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

Nguyen Khoi Nguyen, Ha Thao Vy, Tran Minh Thu, Nguyen Ngoc Thien Doan, Le Hong Thao, Thai Cong Dan

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.

 

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pronunciation, affricates, nasals, EFL students, pedagogical strategies

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DOI: http://dx.doi.org/10.46827/ejals.v7i2.556

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