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NGHIÊN CỨU VỀ LỖI PHÁT ÂM NHIỀU LỖI MÀ CÁC SINH VIÊN CHUYÊN ĐỀ TIẾNG ANH NĂM ĐẦU TIÊN TẠI ĐẠI HỌC DÂN TỘC HẢI PHÒNG CHỌN VÀO. Nội dung và yêu cầu cần giải quyết trong đồ án tốt nghiệp (về lý thuyết, thực hành, số liệu cần tính toán và hình vẽ). 1. Đánh giá chất lượng của luận văn tốt nghiệp trên các phương diện thu thập và phân tích tài liệu, số liệu ban đầu, giá trị lý luận và thực tiễn của đề tài.

During the process of doing my graduation thesis, I received a lot of support and help from my teachers and friends. I would like to express my gratitude to my supervisor, Ms. Nguyen Thi Huyen, M.A, for her guidance and valuable comments throughout my research. I am also grateful to the teachers from the Faculty of Foreign Languages ​​at Haiphong Private University, who provided useful lectures and valuable knowledge in this field of study.

I would like to thank the first-year English majors at Haiphong Private University for their warm cooperation during the time I collected data and information for my research, especially students from NA1701 for their participation and comments in completing the questionnaire. . Finally, I would like to take this opportunity to express my indebtedness to my friends who always stand by me and give me their support to complete this study.


  • Rationale
  • Aim of the study
  • Research questions
  • Scope of the study
  • Design of the study

Hopefully, this study will help students thoroughly understand the problems they have not noticed before and provide some solutions to solve the problems and help them improve their pronunciation. This study aims to help freshmen at Haiphong Private University realize their final sound mistakes. It also helps students to be aware of pronunciation problems and gives some suggestions to deal with their final sound errors.

Therefore, this research will focus on the most common pronunciation errors of first year English majors at HPU, i.e. the final sound. The author will focus on five common final voice errors from a survey questionnaire chosen by 38 students from NA1701. The author hopes that this study will be a useful material for any student dealing with this issue and that it will help to eliminate pronunciation errors.

The survey questionnaire will be conducted to find out the most common ending sound errors that first year English students at HPU tend to make when speaking. The results from the investigation into the ending of the sound problems of the first-year English majors at Haiphong Private University in part 2 will be concluded in this part.



  • Introduction
  • Pronunciation
    • Definition
    • The importance of pronunciation
  • What is English pronunciation error?
  • Consonants
    • Definition
    • Classification and description of consonants
  • English ending sounds
    • Definition
    • Ending sound errors

Dentistry: are the sounds produced when the tip or blade of the tongue touches the upper front teeth. Alveolar: Are the sounds produced when the tip or blade of the tongue touches or approaches the alveolar rim. Retroflex: is the sound produced when the tip of the tongue curls back toward the alveolar ridge.

Palate - alveolar: are the sounds that are produced with the tip or blade of the tongue approaching the area between the back of the alveolar ridge and. Palatal: is the sound produced with the front of the tongue approaching the hard palate. Vowels: are the sounds produced with the back of the tongue touching the soft palate.

Glottal: are the sounds that are produced without the active use of the tongue and other parts of the mouth. According to Mark (2008), end-of-sound errors can be defined as “incorrect pronunciation of the final consonant in a word”.


Participants and purposes of the survey questionnaire

Design of the questionnaire

Question 1, Question 2 and Question 3 refer to the student's attitude towards English speaking skills in general and the importance of pronunciation in particular. Question 4, Question 5 and Question 6 are designed to find out the students' interest in pronunciation and their experience and frequency of making pronunciation mistakes when they speak English. Question 7, Question 8 and Question 9 provide information on some common pronunciation errors that first year students encounter when speaking.

Findings and discussion

  • Data analysis
    • Student’s attitudes on English speaking skill in general and
    • Student’s ending sound errors
    • Student’s opinion on pronunciation solutions

From the graph below, it can be seen that pronunciation is the most important factor in the speaking answered by first year English majors. The next question is completed to understand exactly the student's attitude towards the importance of pronunciation in speaking English. Many first year English majors are interested in English pronunciation and it is a good score.

From graph 6, it is clear that first year students often encounter pronunciation mistakes when speaking English in class. Meanwhile, only 4% of students rarely avoid pronunciation mistakes and only 1% of them never encounter pronunciation problems. There are many types of pronunciation errors, including word and sentence stress, misunderstanding between short vowels and long vowels or others, but final sounds seem to be the most common pronunciation error that year specialists have to deal with. see English when they speak English.

When given some questions for further information by author, students answered that they often omit or pronounce wrong ending sounds when speaking English. This is because they find some ending sounds difficult to pronounce and questions 7 and 8 are carried out to find out the student's most common ending sounds. The table includes all wrap sounds given out and there are five ending sounds with the highest percentages chosen by students.

For some reason, students find it difficult to pronounce these sounds, then they tend to leave these ending sounds or produce them uncorrected. Finding out why first-year students have problems with the pronunciation of final sounds is considered a key to providing a solution to this problem. In question 5, the number of students who have not attended any pronunciation course is a very high percentage (21%).

Not practicing final sounds every time speaking English becomes a bad habit for many students, accounting for 12%. The table above shows that playing games and singing English songs are the most students' preferred solutions. From the students' point of view, many admit that they disagree with doing exercises in textbooks, this amounts to 12%.


Here are some examples to illustrate the /dʒ/ sound: orange, bridge, jelly, juice, jug, vegetable, jam, charge, giant. The first step in making this sound is to place their tongue between their teeth and then breathe in air without using your voice. Some examples to practice this sound: Teeth, pot, z, breath, bath, thumb, three, theater, month, health, fat.

If you want to produce this sound, you must first practice the sound /ʃ/ and then use your voice to make /ʒ/.

Suggested solutions to avoid ending sound errors and have good

  • Suggested tips
  • Games and exercises
  • Tongue twisters
  • Good books for pronunciation
  • English songs

Finally, you would pronounce the consonant "u" longer and on the second sound, the "ờ" in "kờ" would disappear and the "look" should be pronounced as "lu k". Reading poems, speeches and songs out loud, focusing on word stress and intonation will help you improve your pronunciation and speaking. It can help students to have better pronunciation and also makes them feel interesting and animated.

To continue this game, the teacher must prepare homophone cards and then shuffle them. Finding the homophones that match each other and dragging them side by side is all the students have to do in this type of game. It's a really fun way to improve your English pronunciation and spelling at the same time.

It helps students express themselves clearly and confidently by training them in key areas of pronunciation. This is a great book for teachers to use as a textbook as it has many exercises that teachers will find useful in the classroom. It is better for teachers than students, as the 2 CDs included do not cover all the words and exercises.

Songs have become an integral part of our language experience and as such a very useful tool in foreign language lessons. Therefore, learning and singing English songs is a perfect way to practice pronunciation and learn more vocabulary and structures. In conclusion, using English songs to practice pronunciation is a good way and you get a lot of support from students.

Therefore, the song below will be a great example for pronunciation practice, including the sounds /dʒ/, /θ/, /ʃ/, /ð/ and /ʒ/. The kingdom of isolation and it looks like I'm the queen. The wind howls like a whirlwind inside. Don't let them in, don't let them see. Be the good girl you were always meant to be. Conceal, don't feel, don't let them know.

Up here in the cold thin air I can finally breathe, I know I have left a life behind but I am too relieved to mourn. Standing frozen in the life I chose You won't find me, the past is so behind me.




Pham Cam Chi, mistakes 1st year students at E.D., HULIS, VNU make with final sounds and strategies to overcome using communicative teaching.

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