INTRODUCTION
Rationale Error! Bookmark not defined 2 Aim of the study
Mastering English pronunciation involves various factors, including grammar, intonation, accent, vocabulary, and pronunciation itself Many students, regardless of their learning history, face significant challenges with English pronunciation, often making mistakes with words, phrases, and dialogues Common issues include difficulties with consonant sounds, ending sounds, stress patterns, and intonation rules These pronunciation errors are particularly prevalent among third-year major students at Haiphong Private University.
The differences between English and Vietnamese pose significant challenges for Vietnamese learners of English, primarily due to the distinct phonetic structures of the two languages Vietnamese is a monosyllabic language, while English features a polysyllabic nature, leading to potential pronunciation errors Mispronouncing words, neglecting ending sounds, stressing incorrect syllables, or using improper intonation can result in misunderstandings Consequently, it is crucial for learners, especially third-year students at Haiphong Private University, to prioritize their pronunciation skills to achieve fluency in English.
To further study this issue, the author has conducted a study entitled:
“A study on common pronunciation mistakes of the third year English major students at Haiphong Private University and some suggested solutions"
This article aims to assist English learners in recognizing the significance of proper pronunciation, identifying common pronunciation errors, and discovering effective solutions Additionally, it seeks to highlight the appeal of studying phonetics.
This study aims to assist third-year English major students at Haiphong Private University in identifying common speaking errors in English, such as difficulties with consonants, ending sounds, intonation, and stress Additionally, it provides strategies to help students overcome these challenges effectively.
Research questions
The following questions are questions of this study:
1,What are the most common pronunciation mistakes of third year major students in Haiphong Private University?
2, What are some difficult consonants that students have to face?
3, What are ending sound errors of HPU’s students?
4, What are stress errors of HPU’s students?
5, What are intonation errors of HPU’s students?
6, What are suggested solutions to help them avoid these mistakes?
Scope of the study
This study aims to identify common pronunciation mistakes among third-year major students at Haiphong Private University, focusing on four key areas: challenging consonants, ending sounds, intonation, and stress errors The findings are derived from a survey conducted with 18 students from the NA1901 class The author hopes that the results of this research will serve as a valuable resource for students striving to improve their English speaking skills.
Methods of the study
These following methods are conducted to collect data for the paper:
- A survey questionnaire is designed for third year students in Haiphong Private University
- Recording some students when they read a passage which helps to recognize their mistakes.
Design of the study
The study is divided into three main parts:
Part I: The introduction presents the rationale, aims, research questions, scope, methods and design of the study
Part II: The development consists four chapters:
Chapter 1: Giving the background of the problem relating to pronunciation including its definition, the importance of pronounce, Factors that affect pronunciation learning, the common errors in English pronunciation; consonant such as its definition, classification of consonants, some common consonant errors; English ending sounds consisting its definition, the importance of ending sounds, ending sound errors; word stress as its definition, word stress’s role and rules; intonation relating to its definition, classification and its functions
Chapter 2 is about research methodology This part is divided into two issues consisting the way to conduct a survey and design of the survey questionnaire
Chapter 3 is the study which deals with findings and discussion
Chapter 4 is to give some solutions
Part III: Conclusion summarizes the purposes and results from the survey
THEORETICAL BACKGROUND
The purpose of this chapter is to give information about theoretical background of pronunciation The background knowledge will help students understand its importance and even why some errors occur
To effectively learn pronunciation, English learners must first grasp the fundamental concepts surrounding it Understanding "what is pronunciation?" is essential before delving into the intricacies of the subject Numerous resources and definitions are available to aid students in this exploration, and this section aims to clarify the importance of comprehending pronunciation as a foundational step in their learning journey.
Pronunciation is defined as "the way in which a word is pronounced," according to the Oxford Dictionary The Cambridge Dictionary elaborates that it refers to "the way in which a word or letter is said, or said correctly, or the way in which a language is spoken." Additionally, the Cambridge Advanced Learner’s Dictionary & Thesaurus provides further insights into this essential aspect of language.
“pronunciation means how we say words.”
Pronunciation encompasses the sounds of a language, including phonology, stress, rhythm, and intonation, as well as the significance of individual sounds and both segmental and suprasegmental elements, as defined by experts Penny Ur (2001) and Jack C Richards (2002).
Dialect plays a significant role in shaping pronunciation, as individuals often speak the dialect associated with their region Research from Cambridge University Press highlights that this regional influence is a key factor in how people articulate words.
Learners of British English frequently encounter RP (Received Pronunciation), an accent prevalent in BBC broadcasts and various language learning materials However, they also experience a diverse range of regional English accents from around the globe.
How we use word stress and rhythm is also an important part of pronunciation
Understanding syllable stress and the pronunciation of stressed versus unstressed syllables is crucial for language learners, especially for Vietnamese speakers, as it can present significant challenges.
The differences in stress usage between English and Vietnamese stem from the predominance of bi-syllabic words in Vietnamese compared to the multi-syllabic nature of English Additionally, English features distinct intonation patterns that allow for the emphasis of specific words, phrases, and sentences, which can significantly alter the meaning of a statement.
- Word stress - emphasis on certain syllables in a word
- Sentence stress - emphasis on certain words in a sentence
- Linking - joining certain words together
- Intonation - the rise and fall of our voice as we speak
On the website, Englishclub.com, they have research about pronunciation that states "Pronunciation refers to the way in which we make the sound of words.”
To pronounce words, we expel air from our lungs, passing it through the throat and vocal cords, then out through the mouth, tongue, teeth, and lips, with some air also traveling through the nose.
To alter the sounds we produce, we primarily utilize the muscles in our mouth, tongue, and lips to shape our mouth and regulate airflow Mastering the control of mouth shape and air flow leads to clearer pronunciation, making it easier for others to understand us.
Speakers of various languages develop distinct mouth muscles tailored for their specific sounds, leading to challenges in pronunciation when learning a foreign language This is because the muscles used for articulating sounds in a new language may not be as well-trained, making accurate pronunciation difficult.
By practicing the foreign language’s pronunciation, our muscles develop and pronunciation improves
Figure 1: The organs of speech posted by RasidRitonga
Sounds are crucial for effective communication, serving as the medium through which information is exchanged between speakers and listeners For successful interaction, the speaker must ensure that the listener comprehends the intended message.
Pronunciation plays a crucial role in English language learning, as students aim to sound like native speakers Despite having a solid grasp of grammar and an extensive vocabulary, learners who struggle with accurate pronunciation may face challenges in being understood by others Therefore, mastering pronunciation is essential for effective communication and gaining appreciation from listeners.
Pronunciation plays a crucial role in effective communication, as highlighted by Fangzhi (1998:39), since it determines whether a message is conveyed successfully Gilbert, as cited in Otlowsky (2004:3), emphasizes that poor listening skills in English can isolate individuals from the language itself Furthermore, if someone struggles to be understood, they risk being excluded from conversations with native speakers.
Pronunciation encompasses the phonology of a language, which includes individual sounds, stress, rhythm, and intonation, as noted by Penny Ur (2001) and Jack C Richards (2002) Otlowski (2004) further emphasizes that pronunciation refers to a manner of speaking that is widely accepted and understood.
Researching about pronunciation goals, Joanne Kenworthy wrote in
When teaching English pronunciation, it's essential to consider the appropriate goals for individual learners or groups While the traditional view suggested aiming for native-like pronunciation, it's now understood that this is often unrealistic for most learners The majority of English learners have practical reasons for their studies and typically do not gain significant advantages from striving for a native accent Instead, setting achievable pronunciation goals that align with learners' specific needs is more beneficial.
RESEARCH METHODOLOGY
The purpose of this chapter is to introduce the methods used in this study, especially survey questionnaire
One of the most important methods used is survey research
Survey research involves collecting data by asking individuals questions through various methods, including in-person, paper, phone, or online This approach is a key type of primary research, where data is gathered directly from the source Additionally, the information obtained can later be utilized in secondary research by other parties.
Johnson (1992) indicated an idea confirming “The purpose of a survey is to learn about characteristic of an entire group of interest (a population) by examining a subset of that group (a sample)”.
2.1 The stages to conduct a survey
To conduct a successful survey, researchers must follow four essential steps: defining the participants, organizing the survey form, selecting appropriate data collection methods, and analyzing the collected data.
The initial step in conducting the survey involves selecting participants, which may include groups such as students or professionals familiar with the relevant field In this specific survey, the focus is on third-year English major students at Hai Phong Private University.
Once the participants for the survey have been selected, the researcher must organize the survey format and determine the questions to be included The questionnaire serves as a crucial component and method for collecting data effectively.
To gather data from third-year English major students at Hai Phong Private University, various methods can be employed, such as administering questionnaires, conducting interviews, directly observing interactions, and recording video clips to analyze pronunciation errors and conversational skills.
To analyze data from the survey, the researcher need to compile, summary and describe data
2.2 Design of the survey questionnaire
2.2.1 Design of the survey questionnaire
Questionnaires serve as the primary data collection tool for this study, offering a cost-effective and time-efficient method to gather diverse information, including facts, behaviors, and attitudes from numerous respondents across various contexts.
2.2.2 Aims of the survey questionnaire
Highlighting students' pronunciation difficulties and mistakes aims to enhance their understanding of errors, provide correction strategies, and ultimately improve their speaking skills.
The questionnaire is designed to clarify:
- Student’s attitude toward English pronunciation.
- Students’ solutions about English pronunciation errors.
THE STUDY
3.1 Findings and discussions from questionnaire
A recent survey and observation reveal that pronunciation is crucial for effective English speaking However, third-year students at HPU frequently make errors in consonants, ending sounds, stress, and intonation This article will analyze the collected data to provide a deeper understanding of these pronunciation mistakes.
Question 1: How many years have you been studying English?
Chart 1:The years that students have been studying English
The chart illustrates the number of years which students have spent on studying English
The data reveals that the majority of learners, 45%, have been studying English for over 10 years, while 22% have studied for either 1-3 years or 5 years Additionally, those who have been learning English for seven years make up at least 11% of the total learners.
How many years have students been studying English?
Question 2: Which English skill do you like most?
Chart 2: The most favorite English skill of third year students at HPU
The chart indicates that 41% of students favor English speaking skills, whereas only 7% consider writing their favorite skill Additionally, both reading and listening skills are equally appreciated by 26% of the surveyed students.
Question 3: What do you think is the most difficult part in speaking English?
Table 11: The most difficult part in speaking English
A recent survey revealed that 44% of learners find grammar to be the most challenging aspect of speaking English, while 30% struggle with pronunciation Vocabulary ranks third in difficulty, with only 11% of students acknowledging the importance of all three factors in their English speaking skills.
The most favorite English skill
Question 4: How important is pronunciation in speaking English
Chart 3: The importance of pronunciation in English
The result from chart 3 indicates a positive factor about the students
A survey revealed that 59% of students believe pronunciation is crucial for speaking English effectively, while 33% view it as important Only 4% of students consider pronunciation to be normal or unimportant in English communication.
Question 5: Do you like studying pronunciation?
Chart 4: The attitude of students about studying pronunciation
This question is to point out the attitude of students about learning pronunciation It can be seen clearly that 89% of the students surveyed claim
Very important important normal not important
Do the students like studying pronunciation
28 that they like learning pronunciation, while the number of students who do not like this subject is 11%
Question 6: How often do you make mistakes when you speak
Many students believe that pronunciation is crucial for speaking English effectively, and they enjoy learning this aspect of the language However, learners often encounter challenges and make mistakes in their pronunciation This article will focus on analyzing these issues.
Chart 5: The frequency of mistakes made by the students
The survey results reveal that 29% of students frequently make mistakes, with 15% consistently encountering pronunciation errors Additionally, 23% of learners occasionally make mistakes, while a smaller percentage seldom faces errors, and none report rarely experiencing pronunciation issues.
How often do the students make mistakes when they speak English?
AlwaysOftenUsuallySometimesSeldomHardly
Question 7: Which pronunciation errors do you tend to meet when you study and speak English?
Chart 6: The pronunciation errors that students tend to meet when they study and speak English
The chart reveals that 8% of students struggle with intonation, while 11% experience errors with consonants Additionally, 18% of learners face challenges with ending sounds, and 37% have difficulties with word stress Notably, 26% of respondents reported having issues with all four areas.
Consonants Ending sounds Intonation Word Stress Other
The pronunciation errors that the students tend to meet
Question 8: How you feel about your own skills in these following questions?
The criteria Not very good
Listening understanding to native English speakers 7% 26% 41% 26% 0%
Translating English words to VN 18,5% 30% 37% 18,5
Table 12: The appropriation of students about their general English conversation, pronunciation, grammar, listening to native speakers, translating English words to VN, translating VN words to English
The survey results reveal that 52% of students feel neutral about their English pronunciation, while 44% rate their general conversation skills similarly Both listening comprehension of native speakers and the ability to translate Vietnamese words to English are perceived as neutral by 41% of respondents Only 22% of students believe their grammar skills are good Additionally, 18.5% of students consider their translation skills between English and Vietnamese to be either not very good or good, with no respondents rating their skills as very good across any criteria.
Question 9: Do you think these following consonants are very difficult for you to pronounce? / ʃ-ʒ-ʧ-ʤ /
Chart 7: the appropriation of the students about 4 difficult consonants
The pie chart reveals that 74% of students find the four consonants challenging, while only 26% believe they are not difficult.
Question 10: Do you get troubles with word stress when you are speaking English?
Chart 8: Do the speakers get troubles with word stress when they are speaking English?
The results from the pie chart indicates that 85% of the leaners still get troubles with word stress, while the rate of opposite opinion is 15%
Get troubles Do not get troubles
Question 11: How is the intonation difficult?
Chart 9: The opinion of the learners about intonation difficulty
According to the pie chart, 44% of survey participants find intonation difficult, while 37% view it as normal Additionally, 16% of students believe intonation is very difficult, and only 7% consider it not difficult at all.
No Normal Difficult Very Difficult
Question 12: Please read this paragraph out loud for the recording in English:
Achieving fluency in a foreign language, especially without an accent, is challenging Many educational systems focus heavily on grammar, leaving students with limited opportunities to practice speaking This can lead to frustration upon arriving in a new country, where, despite strong reading and writing skills, they struggle to understand spoken language English poses additional difficulties due to its complex pronunciation rules Ultimately, the key challenge lies in the ability to listen, think, and respond in real-time, which requires significant time and practice.
Chart 10: The results of the recording about students’ reading
A recent analysis of student performance reveals that 89% struggle with consonant pronunciation, while only 26% of speakers avoid errors with ending sounds Additionally, the data indicates that 67% of individuals experience difficulties with word stress, and a significant 81% make mistakes in intonation.
Consonants Ending sounds Word Stress Intonation the results of recording
Make mistakes Do not make mistakes
3.1.1 Student’s attitude toward English pronunciation
Question 13:What are the reasons why you make mistakes with ending sounds are?
This question aims to allow students to express their reasons for making mistakes with ending sounds The author can compile and analyze the students' perspectives on this issue.
- The students do not consider that ending sounds are important
- The students are not native speakers so it is very hard for them to pronounce ending sounds
- The students do not pay much attention to the importance of pronunciation so they sometimes forget and make mistakes with ending sounds
- The students do not look up carefully how the words are pronounced in dictionary
- The students make mistakes because of speaking to fast
- The students do not practice much
- The students are not confident when they are speaking English
3.1.2 Students’ solutions about English pronunciation errors.
Question 14: Can you give some solutions to improve English pronunciation and avoid pronunciation mistakes?
After conducting the survey, the students give some ideas about the solutions to improve English pronunciation and avoid mistakes consisting of:
- The leaners need more conversations with foreigners
A student emphasized that practice is essential for achieving perfection in language skills, highlighting the importance of confidence in speaking Engaging with teachers, friends, and native speakers can significantly enhance learning Additionally, the internet serves as a valuable resource for improving English pronunciation, and dedication is crucial for learners striving to succeed.
- The students need to listen to English conversation, songs… every day They can spend time on watching English movies
- The learners can find out some classes to study and improve pronunciation
- Making a group to help and practice together
- Getting feedbacks from native speakers
- Reading more books about pronunciation
- Recording the students ‘voices and try to fix these mistakes.
SOME SUGGESTIONS TO COPE WITH STUDENTS
The survey analysis revealed common pronunciation errors among students, highlighting the significance of mastering English in today's globalized world In addition to grammar and vocabulary, achieving native-like pronunciation is essential for all learners To address these issues, students at HPU must seek effective solutions This chapter will offer suggestions to help resolve and prevent these pronunciation challenges.
Learners should enhance their awareness of their own pronunciation by comparing it to that of others Recording their speech often leads to surprise, as many are unaware of how they truly sound This lack of awareness highlights the necessity of developing a better understanding of one's pronunciation.
The students need to set themself some goals for pronunciation
Students may choose to improve their English speaking skills by focusing on specific aspects, such as speaking more slowly or loudly, or by concentrating on particular sounds they find challenging.
Consistent practice is essential for mastering pronunciation, similar to developing a sporting skill Changing speaking habits requires more than just a few attempts; it demands dedication and repetition Emphasizing the importance of practice can significantly enhance learners' speaking abilities.
For example hitting a ball in a game of tennis, or kicking a football, players will be better and skillful after practicing every day
Learners often need to practice repeatedly to improve their pronunciation, and even with consistent effort, perfection may not be achieved every time It's common for individuals to notice fluctuations in their pronunciation from day to day, which can sometimes lead to frustration However, accepting that mastering pronunciation takes time and effort can help speakers remain motivated and persistent in their learning journey.
It is very important to check if other people have understood you You
37 can do this in several ways:
When engaging in conversation, you may notice that the other person exhibits signs of confusion, such as frowning, squinting, or staring blankly They might also respond with unrelated comments or abruptly terminate the discussion.
Ask the people you talk to
Encourage others to provide feedback when you make a mistake, and seek clarification if you're unsure about the clarity or pronunciation of your words Invite them to let you know if they need you to repeat what you've said for better understanding.
"Have I said that clearly? “OR
"Would you like me to say that again?" OR
"I'm sorry, English pronunciation is a bit difficult for me I said, 'XXXXXX' Did I pronounce that correctly?"
When communicating with individuals who speak English as a second language, it's crucial to recognize that they may feel embarrassed or threatened if they struggle to understand you To ease their discomfort, acknowledge that your pronunciation may pose challenges By openly discussing your own pronunciation issues, you can create a more relaxed atmosphere, encouraging the listener to feel at ease This approach not only fosters a supportive dialogue but also invites them to assist you in improving your speech, leading to a more effective and collaborative communication experience.
4.2 Solutions to pronounce / ʃ -ʒ -ʧ -ʤ / and ending sounds correctly
Most ending sounds are consonants so to pronounce / ʃ -ʒ -ʧ -ʤ / and ending sounds correctly the learners need to understand the way to pronounce clearly and exactly following by this table:
Put your lips together Try to breathe out, but don’t let the air escape Release the air suddenly Don’t use your voice
Try again, and add your voice
To practice a specific vocal technique, place your tongue against the hard bump behind your teeth Begin by attempting to exhale without allowing the air to escape Then, release the air suddenly without using your voice Repeat the exercise, this time incorporating your voice for added effect.
To create the desired sound, place the back of your tongue against the soft part of the roof of your mouth and attempt to exhale without allowing any air to escape Then, release the air abruptly without using your voice After practicing this technique, try it again while incorporating your voice for a fuller sound.
/f//v/ Touch your top teeth with your bottom lip, and breathe out
Don’t use your voice Hold the sound, and add your voice
Put the front of your tongue against the back of your top teeth
Let the air pass through as you breathe out Don’t use your voice Hold the sound, and add your voice
To produce the desired sound, gently place the tip of your tongue against the ridge behind your upper teeth As you exhale, allow the air to flow through without vocalizing Once you have mastered this technique, incorporate your voice while maintaining the sound.
To produce the /s/ sound, place the tip of your tongue against the ridge behind your upper teeth and exhale gently, allowing air to flow through Next, slightly reposition your tongue further back without using your voice Once you have mastered holding the sound, incorporate your voice to enhance the pronunciation.
/h/ Open your mouth and breathe out Don’t use your voice, but try to make a noise
/m/ Put your lips together Use your voice, and let the air escape through your nose
Put the front of your tongue against the bump behind your teeth Use your voice, and let the air escape through your nose
Put the back of your tongue against the roof of your mouth Use your voice, and let the air escape through your nose
/l/ Put the front of your tongue against the bump behind your teeth Use your voice, and let the air pass out of your mouth
/r/ Point the front of your tongue towards the roof of your mouth Use your voice
/j/ Make the sound /ii/, followed by the sound h ! Now put them together, and keep the sound short
/w/ Make the sound /ui/, followed by the sound /o/
Now put them together, and keep the sound short.
There are some sample lessons that can be used to practice consonants in class rooms
Lesson 1: ' Hangman ': Consonant and vowel sounds (All levels)
The teacher introduces a phoneme-based version of the classic 'Hangman' game by demonstrating it on the board with the entire class Instead of guessing letters, players nominate phonemes to identify a hidden word Each incorrect phoneme suggestion results in a line being drawn, gradually forming a gallows shape on the board, adding an engaging twist to the traditional gameplay.
The game involves a stick-man figure that hangs as players make guesses about a hidden word Correct guesses are placed in their respective positions within the word, while incorrect guesses are recorded to avoid repetition The origin of the game remains unclear.
The game introduces a more complex twist on traditional Hangman, utilizing 44 phonemes instead of just 26 letters After a demonstration for the entire class, students can engage in their own games in pairs or small groups While the game can be made competitive by awarding points for each correctly guessed word, it is not a requirement Students have the flexibility to select words randomly for general practice or focus on those they have previously studied.
40 recently Alternatively, the teacher can also suggest particular words, in order to direct the practice towards particular phonemes The game can be played between individuals, or in teams
Lesson 2: 'I'm going to the party ': Particular consonant sounds
The idea of this game is for students to guess which consonant is held in common between words brought up within a stylised sentence; the sentence is
CONCLUSION
To summarize, this graduated paper has been conducted with the aim to investigate the English common pronunciation problem faced by third year English majors at Haiphong Private University
The rationale, the aim of the research, the scope of the study and the design of the paper are present in Part 1
In Part 2, the article explores key aspects of English pronunciation, including definitions of consonants, common errors in ending sounds, word stress, and intonation A survey was conducted to identify prevalent pronunciation mistakes among third-year students, revealing that many still struggle with the sounds /ʃ/, /ʒ/, /ʧ/, and /ʤ/, as well as with ending sounds, word stress, and intonation The analysis of survey data highlights five common ending sound errors made by students during English classes Additionally, this section offers practical suggestions to help address these pronunciation challenges.
This research focuses on a specific aspect of English pronunciation mistakes, particularly ending sounds, acknowledging its limitations in scope due to time, experience, and knowledge constraints The author provides solutions for further practice in English pronunciation and welcomes feedback from readers Ultimately, this study aims to serve as a valuable resource for students dealing with pronunciation challenges related to ending sounds.
1 Barbara A H., Brian B (1997) The Status of Final Consonant Clusters in English Syllables: Evidence from Children Journal of Experimental Child Psychology Volume 64, Issue 1, p 119-136 University of New England, New South Wales, Australia Retrieved January 16, 2009
2 Dulay, Burt and Krashen, Language Two, Oxford University Press,
3 Ellis, Second Language Acquisition, Oxford University Press, (1997)
4 Gerald Kelly, how to teach pronunciation (series editor: Jeremy
5 Ha Cam Tam, Common pronunciation problems of Vietnamese learners of English http://123doc.vn/document/1032608-tai-lieu-bao-cao-common- pronunciation-problems- of-vietnamese-learners-of-english-docx.htm
6 Harper Collins, Collins English Dictionary, 2003
7 Joanne Ken worthy, Teaching English pronunciation ( Longman handbooks for language teachers)
8 Marianne, Donna and Janet, Teaching Pronunciation, Cambridge
9 Mark Hancock, English pronunciation in use (Cambridge)
10 Oxford Advanced Learner’s Dictionary, Oxford University Press, 2008.
11 Oxford Advanced Learner’s Encyclopedic, Oxford University Press,
12 Peter Roach, English Phonetics and Phonology, Cambridge University Press, 2000
13 Pham Cam Chi, Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to overcome using communicative teaching http://www.slideshare.net/khoaanhmy/errors-1st-year-students-at-ed- hulis-vnu- make-with-ending-sounds-and-strategies-to-overcome- using- communicative-teaching-Pham-cam-chi-main-text
14 Put English Phonetics into practice by Hungarian institute department of philology
15 Rachael- Anne Knight, Understanding English Variation, Week, 2003
16 Rebecca Treiman, The internal structure of the syllable, Kluwer
17 Richards, Error analysis and second language strategies, International Center for Research on Bilingualism, 1971
1 AMEP Fact sheets: http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
2 http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/pron unciation.html
3 http://www.englishtown.com/community/channels/article.aspx?articleNa me=pronounce
4 http://www.englishclub.com/esl-games/pronunciation/
5 http://www.englishteachermelanie.com/study-tip-how-to-improve-your- English-pronunciation/
6 http://community.vdict.com/showthread.php?t37
7 http://www.teachingenglish.org.uk/article/developing-pronunciation- through-songs
8. http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/hi gg s%20graph.html
9 https://dictionary.cambridge.org/dictionary/english/pronunciation
Definition of “pronunciation” from the Cambridge Academic Content
10 https://www.merriam-webster.com/dictionary/pronunciation
Definition of pronunciation for English Language Learners is a particular person's way of pronouncing a word or the words of a language according to Merriam-Webster
11 https://dictionary.cambridge.org/grammar/british- grammar/speaking/intonation
12 https://en.oxforddictionaries.com/definition/pronunciation
13 https://www.englishclub.com/pronunciation/what.htm
14 The Teaching of Pronunciation to Chinese Students of English.Fangzhi, Cheng
16 11 mar Teaching pronunciation is worth – Using Pronunciation
Teaching Techniques To Clarify Regular – ED Endings POSTED AT 17:56H
IN LANGUAGE ACQUISITION, PRONUNCIATION BY ROSELI SERRA
17 https://www.youtube.com/watch?v=4RFJE7iLw9o
Appendix The survey questionnaire for students
Dear Na1901A and Na1901T students,
This survey aims to highlight the significance of pronunciation in English In both classroom discussions and everyday conversations, we often make various pronunciation errors Your responses will contribute to my research titled “A Study on Common Pronunciation Mistakes of Third-Year English Major Students at Haiphong Private University and Suggested Solutions.”
Many thanks for your help and cooperation in my survey
1 How many years have you been studying English:
2 Which English skill do you like most?
3 What do you think is the most difficult part in speaking English?
4 How important is pronunciation in speaking English?
5 Do you like studying pronunciation?
6 How often do you make mistakes when you speak English?
7 Which pronunciation errors do you tend to meet when you study and speak English?
8 How you feel about your own skills in these following questions:
Listening understanding to native English speakers
Translating English words to VN
Translating VN words to English
9 Do you think these following consonants are very difficult for you to pronounce?
10 Do you get troubles with word stress when you are speaking English?
11 How is the intonation difficult?
12 Can you give some solutions to improve English pronunciation and avoid pronunciation mistakes?