N ANALYSIS OF ENGLISH-MAJORED STUDENTS’ ERRORS IN PRONOUNCING PLURAL NOUNS AND THIRD-PERSON SINGULAR SIMPLE-PRESENT VERBS: A CASE STUDY AT HOA SEN UNIVERSITY
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Date
2023-11
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Trường Đại học Hoa Sen
Abstract
Pronunciation, particularly phonological issues, poses a significant challenge
for learners, alongside obstacles in grammar, communication, and other
competencies. An in-depth acoustic analysis of error causes and patterns behind these
errors plays crucial roles in helping the learners improve their flaws and balance both
accuracy and fluency. This study aims to analyze the errors made by English-majored
students at Hoa Sen University (HSU) in pronouncing plural nouns and third-person
singular simple-present verbs. The objective is to identify the specific types of errors
and explore the underlying acoustic causes using acoustic analysis. The research
adopts a case study approach, focusing on a sample of English-majored students at
HSU. The study utilizes the quantitative method to collect and analyze data. A
speaking test is administered to assess the participants’ proficiency in pronouncing
plural nouns and third-person singular simple-present verbs. Additionally, interviews
are conducted to gain insights into the students' language formation habits towards
pronunciation. The findings reveal main types and an in-depth acoustic analysis
exploring causes why the English-majored students at HSU commonly make these
errors in pronouncing plural nouns and third-person singular simple-present verbs.
Based on the results, recommendations are proposed to address these errors
effectively. These include implementing targeted pronunciation exercises, providing
explicit instruction on pronunciation rules, and promoting self-awareness and
reflective practices. Additionally, incorporating authentic materials and interactive
activities can enhance the students' engagement and motivation in improving their
pronunciation skills. The significance of this study lies in its contribution to the
understanding of the specific error patterns made by English-majored students in
pronouncing plural nouns and third-person singular simple-present verbs.
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