A STUDY ON THE PERCEPTIONS AND PRACTICES OF ENGLISH-MAJOR STUDENTS ON AFFRICATE AND NASAL SOUNDS AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

Authors

  • Nguyen Khoi Nguyen High-quality English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Ha Thao Vy High-quality English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Tran Minh Thu High-quality English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Nguyen Ngoc Thien Doan High-quality English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Le Hong Thao High-quality English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Thai Cong Dan Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

DOI:

https://doi.org/10.46827/ejals.v7i2.556

Keywords:

pronunciation, affricates, nasals, EFL students, pedagogical strategies

Abstract

This study investigates the pronunciation challenges faced by first-year English major students at the School of Foreign Languages, Can Tho University, Vietnam, specifically focusing on affricate sounds (/dʒ/ and /tʃ/) and nasal sounds (/n/, /m/, and /ŋ/). Utilizing pronunciation recordings analyzed through the Elsa Speak Application, the research involved 31 proficient EFL students. They provided insights into their difficulties with 20 selected English words from their learning materials that included these phonetic elements. The findings reveal widespread mispronunciations, with many students struggling significantly with both affricate and nasal sounds. Based on the data, the study presents targeted recommendations for EFL students, teachers, and curriculum developers to enhance pronunciation instruction and address these specific challenges. This research contributes to understanding the phonetic obstacles faced by EFL learners and emphasizes the need for improved teaching strategies that focus on sound production. By identifying specific difficulties and offering actionable solutions, the study aims to facilitate better pronunciation outcomes for students, ultimately enhancing their overall language proficiency, particularly in listening and speaking English effectively.

 

Author Biography

  • Thai Cong Dan, Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Mr. Thai Cong Dan is a senior lecturer of English at the School of Foreign Languages, Can Tho University (CTU), Vietnam, and serves as a project manager. He earned his PhD in Educational Administration (English program) from Naresuan University, Thailand, in 2010, and holds an MA in Cultural Aspects and Literature from the University of Notre Dame, Indiana, USA, obtained in 1999. His primary research interests include TESOL issues, intercultural communication, English education at both high school and higher education levels, program management, curriculum design, testing and evaluation, and English for Specific Purposes (ESP) in fields such as Tourism, Political Education, and Food Technology. Additionally, he is focused on professional development and educational administration. He can be contacted at tcdan@ctu.edu.vn, and his ORCID profile is available at https://orcid.org/0009-0002-9566-8128.

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Published

2024-10-18

Issue

Vol. 7 No. 2 (2024)

Section

Articles

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