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


STATEMENT OF AUTHORSHIP
Except where reference is made in the text of the thesis, this thesis contains no material
published elsewhere or extracted in whole or in part from a thesis by which 1 have qualified for
or been awarded another degree or diploma.
No other person’s work has been used without due acknowledgements in the thesis.
This thesis has not been submitted for the award of any degree or diploma in any other
tertiary institution.
Da Nang, April 2020

Nguyen Thi Thu Quyen


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.


5

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

1.6 Significance of the study

6

1.6.1. Theoretical significance
1.6.2 Practical significance
1.7 Organization of the study

6
6
6

Chapter 2. REVIEW OF LITERATURE AND THEORETICAL 8
BACKGROUND
2.1.

Review of the previous studies 8

2.1.1.

In the world 8

2.1.2.

In Vietnam

2.1.3

The situation of teaching and learning English at Son Ha 13 High

11


6

School
2.2.

2.3.
2.2.1.2.

The purpose, task and object of contrastive 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
2.2.1.

Error and analyzing error 23
2.2.2.1.

2.3.3.1.


7

2.2.2.2.2.2.2.3.
2.3.3.4. English final four-consonant
combination
2.2.2.5.
2.2.2.6.
2.3.4. H'Re consonants

2.2.2.8.
2.2.2.9.
2.3.5. H'Re final consonant
2.2.2.11.
2.2.2.12.
2.3.6. The similarities between English and H'Re final
consonant
2.2.2.14.
2.2.2.15. systems
2.2.2.17.
2.2.2.18.
2.3.7. The differences between English and H'Re final
consonant
2.2.2.20.
2.2.2.21. systems
2.2.2.23.
2.2.2.24.
Conclusion
2.
2.2.2.26.
Chapter 3. RESEARCH METHODS
2.2.2.28.
2.2.2.29.
Methodology
3.
2.2.2.31.
2.2.2.32.
3.1.1. The concept of methodology
2.2.2.34.
2.2.2.35.

3.1.2. The classification of methodology

2.2.2.37.
2.2.2.38.

3.1.3. The significance of methodology

2.2.2.40.
2.2.2.41.
3. 2.2.2.43.
2.2.2.44.
2.2.2.46.
2.2.2.47.

2.2.2.4.
32.2.2.7.
3
2.2.2.10.
4
2.2.2.13.
4
2.2.2.16.
2.2.2.19.
42.2.2.22.
2.2.2.25.
42.2.2.27.
4
2.2.2.30.
4

2.2.2.33.
4
2.2.2.36.
4
2.2.2.39.
4
2.2.2.42.
42.2.2.45.

Research methods
3.2.1. Describing phonetics - phonology
3.2.2. Recording

4
2.2.2.48.
4
2.2.2.51.
4
2.2.2.54.
42.2.2.57.

2.2.2.49.
2.2.2.50.
3.2.3. Contrasting
2.2.2.52.
2.2.2.53.
3.2.4. Other methods
2.2.2.55.
Selected subjects
3. 2.2.2.56.

4
2.2.2.58.
2.2.2.60.
2.2.2.59.
Sampling
2.2.2.61.
3.
4
2.2.2.62.
Chapter 4. ANALYSIS OF ERRORS IN PRONOUNCING 47
2.2.2.63.

ENGLISH FINAL CONSONANTS

4.1.

Errors in pronouncing English final consonants 47

4.1.1.

Single-consonant errors

4.1.1.1.

47

The final consonant group is common in both two 47

languages
4.1.1.2.

4.1.2.

English final consonants cause pronunciation 48 errors
Two-consonant combination errors

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

59


8

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

4.1.4.1.

Errors of consonant omission in combination 64

4.1.4.2.

Errors of combination syllabic sonorants 66

4.2.

64

Some solutions fixing the errors in pronouncing English final 67

consonants of H'Re students at Son Ha High School
4.2.1.
4.2.2.
4.2.3. REFERENCES
4.2.4. QUYẾT ĐỊNH GIAO ĐỀ TÀI LUẬN VĂN (bản sao)
APPENDIX/APPENDICES


9

4.2.5.
4.2.6. Table

LIST OF TABLES

4.2.7. Name of Table

4.2.8. P
age

4.2.9. Table 2.1. 4.2.10.English consonants

4.2.11.
35

4.2.12.Table 2.2. 4.2.13.H'Re consonants

4.2.14.
39

4.2.15.Table 4.1. 4.2.16.Error of final consonant [-p]

4.2.17.
48

4.2.18.Table 4.2. 4.2.19.Error of final consonant [-Ỗ]

4.2.20.
49

4.2.21.Table 4.3. 4.2.22.Error of final consonant [-0]

4.2.23.
50

4.2.24.Table 4.4. 4.2.25.Error of final consonant [-d3]

4.2.26.
51

4.2.27.Table 4.5. 4.2.28.Error of final consonant [-tj]

4.2.29.
51

4.2.30.Table 4.6. 4.2.31.Error of final consonant [-J]

4.2.32.
52

4.2.33.Table 4.7. 4.2.34.Error of final consonant [-3]

4.2.35.
53

4.2.36.Table 4.8. 4.2.37.Error of final consonant [-z]

4.2.38.
53

4.2.39.Table 4.9. 4.2.40.Error of final consonant [-s]

4.2.41.
54

4.2.42.Table
4.10.

4.2.43.Error of final consonant [-l]

4.2.44.
55

4.2.45.Table
4.11.
4.2.48.

4.2.46.Error of final consonant [-b]

4.2.47.
55


10

4.2.49.Table
4.12.

4.2.50.Error of final consonant [-d]

4.2.51.
56

4.2.52.Table
4.13.

4.2.53.Error of final consonant [-g]

4.2.54.
57

4.2.55.Table
4.14.

4.2.56.Error of final consonant [-f]

4.2.57.
58

4.2.58.Table
4.15.

4.2.59.Error of final consonant [-v]

4.2.60.
59

4.2.61.Table
4.16.

4.2.62.Error of final consonant [-nd]

4.2.63.
60

4.2.64.Table
4.17.

4.2.65.Error of final consonant [-st]

4.2.66.
61

4.2.67.Table
4.18.

4.2.68.Error of final consonant 1 -lfO|

4.2.69.
63

4.2.70.Table
4.19.

4.2.71.Error of final consonant [-mpt]

4.2.72.
64

4.2.73.Table
4.20.

4.2.74.Error of final consonant [-ksts]

4.2.75.
65

4.2.76.Table
4.21.

4.2.77.Error of final consonant [-lfOs|

4.2.78.
67

4.2.79.Figure/Sc
hema

4.2.80.Name of figure/schema

4.2.81.P
age

4.2.82.Figure
1.1.

4.2.83.Ethnic minorities of South VietNam

4.2.84.3

4.2.85.Figure
1.2.

4.2.86.Minority language groups of South VietNam
Central

4.2.88.Schema
2.1.
4.2.91.Schema
2.2.

4.2.89.English Syllable Structure

4.2.87.3
4.2.90.
31

4.2.92.English Syllable Structure

4.2.93.
31

4.2.94.Schema
2.3.

4.2.95.McCully's Syllable Structure

4.2.96.
32

4.2.97.Schema
2.4.

4.2.98.English Syllable Structure

4.2.99.
32


11

4.2.100.
gure 4.1.

Fi

4.2.101.
Waveform and Spectrum of texts of the
collaborator Student 37

4.2.102.
66


12

4.2.103.
4.2.104.
A
ppendix

4.2.105.

LIST OF APPENDIX
Name of appendix

4.2.106.
Page

4.2.107.
Ap
4.2.108.
pendix 1

List of collaborators

4.2.109.
79

4.2.110.
Ap
4.2.111.
pendix 2

Trial word table

4.2.112.
83

4.2.113.
Ap
4.2.114.

pendix 3

English pronunciation rating scale

4.2.115.
87

4.2.116.
Ap
4.2.117.
pendix 4

The international phonetic alphabet

4.2.119.
Ap
4.2.120.
pendix 5

English final consonant errors

4.2.118.
88
4.2.121.
89


13

4.2.122.

Chapter One

INTRODUCTION
4.2.123.

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

4.2.124.

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...”
4.2.125.

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


14

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.
4.2.126.

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.


15

-

In order to study English well, learners must regularly cultivate knowledge in
combination with communication practice. But most students only study in
classlessons, 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.
4.2.127.

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.
ì BRlt ’ỵ **

MAP 1
ETHNIC MINORITIES

SOUTH CHINA SEA

/ L?*‘.
...

v

KATU f

SOUTH VIETNAM

A?u,"fl

PJBH

LEGEND

----\iiAtUA, X. \ ■

nK“»K?''W“ X 1

Tribal Boundary Tribal Name
BAHNAR,

\ 'KonTiun

s PlelKu
MAN
n.ar
J 5 Li XMAN,
near BanMeThuot, etc. I JARAI
MUtlNG, near BanMeThuot, etc. J
near DaLat, etc.
near DaLat, etc. near DaLat, etc.

BLACK TAI
near DaLat, etc. ị I

1J

BAHN AR /

""
Tuylioa

.< ■■■

RdGLAI

SÀIGÒN

if Linfiuiatit

1971

Ethnic minorities of
South VietNam

4.2.128.
4.2.129.

Map 2. Minority language groups of South VietNam Central Highlands,
including pleiKu, KonTun, and Qu&ngNgSi Provinces

Figure 1.2.

Minority language
groups of South
VietNam Central

The language of H'Re residents belongs to the Mon-Khmer

language group (South Asian linguistic family). Before 1975, some H'Re inte llectuals


16

studied the writing of H'Re by using the Latin character system to transcribe, but it
was lost in 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.
4.2.130.

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.
4.2.131.

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

4.2.132.

This study aims at identifying errors in pronouncing English

final consonants by H'Re ethnic group students and suggesting some solutions to the


17

problems.

1.2.2.

Objectives

4.2.133.

The study is planed to:

4.2.134.

- Investigate typical errors in pronouncing English final

consonants that H'Re students are often made.
4.2.135.

- Find out reasons affecting English final consonants

pronunciation of H'Re students at Son Ha High School.
4.2.136.

- Propose suggestions to improve English final consonants

pronunciation of H'Re students at Son Ha High School.

1.3.

SCOPE OF THE STUDY

4.2.137.

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.
4.2.138.

Data collected for this thesis are mainly from H'Re learners at

Son Ha High School, Quang Ngai Province.

1.4.

RESEARCH QUESTIONS

4.2.139.

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.
1.5.1.

RESEARCH METHODS
Research methods

4.2.140.

In order to solve the above tasks, in the process of implementing


18

the dissertation topic, the following methods were used:
-

Describing phonetics - phonology

-

Recording

-

Contrasting

-

Other methods

1.5.2.

Selected Subject

4.2.141.

The sample was built up with data collected from 100 H'Re

students in 11th grade.

1.5.3.

Sampling

4.2.142.

1.6.
1.6.1.

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

SIGNIFICANCE OF THE STUDY
Theoretical significance

4.2.143.

Theoretically, the research presents some theoretical studies on

pronunciation in foreign language learners at the age of teenagers.

1.6.2.

Practical significance

4.2.144.

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

4.2.145.

This paper is divided into five chapters:

4.2.146.

Chapter one: Introduction

4.2.147.

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.
4.2.148.

Chapter

two:

Review

of

literature

and

theoretical

background
4.2.149.

In this chapter, the thesis presents two main issues. Firstly, we


19

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 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.
4.2.150.

Chapter three: Research Methods

4.2.151.

This chapter presents some methods which were used in this

4.2.152.

Chapter four: Analysis of errors in pronouncing English

thesis.
final consonants
4.2.153.

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.
4.2.154.
Chapter four: Conclusion
4.2.155.
and further

This
research
chapter
ofprovides
the study.
conclusion, limitation


4.2.156.

Chapter Two

REVIEW OF LITERATURE AND THEORETICAL

4.2.157.

BACKGROUND
4.2.158.

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

4.2.159.

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 authors


support this view as Oyama (1976), Werker et al. (1981) or Kenworthy (1988).
4.2.160.

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 [Ỗ], [s] and [0], [b] and [p], [J] and [tJ].
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.
4.2.161.

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.
4.2.162.

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 [0] consonant with the [t]
consonant of Faroese), reducing the resonance of the nasal consonants ([m], [n], [g],


thrill and lateral approximant consonants ([l], [r]) and the most common errors in
English voiceless plosive consonants [p], [t], [k].
4.2.163.

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 [0] and [Ỗ] 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:], [ao] and [ea].
4.2.164.

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): [3], [p],
[ ] [d]

g

[tf! [v] and [t].
4.2.165.

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], [tj], [3] and [g].

2.1.2.

In Vietnam

4.2.166.

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.

4.2.167.

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.
4.2.168.

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.
4.2.169.

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.
4.2.170.

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.
4.2.171.

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.
4.2.172.

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 [J], [3], [tj] and
[d3]. 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: [J] to
[s], [3] to [z], [d3] to [z] or [s] and [tj] to [k], and recommended some solutions to
surmount them.
4.2.173.

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 errors that pronounce the English intonation elements of Vietnamese and offered
solutions to overcome errors related to English stress and English intonation.
4.2.174.

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 [0] and [Ỗ], 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 secondforeign 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
4.2.175.

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
mountainous school, so students do not have the opportunity to interact with
foreigners. It means the English communication environment with native speakers is
almost not available. This is a great obstacle to their listening and speaking learning.