An analysis of errors in pronouncing english final consonants by h’re ethnic group students at

THE UNIVERSITY OF DANANG
UNIVERSITY OF FOREIGN LANGUAGE STUDIES

NGUYỄN THỊ THU QUYÊN

AN ANALYSIS OF ERRORS IN PRONOUNCING
ENGLISH FINAL CONSONANTS BY H’RE ETHNIC
GROUP STUDENTS AT SON HA HIGH SCHOOL,
QUANG NGAI PROVINCE
Major: ENGLISH LINGUISTICS
Code: 822.02.01

MASTER THESIS IN
LINGUISTICS AND CULTURAL STUDIES OF
FOREIGN COUNTRIES

Da Nang, 2020


THE UNIVERSITY OF DANANG
UNIVERSITY OF FOREIGN LANGUAGE STUDIES

NGUYỄN THỊ THU QUYÊN

AN ANALYSIS OF ERRORS IN PRONOUNCING
ENGLISH FINAL CONSONANTS BY H’RE ETHNIC
GROUP STUDENTS AT SON HA HIGH SCHOOL,
QUANG NGAI PROVINCE

Major: ENGLISH LINGUISTICS
Code: 822.02.01

MASTER THESIS IN
LINGUISTICS AND CULTURAL STUDIES OF
FOREIGN COUNTRIES

SUPERVISOR: Dr. HUỲNH NGỌC MAI KHA

Da Nang, 2020



ii

ABSTRACT
Pronunciation is an integral part of foreign language learning since it directly
affects learners’ communicative competence as well as performance. Limited
pronunciation skills can decrease learners’ self-confidence, restrict social
interactions, and negatively affect estimations of a speaker’s credibility and abilities.
This study, therefore, has been carried out basing on the contrastive analysis between
H’Re and English final consonant systems in order to find out errors in pronouncing
English final consonants of H’Re students at Son Ha High School, Quang Ngai
Province. The hypotheses in this thesis were tested on the actual pronunciation
performances on the available words in the trial word tables. The study points out
some typical errors in pronouncing English final consonant of H’Re students.
Another feature is the inability to pronounce the English final consonant
combinations. Two typical types of errors related to consonant combinations are that
students remove consonants in combinations or syllabic sonorant of combinations.
Then some suggestions for the effective pronunciation teaching and learning are also
mentioned here to help learners overcome the problems.

iii

TABLE OF CONTENTS
Page
Statement of authorship

i

Abstract

ii

Table of contents

iii

List of tables

vii

List of figures and schemata

ix

List of appendix

x

Chapter 1. INTRODUCTION

1

1.1

Rationale

1

1.2

Aims and objectives

4

1.2.1. Aims

4

1.2.2. Objectives

5

1.3. Scope of the study

5

1.4. Research questions

5

1.5

Research methods

5

1.5.1. Research methods

5

1.5.2. Selected Subject

6

1.5.3. Sampling

6

Significance of the study

6

1.6.1. Theoretical significance

6

1.6.2

6

1.6

1.7

Practical significance

Organization of the study

Chapter 2. REVIEW OF LITERATURE AND THEORETICAL

6
8

BACKGROUND
2.1. Review of the previous studies

8

2.1.1. In the world

8

2.1.2. In Vietnam

11


iv

2.1.3

The situation of teaching and learning English at Son Ha

13

High School
2.2. Theoretical basis

14

2.2.1. Contrastive linguistics
2.2.1.1

Concept and terminology content

2.2.1.2. The purpose, task and object of contrastive

14
14
16

linguistics
2.2.1.3. The principles of collation

17

2.2.1.4. The importance of contrastive linguistics for

21

foreign language teaching
2.2.2. Error and analyzing error

2.2.3

2.2.4

23

2.2.2.1. The concept of error

23

2.2.2.2

25

Analyzing error

2.2.2.3. Types of phonetic interference error

26

2.2.2.4. The meaning of error and error analysis

27

An overview of H’Re and English language

28

2.2.3.1. H’Re phonology overview

28

2.2.3.2. English phonology overview

30

Perceptions of pronunciation

33

2.3. English consonants and H’Re consonants

33

2.3.1. The concept of consonants

33

2.3.1.1. Manner of articulation

34

2.3.1.2. Place of articulation

34

2.3.1.3. State of vocal folds

34

2.3.2. English consonants

35

2.3.3. English final consonants

37

2.3.3.1. English final single-consonant

38

2.3.3.2. English final two-consonant combination

38

2.3.3.3. English final three-consonant combination

38


v

2.3.3.4. English final four-consonant combination

39

2.3.4. H’Re consonants

39

2.3.5. H’Re final consonant

41

2.3.6. The similarities between English and H’Re final consonant

41

systems
2.3.7. The differences between English and H’Re final consonant

42

systems
2.4

Conclusion

43

Chapter 3. RESEARCH METHODS

44

3.1. Methodology

44

3.1.1. The concept of methodology

44

3.1.2. The classification of methodology

44

3.1.3. The significance of methodology

44

3.2. Research methods

45

3.2.1. Describing phonetics - phonology

45

3.2.2. Recording

45

3.2.3. Contrasting

46

3.2.4. Other methods

46

3.3. Selected subjects

46

3.4. Sampling

46

Chapter 4. ANALYSIS OF ERRORS IN PRONOUNCING

47

ENGLISH FINAL CONSONANTS
4.1. Errors in pronouncing English final consonants
4.1.1. Single-consonant errors
4.1.1.1. The final consonant group is common in both two

47
47
47

languages
4.1.1.2. English final consonants cause pronunciation

48

errors
4.1.2. Two-consonant combination errors

59


vi

4.1.2.1. Errors of consonant omission in combination

60

4.1.2.2. Errors of combination syllabic sonorants

61

4.1.3. Three-consonant combination errors

62

4.1.3.1. Errors of consonant omission in combination

62

4.1.3.2. Errors of combination syllabic sonorants

63

4.1.4. Four-consonant combination errors

64

4.1.4.1. Errors of consonant omission in combination

64

4.1.4.2. Errors of combination syllabic sonorants

66

4.2. Some solutions fixing the errors in pronouncing English final

67

consonants of H’Re students at Son Ha High School
4.2.1. General solutions

67

4.2.2. Specific solution

68

4.2.2.1. Attitude about errors

68

4.2.2.2. Classification of pronunciation errors

68

4.2.2.3. Transmission of basic knowledge

68

4.2.2.4. Creating good conditions for students to listen

68

4.2.2.5. Building practice exercises

69

4.3. Conclusion

70

Chapter 5. CONCLUSION

71

REFERENCES
QUYẾT ĐỊNH GIAO ĐỀ TÀI LUẬN VĂN (bản sao)
APPENDIX/APPENDICES


vii

LIST OF TABLES

Table

Name of Table

Page

Table 2.1.

English consonants

35

Table 2.2.

H’Re consonants

39

Table 4.1.

Error of final consonant [-p]

48

Table 4.2.

Error of final consonant [-ð]

49

Table 4.3.

Error of final consonant [-θ]

50

Table 4.4.

Error of final consonant [-dʒ]

51

Table 4.5.

Error of final consonant [-tʃ]

51

Table 4.6.

Error of final consonant [-ʃ]

52

Table 4.7.

Error of final consonant [-ʒ]

53

Table 4.8.

Error of final consonant [-z]

53

Table 4.9.

Error of final consonant [-s]

54

Table 4.10.

Error of final consonant [-l]

55

Table 4.11.

Error of final consonant [-b]

55


viii

Table 4.12.

Error of final consonant [-d]

56

Table 4.13.

Error of final consonant [-g]

57

Table 4.14.

Error of final consonant [-f]

58

Table 4.15.

Error of final consonant [-v]

59

Table 4.16.

Error of final consonant [-nd]

60

Table 4.17.

Error of final consonant [-st]

61

Table 4.18.

Error of final consonant [-lfθ]

63

Table 4.19.

Error of final consonant [-mpt]

64

Table 4.20.

Error of final consonant [-ksts]

65

Table 4.21.

Error of final consonant [-lfθs]

67


ix

LIST OF FIGURES AND SCHEMATA
Figure/Schema
Figure 1.1.

Name of figure/schema
Ethnic minorities of South VietNam

Page
3

Figure 1.2.

Minority language groups of South VietNam Central

3

Schema 2.1.

English Syllable Structure

31

Schema 2.2.

English Syllable Structure

31

Schema 2.3.

McCully’s Syllable Structure

32

Schema 2.4.

English Syllable Structure

32

Figure 4.1.

Waveform and Spectrum of texts of the collaborator
Student 37

66


x

LIST OF APPENDIX
Appendix

Name of appendix

Page

Appendix 1

List of collaborators

79

Appendix 2

Trial word table

83

Appendix 3

English pronunciation rating scale

87

Appendix 4

The international phonetic alphabet

88

Appendix 5

English final consonant errors

89


1

Chapter One
INTRODUCTION
This is the opening chapter of the thesis which covers seven sections:
rationale, aims and objectives, research questions, research methods, scope of the
study, significance of the study, and organization of the study. Through this chapter,
people can get an overview of issues and research directions around the topic “An
Analysis of Errors in Pronouncing English Final Consonants by H’Re Ethnic Group
Students at Son Ha High School, Quang Ngai Province”.

1.1. RATIONALE
Vietnam is facing a major challenge of survival in history, that is to find a
creative way to integrate into the region and the world, successfully implement the
industrialization-modernization career, building and developing the country in the
era of information technology boom. In that context, foreign language has a new
role and position in substance: truly becoming the necessary communication tool,
the rich and sensitive media; raised as a role of a necessary quality capacity for the
personality of modern Vietnamese people. The strategic goal of foreign languages is
closely linked to the major objectives of education and training, defined on three
areas: improving people's intellectual standards, training human resources and
fostering talents. Foreign languages in general and English in particular have an
important role and position in the education and training career and in the
development of the country. In the general context of the country and the world, the
Party's view on Education and Training is that “Education is really considered as the
top national policy...”
Pronunciation is an integral part of foreign language learning since it directly
affects learners' communicative competence as well as performance. Limited
pronunciation skills can decrease learners’ self-confidence, restrict social
interactions, and negatively affect estimations of a speaker’s credibility and abilities.
The current focus on communicative approaches to EFL pronunciation learning and
the concern for building communication skills are renewing interest in the role that

2

pronunciation plays in EFL learners’ overall communicative competence. Correct
pronunciation, therefore, is not only good for speaking, but also helps to better
understand. However, pronunciation is a difficult skill. Without regular and positive
guidance and practice, progress will be almost impossible. In addition, there are
many different factors related to teaching methods, learning methods, influence of
mother tongue or communication conditions with native English speakers not much
affect progress of learners.
For English language learners as a foreign language, learning and mastering
pronunciation is a major obstacle because the spelling system of English is
"notoriously useless" if someone wants to deduce the pronunciation of a word from
the spelling of that word (Lecumberri & Maidment, 2000). Unlike languages in
which the writing system can suggest the pronunciation of words at some level,
such as Vietnamese, Japanese, Korean, Russian, or French, the relationship between
spelling and phonetics in English is very loose, making it difficult for learners. For
people who are ethnic minority students, this is even more hindrance because:
- Most ethnic minority students face difficulties in accessing information
technology. Therefore, their vocabulary, knowledge and skills are very limited,
affecting the process of learning new English.
- They are less exposed to the social environment, so they are very shy. Their
understanding

is

limited,

especially

Vietnamese

vocabulary

is

limited,

communication skills and information comprehension are not good, so teaching and
learning English for teachers and students has many difficulties.
- The topics in new English textbooks are very suitable for students’ age but
there is some knowledge that is quite strange to ethnic minority students so
communication is still difficult. A lesson consists of many different kinds of
knowledge so that teachers are struggling to convey all, students are also more
difficult to absorb.
- In order to study English well, learners must regularly cultivate knowledge
in combination with communication practice. But most students only study in class


3

lessons, have no sense of self-study outside the school, have no sense of practicing
communicating English with friends. This greatly affects the process of applying
English in their daily activities.
H’Re ethnic group has a long process of reproduction in the Middle Central
region of Vietnam, belonging to the Truong Son range of western Quang Ngai
Province. The residence area of H’Re ethnic minority in Quang Ngai Province is
mainly in three mountainous districts: Ba To, Minh Long and Son Ha. In addition,
there are scattered in some districts of Son Tay, Tra Bong, Nghia Hanh, Tu Nghia,

Duc Pho. H’Re residents outside Quang Ngai Province also reside in An Lao
District, Binh Dinh Province, in Kon Plong District in Kon Tum Province and in the
Central Highlands provinces. According to statistics, up to December 31, 2015, the
total of H’Re population in Quang Ngai province is 132.745 people, of which Son
Ha district has 65.823 people.

Ethnic minorities of
South VietNam

Minority language
groups of South
VietNam Central
Highlands, including
Pleiku, language
KonTum, and
The language of H’Re residents belongs to the Mon-Khmer
group
Quang Ngai Provinces

Figure 1.1.

Figure 1.2.

(South Asian linguistic family). Before 1975, some H’Re intellectuals studied the
writing of H’Re by using the Latin character system to transcribe, but it was lost in


4

oblivion. So far, the H’Re script has been studied by the Institute of Linguistics

(Vietnam Academy of Social Sciences) in collaboration with the Department of
Science and Technology (People's Committee of Binh Dinh Province). The project
leader is Prof. & Dr. Nguyen Van Loi (Institute of Linguistics). The direct editor is
Dr. Ta Van Thong (Institute of Linguistics) and Mr. Dinh Van Thanh of H’Re
ethnic group (Binh Dinh Department of Education and Training). The H’Re script is
studied, drafted and edited in combination with H’Re teaching materials of Quang
Ngai and Binh Dinh provinces. It is possible that phonetics has different places, but
because H’Re people have had a common voice for a long time, they still
understand each other.
Son Ha High School is a mountainous school where most of students are
ethnic. H’Re students account for 90 percent of all students in the school (640 H’Re
students). The situation of their family faces many difficulties and hardships. They
live far away from school and lack care and education of the family. The family and
school do not have close coordination in management, which has significantly
affected their studying and training, especially the English learning. Therefore, they
have some difficulties in learning English pronunciation. Until now, no research in
learning English pronunciation for ethnic learners at Son Ha High School has been
carried out. The researcher, therefore, decides to do the research with the hope that
this study can help students improve their English pronunciation.
From above-mentioned reasons, the researcher has decided to carry out “An
Analysis of Errors in Pronouncing English Final Consonants by H’Re Ethnic Group
Students at Son Ha High School, Quang Ngai Province” for studying. We hope that
it can help the learners study English better in the future.

1.2. AIMS AND OBJECTIVES
1.2.1. Aims
This study aims at identifying errors in pronouncing English final consonants
by H’Re ethnic group students and suggesting some solutions to the problems.

5

1.2.2. Objectives
The study is planed to:
- Investigate typical errors in pronouncing English final consonants that
H’Re students are often made.
- Find out reasons affecting English final consonants pronunciation of H’Re
students at Son Ha High School.
- Propose suggestions to improve English final consonants pronunciation of
H’Re students at Son Ha High School.

1.3. SCOPE OF THE STUDY
This study is concerned with analyzing errors in English final consonants
pronunciation of H’Re students at Son Ha High School. All studies focusing on
errors in pronouncing English final consonants of other knowledge of other students
at other schools are outside the scope of this study. In the scope of this thesis, we
only mention on the English consonants at the end of syllables.
Data collected for this thesis are mainly from H’Re learners at Son Ha High
School, Quang Ngai Province.

1.4. RESEARCH QUESTIONS
In order to achieve the set of goals, the researcher seeks to answer the
following research questions:
1. What errors in English final consonants pronunciation do H’Re students at
Son Ha High School usually make?
2. What are some factors contributed to making errors in pronouncing
English final consonants of H’Re students at Son Ha High School?
3. What are some solutions for improving English final consonants
pronunciation of H’Re students at Son Ha High School?

1.5. RESEARCH METHODS
1.5.1. Research methods
In order to solve the above tasks, in the process of implementing the
dissertation topic, the following methods were used:


6

-

Describing phonetics – phonology

-

Recording

-

Contrasting

-

Other methods

1.5.2. Selected Subject
The sample was built up with data collected from 100 H’Re students in 11th
grade.

1.5.3. Sampling
In this study, the sample was from recording English audio files.

1.6. SIGNIFICANCE OF THE STUDY
1.6.1. Theoretical significance
Theoretically,

the

research

presents

some

theoretical

studies

on

pronunciation in foreign language learners at the age of teenagers.

1.6.2. Practical significance
The results of this study will be great contributions to teaching English
pronunciation for H’Re students at high school level in Vietnam and is expected to
be useful reference material for any high school language teachers in Vietnam,
especially for those who are in favor of improving their H’Re students'
pronunciation in particular and other ethnic minorities in general.

1.7. ORGANIZATION OF THE STUDY
This paper is divided into five chapters:

Chapter one: Introduction
This chapter presents rationale, aims and objectives, research questions and
research methods, scope of the study, significance of the study, and organization of
the study.
Chapter two: Review of literature and theoretical background
In this chapter, the thesis presents two main issues. Firstly, we review some
previous works related to our topic, particularly the studies of English pronunciation
errors in the world and in Vietnam. Secondly, the thesis presents the theoretical


7

foundations of contrastive linguistics and error analysis. In addition, in this chapter,
the thesis presents an overview of H'Re and English phonology because we think
that the English pronunciation error of H’Re students at Son Ha High School has
deep origin from differences in syllable structure as well as H'Re and English
languages.
Chapter three: Research Methods
This chapter presents some methods which were used in this thesis.
Chapter four: Analysis of errors in pronouncing English final
consonants
In this chapter, the thesis first describes and collates the H’Re and English
consonant systems, the thesis then predicts possible types of final consonant errors
for Son Ha High School students. Based on the analysis results, we describe which
consonant errors can be overcome, which ones are inherent and difficult to
overcome. On the basis of the thesis database, we propose reasonable measures to
fix the errors.
Chapter four: Conclusion
This chapter provides conclusion, limitation and further research of the study.

8

Chapter Two
REVIEW OF LITERATURE AND THEORETICAL BACKGROUND
This chapter is an introduction about the previous studies on pronunciation
and errors in pronouncing English. The thesis also presents the theoretical
foundations of contrastive linguistics and error analysis. In addition, in this chapter,
the thesis presents not only an overview of H'Re and English phonology but also the
consonant systems of H’Re and English as well as the similarities and the
differences between these two languages because we think that the English
pronunciation error of H’Re students at Son Ha High School has deep origin from
differences in syllable structure as well as H'Re and English languages.

2.1. REVIEW OF THE PREVIOUS STUDIES
2.1.1. In the world
So far, studies on English pronunciation teaching and learning have been
done by some researchers. Fraser (2001) pointed out that good pronunciation brings
a lot of benefits to Australian immigrants (in finding jobs, achieving educational
purposes, or in other aspects of life). Good phonics is somewhat more important
than good grammar, because no matter how perfect the grammar is, it can be
completely obscured by poor pronunciation. However, according to Silveira (2002),
the teaching of pronunciation was lacking in English classes as a foreign language
for a long time by a classical theory that phonetics is not important in the teaching
and learning language process and the learners can “collect” it in the
communication process. Fortunately, that belief is not as popular as before, and the
teaching and learning of phonetics has undergone a major step of change, so that
today it becomes a perfecting factor not only for communication but also for ability
to build discourse, sociolinguistics and strategic competence (Morley, 1994). Many
studies also show that the older the learner is, the less likely pronunciation of native

speakers, even if other elements of the language such as grammar or vocabulary
may not be different than native speakers. It can be mentioned here that the typical


9

authors support this view as Oyama (1976), Werker et al. (1981) or Kenworthy
(1988).
Researching errors in general and errors in pronouncing in particular has
been done by many authors around the world. Mathew (2005) studied errors in
pronunciation of consonants by learners of English as a foreign language whose
first languages are Indonesian, Gayo and Acenhnese. Research results show that
these groups of people often make mistakes in English extracts. Those are the
occlusive consonants, the fricative consonants, and the affricate consonants. By
using various research facilities such as observing, recording and surveying, Hassan
and Muhammad (2014) explored the English pronunciation errors of Saudi speakers
to advance solutions which help learners improve their English pronunciation. The
results show that the Saudis have difficulty in pronouncing vowels with multiple
pronunciations (inconsistency in how words are expressed and pronounced) and
some opposing consonant pairs such as [z] and [ð], [s] and [θ], [b] and [p], [ʃ] and
[tʃ]. Basing on the results of the study, Muhammad and Hassan concluded that the
Saudis makes mistakes in pronunciation due to the language interference, the
differences between the Saudi and English audio systems, and the word expression
is not consistent with pronunciation, especially English vowels.
Zhang and Yin (2009) studied the pronunciation of English learners in China.
The authors have demonstrated many factors affecting the pronunciation of Chinese
people such as language interference, age, attitude as well as knowledge of
phonetics - phonology in English. Among the factors mentioned, the interference
between Chinese and English is the most influential and also the main reason of the
Chinese pronunciation errors.

Hjollum and Mees (2012) recorded the speech of six people in Faroes island
in Denmark when they studied English. By analyzing their 3547 statements, the
authors concluded that Faroese speakers often have difficulty in pronouncing
English. The most common errors include replacing the English syllable with an
equivalent Faroese one (such as replacing the [θ] consonant with the [t] consonant


10

of Faroese), reducing the resonance of the nasal consonants ([m], [n], [ŋ], thrill and
lateral approximant consonants ([l], [r]) and the most common errors in English
voiceless plosive consonants [p], [t], [k].
Luo (2014) explored the English pronunciation errors of Chinese university
students in three groups: firstly, students who confuse the sound of [n] and [l] in the
Yangtze River area, China; secondly, students speak southern dialects, who are
almost unable to distinguish consonant pairs [f] and [h] and thirdly, students speak
the Chuang dialect in the western of China, who cannot distinguish voiced and
voiceless consonants. Jianping Luo asserted that language interference (namely the
three different dialects above) was the main cause of difficulty for students to speak
or read English. Enli (2014) studied consonant and vowel pronunciation errors of
Chinese Mandarin speakers. Based on the pronunciation analysis of 50 people, the
author concluded that Chinese Mandarin speakers have difficulty in pronouncing
dental consonants [θ] and [ð] and final consonants in plural nouns as well as
singular verb [s], [z] or [iz]. Regarding to vowels, they often make mistakes with
vowels [i:], [i], [ei], [u:], [aʊ] and [eə].
Ahmad (2011) studied the English pronunciation errors of college
preparatory students at Najran University, Saudi Arabia. Based on the analysis of
the Arabic and English phonetic systems and the collaborative analysis of the
collaborators, the author concluded that the following 7 consonants are the most
difficult for Arab Saudi students (in order of most difficult to least difficult): [ʒ], [p],

[ŋ], [d], [tʃ], [v] and [t].
Ahmad and Muhiburrahman (2013) explored the viewpoint of the Saudi
consonant pronunciation errors by English teachers in the preparatory program at
Najran University, Saudi Arabia. The authors concluded that because of lack of
attention to pronunciation instruction and lack of motivation to study, students make
mistakes in pronunciation. According to research data, students often mispronounce
the consonants such as [p], [d], [v], [tʃ], [ʒ] and [ŋ].


11

2.1.2. In Vietnam
The studies of bilingual phenomenon and interference between Vietnamese
and Vietnamese languages as well as between Vietnamese and some popular
languages in the world were mentioned and studied by many authors.
Typically, Bùi Khánh Thế (2013) studied and pointed out some facts about
bilingual and bilingual research problems in Vietnam; Phùng Thị Thanh (2007) has
analyzed and contrasted the first consonant system, rhymes and vocals between
Vietnamese and H’Mong language. Based on the division of types of errors of
Hmong students, the author proposed solutions to overcome Vietnamese
pronunciation errors of H’Mong students. In addition to the above works, there are
many research projects on bilingual phenomenon and interference between
Vietnamese and ethnic languages to apply the teaching of ethnic minority languages
in Vietnam.
Nguyễn Thiện Nam (2001) surveyed Vietnamese grammar errors of
foreigners and related issues. The author has initially applied Corder's error analysis
theory (1973) to classify errors and point out some causes of their grammatical
errors while learning and using Vietnamese. The author relied on data collected
from Khmer, English, and Japanese speakers to classify their errors into two
subcategories: common target language errors (general errors) and interference

errors (specific errors). With some valid arguments about errors, the author has
proposed some solutions to help foreigners overcome difficulties in learning and
using Vietnamese grammar.
Phạm Đăng Bình (2003) surveyed and pointed out language and culture
interference errors in the discourse of Vietnamese people learning English,
especially deeply analyzing cultural interference errors. Based on the analysis of
learners' errors, the author points out the types of consonant errors at the beginning
of the syllable, the end of the syllable, the vowel, the errors of grammar, vocabulary
and culture. In general, the author has generalized some errors of Vietnamese
people learning English but he has not really deeply analyzed the causes of errors.


12

Nguyễn Văn Phúc (1999) studied and provided a systematic view of reality
of Vietnamese pronunciation errors of English-speaking foreign students. The
author has made a significant contribution when making descriptions of errors in
terms of phonetics, considering errors in dynamic languages, that is, describing
errors in the service of language.
Buarapha (2006) contrasted and analyzed the Thai and Vietnamese tones
systems. Depending on the description of Vietnamese and Thai tones, the author
pointed out the causes of the errors and how to fix the Vietnamese tone
pronunciation errors of Thai students studying Vietnamese.
The issue of studying pronunciation errors of foreign language learners has
also been carried out by researchers. Vũ Bá Hùng (2000a) studied the phenomenon
of language interference on phonetic aspect and corrected pronunciation errors in
the process of teaching German for Vietnamese students. Miller (1976) studied
types of phonic interference in Vietnamese speakers of English. By comparing the
vowel and consonant systems in Vietnamese and English, the author generalized a
type of Vietnamese people’s English pronunciation error according to Weinreich's

error classification framework (1953). Nguyễn Huy Kỷ (2004) studied English
intonation errors of Vietnamese to help them speak English better, namely students
at Hanoi Pedagogical College. By phonological descriptive method, Dương Thị Nụ
(2009) researched the pronunciation errors of 4 English phonemes [ʃ], [ʒ], [tʃ] and
[dʒ]. The author concluded that English pronunciation errors are caused by a lack of
pronunciation knowledge and, most importantly, the influence of the mother tongue.
With the exactly reasons for errors, the author has pointed out 4 pairs of errors: [ʃ]
to [s], [ʒ] to [z], [dʒ] to [z] or [s] and [tʃ] to [k], and recommended some solutions to
surmount them.
Trần Thị Thanh Diệu (2013) conducted an experimental study to investigate
the pronunciation of English stress and intonation of Vietnamese people. Based on
the results of empirical research, the author has initially described the types of


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errors that pronounce the English intonation elements of Vietnamese and offered
solutions to overcome errors related to English stress and English intonation.
Researching errors and offering application solutions in teaching foreign
languages have also been studied in a number of master's theses. For example,
Nguyễn Vũ Phương (2006) compared English mono-phonemic dipthongs with
Vietnamese ones, pointed out the similarities and differences between them and
found solutions to help Vietnamese learning English avoid pronunciation errors.
Nguyễn Tấn Lộc (2009) described two fricative consonants [θ] and [ð], compared
them with consonants which are often considered similar in Vietnamese to help
non-language students at Ho Chi Minh University of Transport pronounce correctly
English. Lê Thanh Tú (2009) applied minimal pairs to teach English discrete sounds
to English non-majored students at Ho Chi Minh City University of Transport. Trần
Thị Thu Giang (2010) researched and proposed some solutions to help students in
Yen Vien High School, Hanoi speak English better. Vũ Đoàn Thị Phương Thảo

(2011) researched and corrected common errors in pronouncing consonants of the
second-foreign language students, University of Foreign Languages, Vietnam
National University, Hanoi. Nguyễn Thị Kim Ba (2009) explored the Pronunciation
problems faced by first year English learners at Mekong University and proposed
some measures to help students pronounce better. Phạm Thị Tú Hằng (2010)
explored the problems of Ha Tinh learners in pronouncing English final consonants.
It can be said that these works have initially established a system of theoretical
background of errors through language contact and interference.

2.1.3. The situation of teaching and learning English at Son Ha
High School
At Son Ha High School, the teaching staff of English teachers includes 12
people, university-level majors in English language and teaching methods and they
are all trained in Vietnam. All the teachers are Kinh people, sometimes they have
difficulty in communicating with H’Re students. This is a cause of great obstacles
in the process of teaching and learning English. Son Ha High School is a