Pronunciation of Consonants /Ð/ and /Θ/ by Adult Vietnamese Efl Learners

Bui, Thien Sao

doi:10.17509/ijal.v6i1.2744

Cited by 10 publications

(12 citation statements)

References 13 publications

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“…He added that the findings suggest that teaching pronunciation to adults is beneficial in the acquisition of Spanish pronunciation as evidence by the experimental group subjects' overall improvement in pronunciation over the course of the semester. Bui (2016) showed that the EFL learners' problems in pronouncing /θ/ and /ð/ need attention from the teachers. Along with giving proper instruction, the teachers can acknowledge the students about the possible mistakes they might make.…”

Section: Previous Studiesmentioning

confidence: 99%

Formal Instruction and Its Effects on the Acquisition of English Affricate Consonants

Weda¹,

Sakti²

2018

IJARPED

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Indonesian and English have some differences dealing with their symbols or phonemes in the points and manner of articulation. On the other hand, they have the same symbols and phonemes in affricate consonants, voiceless alveolar-palatal /ʧ/ and voiced alveolar-palatal /ʤ/. This study therefore aims to find out whether formal instruction improve the acquisition of English fricative consonants by Indonesian learners of English. The study employed quasi experimental design, the nonequivalent control group design. It used two groups, one received treatment (formal instruction) and another group was taught conventionally. The population of this study is students of English Literature Study Program Faculty of Languges and Literature Universitas Negeri Makassar Indonesia. There were 64 students participated as subjects of this study. The subjects ranging from 17 -19 years old attended an English phonology subject in 2016/2017 academic year. The study reveals that formal instruction improves the acquisition of English affricate consonants by Indonesian learners of English. There are two main conclusions of this study. The first one is that the Indonesian learners of English met difficulties in transcribing English affricate consonants [tʃ] and [dʒ] in pretest, either for control group or experimental group. The second main finding as the primary concern of this study is that the formal instruction improved students' acquisition of English affricate consonants [tʃ] and [dʒ], where the subjects' answers toward the list of words significantly improved.

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Section: Previous Studiesmentioning

confidence: 99%

Formal Instruction and Its Effects on the Acquisition of English Affricate Consonants

Weda¹,

Sakti²

2018

IJARPED

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“…They tend to replace sounds that are absent from their L1 with the sounds that are close (closest) to the L2 sounds in terms of the place of articulation (O'Connor, 1981;Carter & Nunan, 2001;Gondová, 2012;Hornáčková-Klapicová, 2012;Hassan, 2014;Bui, 2016). Similarly, Munro (2008) and Zampini (2008) claim that pronunciation intelligibility is frequently hampered by the mispronunciation of segmentals.…”

Section: Intelligibility Problemsmentioning

confidence: 99%

“West” or “Vest”? Pronunciation of English Consonants [w] and [v] in the Utterances of Slovak EFL Speakers

Metruk

2018

JLE

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The paper investigates the pronunciation of the labiodental fricative [v] and the labial-velar approximant [w] in the word-initial position in English utterances by Slovak speakers. The objective of the study is to explore which of the two consonants appear to be more problematic for Slovak learners of English. 40 students from a Slovak university produced spontaneous monologues in English, which were recorded using a computer and a standard microphone. Afterwards, two native English speakers conducted a subjective auditory analysis in an attempt to identify errors in the subjects' pronunciation. The results demonstrate that Slovak learners of English frequently encounter difficulties in pronouncing the two consonants, sometimes substituting [v] for [w] and vice versa. The data obtained indicate that the subjects were beset with problems mispronouncing the two sounds to almost the same degree. Possible causes of the erroneous pronunciation seem to involve native language interference, devoting extra effort to approach authentic English pronunciation, and the neglect of pronunciation instruction.

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“…In many contexts of language learning, a variety of studies have been done about pronunciation, its factors on learners' acquisition, its roles in language speaking or competencies, the methods of instruction and mastering the sounds, the interaction or difficulties in practicing the sound segments, and so on (Fauzi, 2014;Herman, 2016;Bui, 2016;Metruk, 2017;Ahmad & Muhiburrahman, 2013;Fouz-González, 2017;Lee, Jang, & Plonsky, 2015;Nguyen, 2007;Bernhardt, Másdóttir, Stemberger, Leonhardt & Hansson, 2015;Georgios P. Georgiou, 2019;Chen & Han, 2019;Shabani & Ghasemian, 2017;and Rahimi & Ruzrokh, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Importantly, current research has focused on the learners' errors of pronouncing fricative sounds, distinguishing voiced versus voiceless, improving fricative pronunciation, and finding guidelines for pronouncing English final sounds (Fauzi, 2014;Herman, 2016;Bui, 2016;Metruk, 2017;Ahmad & Muhiburrahman, 2013). Fauzi (2014) concentrated on errors in pronouncing the fricative sound /f/ and /v/ of Sundanese students.…”

Section: Introductionmentioning

confidence: 99%

Efl Students’ Recognition of Fricative Sounds at a University in the South of Vietnam

Lan

Khang²

2020

EJFL

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This research aims at investigating learners’ capacity to aurally and visually recognize and properly pronounce the fricative sounds. A descriptive study was conducted with 156 participants. Since research about pronunciation which has incidentally been assumed and framed to be extremely outdated in the research context, various tests and research tool for both qualitative and quantitative data were utilized for better triangulation of the evidence. The two listening tests focused on the learners’ ability of sound recognition for fricative sounds. Then, interviews were utilized to collect both teachers and learners’ strategies for learning pronunciation. Regarding the two tests, a minimal pair is designed for each question using a native speaker’s voice. In each pair of words in test #1, learners choose one that they can distinguish. Similarly, in test #2 one word of each pair would be pronounced incorrectly (e.g. most of pairs) and learners listen and determine the right or wrong sound(s). Afterwards, four teachers and eleven learners were interviewed about this matter. Finally, this study reveals several surprising findings. Learners cannot identify and recognize these sounds /f/-/v/, /f/-/θ/, /s/-/z/, /s/-/ʒ/, /s/-/ʃ/, /ʃ/-/θ/, /z/-/ʒ/, and /ʒ/-/ʃ/. The reasons for such dominated problems in identifying these fricative sounds include their mis-matched cognitive knowledge about different sounds and their psychology in uttering the sounds. From this study, several implications are drawn out to raise a proper awareness to learners’ practice of pronunciation with recommended methods so that teachers can help learners develop their abilities in distinguishing the sounds to pronounce accurately and improve their communicative efficiency. Article visualizations:<img src="/-counters-/edu_01/0721/a.php" alt="Hit counter" />

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Pronunciation of Consonants /Ð/ and /Θ/ by Adult Vietnamese Efl Learners

Cited by 10 publications

References 13 publications

Formal Instruction and Its Effects on the Acquisition of English Affricate Consonants

Formal Instruction and Its Effects on the Acquisition of English Affricate Consonants

“West” or “Vest”? Pronunciation of English Consonants [w] and [v] in the Utterances of Slovak EFL Speakers

Efl Students’ Recognition of Fricative Sounds at a University in the South of Vietnam

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