Nghiên cứu về lỗi phát âm phụ âm cuối "l, ʃ, t, d, k, g" của học viên Việt Nam tại Espeed

Luận văn thạc sĩ nghiên cứu vnu ulis a study on common mistakes committed by vietnamese learners in pronouncing english word, đánh giá hiện trạng, phân tích vấn đề, đề xuất biện

• Tác giả: Tôn Thị Thuỳ Dương
• Người hướng dẫn: Assoc. Dr Võ Đại Quang
• Trường học: Vietnam National University, Hanoi University of Languages and International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: A STUDY ON COMMON MISTAKES COMMITTED BY VIETNAMESE LEARNERS IN PRONOUNCING ENGLISH WORD-FINAL CONSONANTS “L, ʃ, T, D, K, G” AT ESPEED ENGLISH CENTER
• Loại tài liệu: Minor Programme Thesis
• Năm xuất bản: 2016
• Địa điểm: Hanoi

Mục lục chi tiết

• DECLARATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• 1. CHAPTER 1: INTRODUCTION
• 1.1. Aims of the research
• 1.2. Research questions
• 1.3. Scope of the research
• 1.4. Significance of the study
• 1.5. Design of the study
• 2. CHAPTER 2: LITERATURE REVIEW
• 2.1. Review of theoretical background
• 2.1.1. General descriptions of English consonant sounds
• 2.1.2. Phonological characteristics and articulation of the sounds “l, ʃ, t, d, k, g”
• 2.1.2.1. Phonological characteristics and articulation of the sound / l /
• 2.1.2.2. Phonological characteristics and articulation of the sound /ʃ/
• 2.1.2.3. Phonological characteristics and articulation of the sound /t/
• 2.1.2.4. Phonological characteristics and articulation of the sound /d/
• 2.1.2.5. Phonological characteristics and articulation of the sound /k/
• 2.1.2.6. Phonological characteristics and articulation of the sound /g/
• 2.2. English final consonants
• 2.2.1. Errors and mistakes
• 2.2.2. Ending sound errors
• 2.3. Teaching and learning pronunciation
• 2.3.1. Factors influencing learner’s pronunciation
• 2.3.2. Techniques used in pronunciation class
• 2.4. Review of previous studies
• 3. CHAPTER 3: RESEARCH METHODOLOGY
• 3.1. The participants of the study
• 4. CHAPTER 4: FINDINGS AND DISCUSSION
• 4.1. Reports on the results collected by means of recordings
• 4.2. Reports on the results collected by survey questionnaires
• 4.2.1. Students’ attitudes towards English ending sounds pronunciation
• 4.2.1.1. Students’ attitudes towards the importance of English ending sounds
• 4.2.1.2. Students’ frequency in pronouncing ending sounds
• 4.2.2. Students’ perceptions about the possible reasons for their problems of pronunciation
• 4.2.3. Teachers’ techniques in teaching pronunciation in class
• 4.2.4. Students’ opinions of their preferred techniques in pronunciation class
• 4.3. The possible solutions to these pronunciation problems
• 4.3.1. IPA transcript lesson
• 4.3.2. Using pronunciation videos
• 4.3.3. Saying it aloud
• 4.3.4. Applying poems, raps, songs
• 4.4. Limitation and suggestion for further study
• LIST OF FIGURES
• LIST OF TABLES
• 5. CHAPTER 5: CONCLUSION

Tóm tắt

I. Tổng quan về lỗi phát âm phụ âm cuối trong tiếng Anh

Lỗi phát âm phụ âm cuối trong tiếng Anh là một trong những vấn đề phổ biến mà học viên Việt Nam gặp phải tại Espeed. Nghiên cứu này nhằm mục đích tìm hiểu các lỗi phát âm này và nguyên nhân gây ra chúng. Phụ âm cuối như 'l', 'ʃ', 't', 'd', 'k', 'g' thường bị bỏ qua hoặc phát âm sai, dẫn đến việc giao tiếp không hiệu quả.

1.1. Tầm quan trọng của phát âm chính xác

Phát âm chính xác là yếu tố quan trọng trong giao tiếp. Nếu không phát âm đúng, người nghe có thể không hiểu được ý nghĩa của câu nói. Điều này đặc biệt quan trọng trong môi trường học tập và làm việc quốc tế.

1.2. Đặc điểm phát âm của học viên Việt Nam

Học viên Việt Nam thường gặp khó khăn trong việc phát âm các phụ âm cuối do sự khác biệt giữa hệ thống âm vị của tiếng Việt và tiếng Anh. Tiếng Việt không có phụ âm cuối, trong khi tiếng Anh lại rất chú trọng đến chúng.

II. Vấn đề phát âm phụ âm cuối của học viên tại Espeed

Nghiên cứu cho thấy rằng nhiều học viên gặp phải các lỗi phát âm như bỏ âm hoặc phát âm sai các phụ âm cuối. Những lỗi này không chỉ ảnh hưởng đến khả năng giao tiếp mà còn làm giảm sự tự tin của học viên khi nói tiếng Anh.

2.1. Các lỗi phát âm phổ biến

Các lỗi phát âm phổ biến bao gồm việc bỏ âm cuối, phát âm sai âm 'l', 'ʃ', 't', 'd', 'k', 'g'. Những lỗi này thường xảy ra trong các tình huống giao tiếp hàng ngày.

2.2. Nguyên nhân gây ra lỗi phát âm

Nguyên nhân chính dẫn đến các lỗi phát âm này bao gồm thiếu hiểu biết về cách phát âm đúng, thiếu môi trường thực hành tiếng Anh và ít tiếp xúc với người bản ngữ.

III. Phương pháp cải thiện phát âm phụ âm cuối cho học viên

Để cải thiện phát âm phụ âm cuối, Espeed đã áp dụng một số phương pháp giảng dạy hiệu quả. Những phương pháp này không chỉ giúp học viên nhận diện lỗi mà còn cung cấp các kỹ thuật thực hành cần thiết.

3.1. Kỹ thuật ghi âm và phản hồi

Học viên được khuyến khích ghi âm giọng nói của mình và so sánh với bản mẫu. Phản hồi từ giáo viên giúp học viên nhận ra và sửa chữa lỗi phát âm.

3.2. Sử dụng kỹ thuật shadowing

Kỹ thuật shadowing, nơi học viên lặp lại ngay sau khi nghe, giúp cải thiện khả năng phát âm và ngữ điệu. Kỹ thuật này đã được chứng minh là hiệu quả trong việc nâng cao kỹ năng phát âm.

IV. Ứng dụng thực tiễn và kết quả nghiên cứu

Kết quả nghiên cứu cho thấy rằng việc áp dụng các phương pháp giảng dạy mới đã giúp học viên cải thiện đáng kể khả năng phát âm phụ âm cuối. Nhiều học viên đã tự tin hơn khi giao tiếp bằng tiếng Anh.

4.1. Đánh giá từ học viên

Học viên đã phản hồi tích cực về các phương pháp giảng dạy mới. Họ cảm thấy tự tin hơn khi phát âm và giao tiếp với người khác.

4.2. Kết quả cải thiện phát âm

Nghiên cứu cho thấy tỷ lệ học viên phát âm đúng các phụ âm cuối đã tăng lên đáng kể sau khi áp dụng các phương pháp giảng dạy mới.

V. Kết luận và tương lai của việc phát âm phụ âm cuối

Việc cải thiện phát âm phụ âm cuối là một quá trình liên tục. Các phương pháp giảng dạy hiện tại cần được duy trì và phát triển để đáp ứng nhu cầu học tập của học viên. Tương lai của việc phát âm phụ âm cuối trong tiếng Anh sẽ phụ thuộc vào sự nỗ lực của cả học viên và giáo viên.

5.1. Tầm quan trọng của việc phát âm

Phát âm chính xác không chỉ giúp học viên giao tiếp hiệu quả mà còn mở ra nhiều cơ hội trong học tập và nghề nghiệp.

5.2. Đề xuất cho nghiên cứu tiếp theo

Cần có thêm nhiều nghiên cứu để tìm ra các phương pháp giảng dạy hiệu quả hơn, giúp học viên Việt Nam cải thiện khả năng phát âm phụ âm cuối trong tiếng Anh.

Trích đoạn nội dung tài liệu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TÔN THỊ THUỲ DƯƠNG A STUDY ON COMMON MISTAKES COMMITTED BY VIETNAMESE LEARNERS IN PRONOUNCING ENGLISH WORD-FINAL CONSONANTS “L, ʃ, T, D, K, G” AT ESPEED ENGLISH CENTER Nghiên cứu về các lỗi thường gặp của học viên Việt Nam tại trung tâm anh ngữ Espeed khi phát âm phụ âm cuối “l, ʃ, t, d, k, g” trong tiếng Anh M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Hanoi – 2016 LUAN VAN CHAT LUONG download : add [e-mail] VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TÔN THỊ THUỲ DƯƠNG A STUDY ON COMMON MISTAKES COMMITTED BY VIETNAMESE LEARNERS IN PRONOUNCING ENGLISH WORD-FINAL CONSONANTS “L, ʃ, T, D, K, G” AT ESPEED ENGLISH CENTER Nghiên cứu về các lỗi thường gặp của học viên Việt Nam tại trung tâm anh ngữ Espeed khi phát âm phụ âm cuối “l, ʃ, t, d, k, g” trong tiếng Anh M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Assoc. Dr Võ Đại Quang Hanoi – 2016 LUAN VAN CHAT LUONG download : add [e-mail] DECLARATION This is to certify that the thesis entitle, “A study on common mistakes committed by Vietnamese learners in pronouncing English word-final consonants “l, ʃ, t, d, k, g” at Espeed English center”, submitted in partial fulfillment of the requirements for the award of Degree of MA in English Teaching Methodology. I have provided documented references to the works or others and I am fully responsible for the content of the thesis. The research reported in this thesis was approved by the University of Language and International Studies, Vietnam National University, Hanoi. Hanoi, 2016 T n Th Thu Dư ng i LUAN VAN CHAT LUONG download : add [e-mail] ACKNOWLEDGEMENTS I gratefully acknowledge my deep indebtedness to a number of people who helped me in this study. First, I would like to express my sincere gratitude and deep appreciation to my advisor, Associate Professor Võ Đại Quang (Vietnam National University, Hanoi), for his help and his insightful comments on my work from the beginning to the end of my study. In addition, my sincere thanks also go to Mr. David (an ESL native Teacher who comes from London) for supporting me in the data collection. I also would like to convey my thanks to all of my teachers who gave me knowledge in my life. The completion of this study would not have been possible without the cooperation from all 120 students at Espeed English Center who participated in this study. Finally, I wish to deeply thank my best friends and beloved family for their continuous encouragement during my study. ii LUAN VAN CHAT LUONG download : add [e-mail] ABSTRACT In Vietnam, English language has played a significant role as a result of globalization trend. Despite being increasingly facilitated in learning English from very young age, many learners of English as second language have major difficulties with pronunciation. The aim of this thesis is to identify the common problems related to pronunciation mistakes made by Vietnamese learners at Espeed English Center when pronouncing English word-final consonants “l, ʃ, t, d, k, g”, as well as to investigate the causes of these problems and the possible solutions to the above mentioned problems In order to fulfill the study, data was collected through tape recordings and questionnaires. While the former aimed at finding out the common problems related to pronunciation mistakes made by Vietnamese learners at Espeed English Center when pronouncing English word-final consonants “l, ʃ, t, d, k, g”, the latter was applied with a view to figuring out the causes of these problems and discussing some solutions to these problems. The findings reveal that the most common problems related to pronunciation mistakes in the final position were sound omission and sound deviation. The causes contributing to these problems were mainly the lack of understanding how to pronounce English sounds, the lack of exposure to real English environment and little practice. To help students overcome these problems, some pronunciation teaching techniques are being applied effectively such as recoding and giving feedback; listening and using “shadowing” techniques; applying mirror techniques/making Vlog. This study concludes by considering the implications of these findings for the students and teachers to deal with these problems found. iii LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS CHAPTER 1: INTRODUCTION .2 Aims of the research .4 Scope of the research .5 Significance of the study .6 Design of the study . 3 CHAPTER 2: LITERATURE REVIEW .1 Review of theoretical background .1 General descriptions of English consonant sounds .2 Phonological characteristics and articulation of the sounds “l, ʃ, t, d, k, g” .1 Phonological characteristics and articulation of the sound / l / .2 Phonological characteristics and articulation of the sound /ʃ/ .3 Phonological characteristics and articulation of the sound /t/ .4 Phonological characteristics and articulation of the sound /d/ .5 Phonological characteristics and articulation of the sound /k/ .6 Phonological characteristics and articulation of the sound /g/ .3 English final consonants .1 Errors and mistakes .2 Ending sound errors .5 Teaching and learning pronunciation .4 Factors influencing learner’s pronunciation .5 Techniques used in pronunciation class .2 Review of previous studies. 21 iv LUAN VAN CHAT LUONG download : add [e-mail] CHAPTER 3: RESEARCH METHODOLOGY .2 The participants of the study . 23 CHAPTER 4: FINDINGS AND DISCUSSION .1 Reports on the results collected by means of recordings .2 Reports on the results collected by survey questionnaires .1 Students’ attitudes towards English ending sounds pronunciation.1 Students’ attitudes towards the importance of English ending sounds .2 Students’ frequency in pronouncing ending sounds .2 Students’ perceptions about the possible reasons for their problems of pronunciation.3 Teachers’ techniques in teaching pronunciation in class .4 Students’ opinions of their preferred techniques in pronunciation class .3 The possible solutions to these pronunciation problems .1 IPA transcript lesson .2 Using pronunciation videos .3 Saying it aloud .7 Applying poems, raps, songs .4 Limitation and suggestion for further study .II v LUAN VAN CHAT LUONG download : add [e-mail] LIST OF FIGURES Figure 1: Place and articulation of the sound / l / Figure 2: Place and articulation of the sound /ʃ/ Figure 3: Place and articulation of the sound /t/ Figure 4: Place and articulation of the sound /d/ Figure 5: Place and articulation of the sound /k/ Figure 6: Place and articulation of the sound /g/ Figure 7: Students’ attitudes towards the importance of English ending sounds Figure 8: Students’ frequency in pronouncing ending sounds Figure 9: Students’ perception about the possible reasons for their problems of pronunciation Figure 10: Students’ opinions of their preferred techniques in pronunciation class Figure 11: The International Phonetic Alphabet (IPA) vi LUAN VAN CHAT LUONG download : add [e-mail] LIST OF TABLES Table 1: English consonants Table 2: Vietnamese initial consonants Table 3: Vietnamese final consonants Table 4: Common pronunciation mistakes committed by students Table 5: The number of students producing sound omission Table 6: The number of students producing sound deviation Table 7: Students’ perception about the possible reasons for their problems of pronunciation Table 8: The frequency of teachers’ techniques in teaching pronunciation Table 9: The effectiveness of teachers’ techniques in teaching pronunciation Table 10: Students’ opinions of their preferred techniques in pronunciation class vii LUAN VAN CHAT LUONG download : add [e-mail] CHAPTER 1: INTRODUCTION 1.1 Rationale As a result of globalization trends in every field all over the world, foreign languages in general and English in particular have played a greater role. The Vietnamese government, than ever before, is concerning and investing in the education system, particularly on teaching English. English is now officially taught for learners from very young age – six years old, gradually becoming the second language in Vietnam. In addition, there is an increasingly big demand of studying English at all ages in big cities; English centers, therefore, are rising more and more to satisfy this. Despite being facilitated those education programs, English learners remain being the victims of a traditional education that haven’t paid much attention to listening and speaking although they can read and write pretty well. The fact has shown that there is a large percentage of Vietnamese people who have been learning English for many years but cannot freely speak out or may find it hard to get involved in conversation as most of them encounter pronunciation problems. It could be seen that pronunciation is the key factor to maintain successful oral communication. If speakers pronounce clearly and properly, their listeners could easily understand what they are trying to express. On the other hand, when words are inaccurately pronounced, misunderstanding may occur. These sometimes bring unexpected effects or even lead to miscommunication. Therefore, the emphasis on teaching correct pronunciation (recognizing errors in pronunciation and correcting them), is necessary for an improvement of student’s pronunciation ability. There are a number of problems relating to pronunciation errors that ESL learners tend to make: intonation, word or sentence stress, linking words, ending sounds… Of those mentioned pronunciation problems, ending sounds seem to be the hardest one for Vietnamese people to learn. They in particular encounter difficulties in pronouncing some English consonants due to the differences between the Vietnamese and English phonological systems. Vietnamese is a kind of 1 LUAN VAN CHAT LUONG download : add [e-mail] language which has single words with no ending sounds while these sounds play a very important role in English. Native speakers may find it hard to understand the words being spoken without pronouncing ending sounds. All of these motivated me to conduct this research which will go into details of pronunciation mistakes concerning ending sounds of Vietnamese learners at Espeed English Center. On the foundation of these mistakes, some solutions are suggested to mitigate the problems.2 Aims of the research The specific aims of the study are: - Investigate the most common mistakes when pronouncing English word- final consonants “l, ʃ, t, d, k, g” by Vietnamese learners at Espeed English Center. - Identify the reasons for students’ problems of pronunciation - Propose possible appropriate techniques to correct their problems 1.3 Research questions Based on the purposes of the study, the researcher attempted to find out the pronunciation problem relating ending sounds by Vietnamese learner at Espeed English Center. This investigation was designed to answer the following questions: 1. What are the ending sound mistakes that Vietnamese learners at Espeed English center are likely to make? 2. What are the possible reasons for their problems of pronunciation? 3. What are appropriate techniques to correct their problems? 1.4 Scope of the research The research was conducted on Vietnamese learners at Espeed English Center. Regarding its scope, the research was only aimed at finding out their most typical mistakes when pronouncing sounds: /ʃ/, /l/, /t/, /d/, /k/, /g/. Certain teaching techniques related to pronunciation will be studied and discussed to find out the suitable ones. 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.5 Significance of the study This research provide an insight into the common pronunciation problems that most of the Vietnamese students who are studying English as their major encounter regarding English consonant sounds (particularly /ʃ/, /l/, /t/, /d/, /k/, /g/). In addition, the results of the study will be a useful reference to ESL (English as a second language) teachers while they work on this part of pronunciation training.6 Design of the study The study consists of 5 chapters as follows: CHAPTER 1 is the introduction, which provides an overview of the study with specific reference to the rationale, the aims, the research questions, the scope and the structural organization of the thesis. CHAPTER 2 presents a review of theoretical background about general descriptions of English consonant sounds (/ʃ/, /l/, /t/, /d/, /k/, /g/) and a review of previous studies related to the research of the thesis.