather high Those who omitted sounds when highest percentage of eater than those who omitted
The chart above also reveals that most of the students tend to omit /θ/, /ð/ and sound accounted for the least percentage of the participants This once more time asserted that /θ/, /ð/
Sounds appear in the middle of words
29 and /ʒ/ are the most complex sounds among the four dental and alveo-palatal fricative sounds
Figure 3.9 The proportion of FFL’s juniors confusing /θ/, /ð/, / ʃ/ and /ʒ/
The data indicates that the /θ/ and /ʒ/ sounds are the most confusing for English-majored juniors at FFL, with 27% misidentifying /θ/ as /tʰ/ in Vietnamese and 29% confusing /ʒ/ with /z/ and /dʒ/ Additionally, 16% of participants confuse the /ð/ sound with /d/ and /z/, while only 10% mistake the /ʃ/ sound for /s/ and /z/ Notably, 18% of students reported no confusion with these sounds, including four who claimed to have no issues with any English sounds, although five others acknowledged confusion regarding the /t/ sound.
Confused /θ/ with /t'/ as in thi thố in Vietnamese Confused /ð/ with /d/ and /z/
Confused /ʃ/ with /s/ and /z/ Confused /ʒ/ with /z/ and /dʒ/
30 sound in English with the /t/ sound in Vietnamese The rest of them stated that they are confused by the /tʃ/ sound in English and the /c/ sound in Vietnamese
3.1.2 Results of interviews and observation
Types of mistakes Percentage of participants with mistakes
Table 3.1 Common mistakes made by English-majored juniors when pronouncing
Table 3.1 highlights two primary types of pronunciation errors made by English-majored juniors concerning dental and alveo-palatal fricative consonant sounds: sound omission and sound confusion One notable issue is sound omission, where specific sounds are left out during pronunciation.
The data shows that the most frequent omissions fell into the middle and ending sounds, amounting to 25% and 28% of the participants respectively
The results from the interview indicate that the percentage of students omitting sounds was slightly higher than that reported in the questionnaire Notably, the ratio of omissions among initial, medial, and final sounds remains consistent at 1:3:3, suggesting that students are three times more likely to omit sounds such as /θ/, /ð/, /ʃ/, and /ʒ/ in medial and final positions compared to initial positions.
31 confirms the validity of information found in the questionnaire
As is illustrated in Table 3.1, the most frequent mistakes are /ʃ/ and /ʒ/ This matches the results found in the questionnaire which is demonstrated in Figure 3.9
To understand why English-majored juniors are confusing dental and alveo-palatal fricative consonants with other sounds, it is useful to look at the data collected from observation
Manner of articulation /ð/ = /d/ Manner of articulation
Voicing /ʒ/ = /dʒ/ Manner of articulation
Voicing /ʃ/ = /tʃ/ Manner of articulation Table 3.2 Reasons for sound confusion among English-majored juniors
Discussion
3.2.1 How are English-majored juniors instructed to pronounce /θ/, /ð/, /ʃ/ and /ʒ/?
Questionnaire results indicated that English-majored juniors at FFL in BVC received thorough instruction on pronouncing dental and alveo-palatal fricative consonants While teaching methods may differ among instructors, many juniors demonstrated a solid understanding of the pronunciation of these sounds.
3.2.2 How are English-majored aware of the ways to produce /θ/, /ð/, /ʃ/ and /ʒ/?
A recent questionnaire revealed that over 60% of English-majored juniors lacked a clear understanding of the characteristics of the consonant sounds /θ/, /ð/, /ʃ/, and /ʒ/, a finding that fell short of expectations considering their prior coursework in phonetics and phonology This indicates that students may not have engaged deeply with the subject, possibly due to a lack of interest or perceived difficulty To address this issue, it is recommended that FFL teachers implement engaging techniques and simplify lesson content to enhance student comprehension and interest in phonetics and phonology.
The findings indicate that FFL’s juniors lack awareness of the significance of phonetics and phonology in achieving intelligible pronunciation According to Wells and Colson (1971), these fields not only address pronunciation issues but also facilitate the development of good pronunciation skills Unfortunately, FFL’s juniors appear to overlook the importance of phonetics and phonology, leading to incorrect production of sounds such as /θ/, /ð/, /ʃ/, and /ʒ/ Furthermore, these students tend to focus more on fluency rather than accuracy, demonstrating a gap in their understanding of how to apply phonetic theory to enhance their pronunciation.
3.2.3 The types of mistakes English-majored juniors often made when pronouncing /θ/, /ð/, /ʃ/ and /ʒ/
Despite three years of English study at BVC, many English-majored juniors at FFL struggle with specific English sounds, particularly /θ/, /ð/, /ʃ/, and /ʒ/, often omitting them in the middle and final positions of words This difficulty stems from the nature of the Vietnamese language, which is monosyllabic and rarely features consonant sounds in these positions Consequently, FFL juniors find it challenging to transition their tongue movements for multi-syllable words, leading to pronunciation errors such as saying "truful" instead of "truthful" and "brea" instead of "breathe." This interference from their mother tongue negatively impacts their ability to pronounce English sounds accurately.
The study revealed that over 80% of junior students struggle to differentiate between the sounds /θ/, /ð/, /ʃ/, and /ʒ/, with a significant number specifically acknowledging difficulties with /θ/, /ð/, and /ʒ/.
A study revealed that 34 sounds posed significant pronunciation challenges for English-majored juniors, indicating that these sounds are the most complex for them to articulate Additionally, the findings suggest that using phonetics and phonology to aid students in pronouncing English sounds has proven to be somewhat ineffective.
Many junior students in FFL struggle with the pronunciation of dental and alveo-palatal fricative sounds, primarily due to incorrect articulation The /θ/ sound, for example, is produced by allowing air to flow between the top teeth and the tongue, creating friction Observations indicate that students often omit the ending sounds because they do not properly release air from their mouths It appears that the technique of positioning the tongue between the teeth to facilitate this airflow is unfamiliar to them Therefore, it is essential for FFL teachers to emphasize the importance of teaching the correct manner of articulation for English sounds.
Pedagogical implications
This article presents amendments to teaching materials and techniques at BVC, aimed at reducing mother tongue interference and enhancing the learning and teaching of English initial consonants, based on study findings and current educational practices.
3.3.1 Useful techniques for teaching dental and alveo-palatal fricative sounds
In order to teach dental and alveo-palatal fricative sounds more effectively, teachers of FFL should consider some of the following suggestions as a result of this study
Teachers need to investigate the challenges students face with dental and alveo-palatal fricative sounds By recognizing and addressing these difficulties, educators can enhance learning outcomes and support student success in this aspect of their studies.
Teachers are encouraged to incorporate phonetic charts featuring International Phonetic Alphabet (IPA) symbols into their lessons This approach aims to enhance students' understanding of pronunciation, specifically focusing on dental and alveolar sounds.
Teachers can utilize charts to effectively instruct students on palatal fricative sounds by highlighting the sounds they pronounce correctly and identifying those they struggle with in specific words or sentences.
Teachers should strive to maintain an informal atmosphere during lessons to help students feel more comfortable, especially when practicing challenging sounds like dental and alveo-palatal fricatives Incorporating fun and engaging activities can enhance the learning experience, making pronunciation practice more enjoyable and effective One particularly valuable tool for this is the use of tongue twisters, which can add excitement to the learning process.
Teachers should familiarize themselves with the various aspects of spoken language that include dental and alveo-palatal fricative sounds This understanding enables them to effectively address and clarify any challenges their students may encounter.
Finally, teachers should correct students every time mistakes are made with these sounds There should be no exceptions
3.3.2 Useful books for teaching dental and alveo-palatal fricative sounds
To help create an interesting lesson and apply phonetics and phonology in teaching dental and alveo-palatal fricative sounds, teachers of FFL are recommended to read the following books
The "Pronunciation Practice Activities Book: A Resource Book for Teaching English Pronunciation" by Hewings (2004) is an essential resource for teachers aiming to enhance pronunciation instruction This comprehensive guide offers nearly 100 engaging activities designed to improve students' pronunciation of English sounds, with a specific focus on dental and alveo-palatal fricative sounds Additionally, the book includes an audio CD that provides valuable support for the activities, making it a practical tool for educators.
"Introducing English Pronunciation: A Teacher’s Guide to Tree or Three and Ship or Sheep" by Baker (1982) is an essential resource for educators, offering comprehensive information and guidance for effectively teaching dental and alveo-palatal fricative sounds in a fun and engaging manner in the classroom.
This book outlines 36 common pronunciation errors made by students from various linguistic backgrounds, providing teachers with valuable insights into potential mistakes their students may encounter.
Teachers are encouraged to explore "Phonology in English Language Teaching: An International Approach" by Pennington (1996), which offers structured, practical guidance for applying phonology in the classroom The book includes a dedicated chapter on consonant phonology, equipping educators with the tools needed to effectively teach dental and alveo-palatal fricatives.
Conclusions of the study
The results of this study show that:
(1) English-majored juniors of FFL in BVC were carefully instructed to pronounce dental and alveo-palatal fricative consonant sounds
(2) More than half of the juniors admitted to having problems with /θ/, /ð/,
/ʃ/ and /ʒ/sounds These problems include sound omission and sound confusion
English-majored juniors at FFL frequently omit dental and alveo-palatal fricative sounds, particularly in the middle and final positions of words The sounds most commonly omitted include /θ/, /ð/, and /ʒ/.
(4) The awareness of the importance of studying phonetics and phonology among English-majored juniors’ is rather low
(5) The application of teaching phonetics and phonology to help students of FFL improve their pronunciation seems to be having little positive impact on their learning
(6) Juniors at FFL tend to pay more attention to mastering their fluency rather than accuracy
(7) The sounds that most frequently mispronounced include
A common pronunciation mistake among students is the incorrect articulation of the /ʒ/ sound Many learners struggle to produce this sound because they do not position their tongue correctly between their teeth, which is essential for allowing air to escape with friction Consequently, this leads to the substitution of the /ʒ/ sound with another sound.
(8) English-majored juniors make pronunciation mistakes with dental and alveo-palatal fricative sounds due to several reasons:
Vietnamese learners of English often experience negative interference from their mother tongue, primarily due to the monosyllabic nature of Vietnamese This linguistic structure leads to the omission or mispronunciation of consonant sounds, particularly when they appear at the end of words.
English majored juniors often struggle with the unfamiliar sounds of English, particularly the dental and alveo-palatal fricative consonants that are absent in the Vietnamese consonant system This leads them to substitute these sounds with similar ones from their native language, resulting in mispronunciations For example, when pronouncing /θ/ as in "thought," they may mistakenly produce a sound similar to /t/ as found in Vietnamese.
Many English-majored juniors at FFL struggle with the production of dental and alveo-palatal fricative sounds due to a lack of understanding of place and manner of articulation, as well as voicing Despite receiving thorough instruction, these students continue to make frequent errors, indicating a deficiency in learning autonomy and insufficient practice outside the classroom.
Limitations of the study
The intelligibility of pronunciation among FFL students varies significantly; however, this study specifically examines English-majored juniors at BVC This focus may limit the reliability and generalizability of the findings, suggesting the need for further research that includes all English-majored students at BVC.
Secondly, this research was conducted within only three months; there is a limit to the contrast and comparative of English and Vietnamese consonant sounds
Although the study has some interesting findings in that many juniors of FFL
Many students in BVC face challenges with dental and alveolar-palatal fricative consonants Additionally, university and college students frequently make errors with various other sounds while communicating Further research is needed to explore the use of English initial consonants within the Vietnamese context.
This study highlights the impact of mother tongue interference on Vietnamese students' understanding and production of English initial consonants, aiming to encourage further research to mitigate this interference and enhance the effectiveness of teaching English initial consonants.
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Topic of the thesis: “Suggested solutions to the challenges in teaching dental and alveo-palatal fricative consonants at Bách Việt College”
This article aims to explore how teachers have guided students in pronouncing the English sounds /θ/, /ð/, /ʃ/, and /ʒ/ It seeks to assess students' awareness of these consonants and the challenges they may face while pronouncing them Your responses will significantly enhance the success of this thesis and support teachers and learners in French as a Foreign Language (FFL) education Your enthusiasm and honesty in this matter are greatly valued Thank you for your cooperation!
Current year of study: first second third fourth
To participate, please circle the answer that best reflects your choice for each question If none of the provided options fit your perspective, feel free to write your own response Some questions may allow for multiple selections, so be sure to read the instructions carefully before making your choices.
1 When did you study the subject phonetics and phonology?
D I haven’t taken any class in phonetics and phonology yet
2 How did your teachers instruct you to produce the /θ/ and /ð/ sounds?
A They asked you to imitate the pronunciation of these sounds by listening to them or native speakers in the tapes
B They showed you pictures of how your mouth looks like and the position of your tongue and lips in producing these sounds
C They used the two methods above at the same time
3 How did your teachers instruct you to produce the /ʃ/ and /ʒ/ sounds?
A They asked you to imitate the pronunciation of these sounds by listening to them or native speakers in the tapes
B They showed you pictures of how your mouth looks like and the position of your tongue and lips in producing these sounds
C They used the two methods above at the same time
4 How do you think the /θ/ and /ð/ sounds are made?
A The sounds are made with the tip of the tongue placing between or just behind the teeth
B The sounds are made with the two lips touching each other
C The sounds are made with the upper teeth touching the lower lip
D The sounds are made with the upper teeth touching the lower teeth
5 How do you think the /ʃ/ and /ʒ/ sounds are made?
A The sounds are made with the tip of the tongue touching the tooth ridge
B The sounds are made with the tip of the tongue touching the lower teeth
C The sounds are made with the tongue approaching the hard palate, just behind the tooth ridge
D The sounds are made with the back of the tongue touching the soft palate
6 How do you think the airstream is obstructed when the /θ/, /ð/, /ʃ/ or /ʒ/ sound is produced?
A The airstream is not obstructed
B The airstream is partly obstructed
C The airstream is temporally obstructed
D The airstream is completely obstructed
7 How do you think voiced and voiceless sounds are made?
A Voiced sounds are made with the vocal cords vibrating and voiceless sounds are made with no vibration of the vocal cords
B Voiced sounds are made with the larynx vibrating and voiceless sounds are made with no vibration of the larynx
C Voiced sounds are made with the pharynx vibrating and voiceless sounds are made with no vibration of the pharynx
8 Choose one of the following statements that you think is right about the /ð/ and /θ/ sounds:
A The /θ/ sound is voiced and the /ð/ sound is voiceless
B The /ð/ sound is voiced and the /θ/ sound is voiceless
C Both /ð/ and /θ/ sounds are voiced
D Both /ð/ and /θ/ sounds are voiceless
9 Choose one of the following statements that you think is right about the /ʃ/ and /ʒ/ sounds:
A The /ʃ/ sound is voiced and the /ʒ/ sound is voiceless
B The /ʒ/ sound is voiced and the /ʃ/ sound is voiceless
C Both /ʃ/ and /ʒ/ sounds are voiced
D Both /ʃ/ and /ʒ/ sounds are voiceless
10 Please indicate if you have any problems when pronouncing the /ð/ and /θ/ sounds:
A I only have problems with the /θ/ sound
B I only have problems with the /ð/ sound
C I have problems with both sounds
D I don’t have any problems with the two sounds
11 Please indicate if you have any problems when pronouncing the /ʃ/ and /ʒ/ sounds:
A I only have problems with the /ʃ/ sound
B I only have problems with the /ʒ/ sound
C I have problems with both sounds
D I don’t have any problems with the two sounds
12 Pronounce the words this, three, and should then choose the statements that suit your pronunciation: (you can choose more than 1 statement)
A I pronounce the underlined sounds correctly
B I omit the th sound in this
C I omit the th sound in three
D I omit the sh sound in should
13 Pronounce the words bathing, truthful, washing and pleasure then choose the statements that suit your pronunciation: (you can choose more than 1 statement)
A I pronounce the underlined sounds correctly
B I omit the th sound in bathing
C I omit the th sound in truthful
D I omit the sh sound in washing
E I omit the s sound in pleasure
14 Pronounce the words bath, bathe, rush and garage then choose the statements that suit your pronunciation: (you can choose more than 1statement)
A I pronounce the underlined sounds correctly
B I omit the th sound in bath
C I omit the th sound in bathe
D I omit the sh sound in rush
E I omit the ge sound in garage
15 Pronounce the words through, there, wish, and beige then choose the statements that suit your pronunciation: (you can choose more than 1 statement)
A I pronounce the underlined sounds correctly
B I’m confused the th sound in through with another sound
C I’m confused the th sound in there with another sound
D I’m confused the sh sound in wish with another sound
E I’m confused the ge sound in beige with another sound
16 Please indicate the sounds that you are confused with: (you can choose more than 1 statement)
A I’m confused the /θ/ sound with the /t’/ sound as in thi thố in Vietnamese
B I’m confused the /ð/ sound with /d/ and /z/
C I’m confused the /ʃ/ sound with /z/ and /s/
D I’m confused the /ʒ/ sound with /z/ and /dʒ/
The number of questionnaires delivered: 100
The number of questionnaires collected: 98
The number of questionnaires discarded: 8
Total number of valid questionnaires collected: 90
Teacher himself pronounced to show us how the mouth looks and the position of tongue and lips
Teacher himself pronounced to show us how the mouth looks and the position of tongue and lips
/t/ sometimes is pronounced as /ch/ in Vietnamese; I’m confused /dʒ/ and /tʃ/
The interview aims to identify common pronunciation errors among English-majored juniors regarding the sounds /θ/, /ð/, /ʃ/, and /ʒ/, while also validating questionnaire data Participants will read pairs of words, phrases, and short sentences featuring dental and alveo-palatal fricative consonants Your pronunciation will remain confidential and solely used for thesis analysis Your participation is crucial to the success of this research, and your cooperation is greatly appreciated Thank you for your assistance!
I Please read out loud 6 pairs of words below:
II Please read out loud the following phrases:
III Please read out loud the following sentences
1 I think Mr Smith gave a truthful answer for my question
2 This kind of clothing allows your skin to breathe
3 I wish I were a shrimp swimming near the seashore
4 I don’t like the pronunciation of beige and leisure
APPENDIX 4: INTERVIEW ASSESSMENT FORM Date:
This study aims to identify pronunciation errors made by English-majored juniors when articulating dental and alveo-palatal fricative sounds To achieve this, the researcher will examine the three primary characteristics of English consonants: place of articulation, manner of articulation, and voicing For efficiency, various symbols and abbreviations will be utilized during the observation to facilitate quicker note-taking and save time.
List of symbols and abbreviations:
V: Students who have correct pronunciation
P: Students who have problems with place of articulation
M: Students who have problems with manner of articulation
V: Students who have problems with voicing