Pronunciation Errors in English Vowels and Consonants among 3rd Year Students at Dai Nam University: Patterns and Pedagogical Implications
Abstract
This study investigates the most frequent pronunciation errors in English vowels and consonants among 3rd-year English students at Dai Nam University, explores the potential causes of these errors, and proposes effective teaching methods to address these pronunciation challenges. Utilizing a mixed-methods approach, quantitative data from recorded pronunciation tasks identified recurring errors, such as confusion between long and short vowels and substitutions for consonant sounds absent in Vietnamese phonology (e.g., /θ/ and /ð/). Qualitative data from interviews and focus groups suggest that these errors are influenced by phonological transfer effects from Vietnamese and a lack of awareness among students regarding the phonetic distinctions between Vietnamese and English. Focus group discussions with instructors highlight effective pedagogical techniques, including minimal pair drills, phonetic symbols, and visual aids, that address these specific pronunciation difficulties. The findings underscore the need for tailored pronunciation instruction that raises phonological awareness and incorporates structured practice, enabling Vietnamese EFL students to improve their pronunciation accuracy and confidence in English communication.
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Authors
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