Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
I hereby state that I: Pham Thi Cam Chi, class 051E4, being a candidate for
the degree of Bachelor of Arts (TEFL) accept the requirements of the college
relating to the retention and use of Bachelor’s Graduation Paper deposited in
the library.
In terms of these conditions, I agree that the origin of my paper deposited in
the library should be accessible for the purposes of study and research, in
accordance with the normal condition established by the librarian for the care,
loan or reproduction of the paper.
Signature:
Pham Thi Cam Chi
May, 2009

Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to
overcome using communicative teaching.
TABLE OF CONTENTS
Acknowledgement
Abstract
List of tables, figures and charts
CHAPTER 1: INTRODUCTION....................................................................1
1.1. Statement of the problem and rationale of the study.....................1
1.2. Aim of the study.............................................................................2
1.3. Scope of the study..........................................................................3
1.4. Methodology..................................................................................3
1.4.1. Design.........................................................................................3
1.4.2. Population...................................................................................3
1.4.3. Data collection instruments and procedure................................4
1.4.4. Data analysis procedure.............................................................4
CHAPTER 2: LITERATURE REVIEW........................................................ 6
2.1. English pronunciation................................................................... 6
2.1.1. Standard English Pronunciation................................................. 6
2.1.2. English sounds........................................................................... 8
2.1.2.1. Vowel sounds................................................................... 8
2.1.2.2. Consonant sounds............................................................. 9
2.1.2.3. English ending sounds...................................................... 11
2.2. Vietnamese ending sounds........................................................... 14
2.3. Pronunciation errors..................................................................... 16
2.3.1. What is pronunciation error...................................................... 16
2.3.2. Ending sounds errors................................................................ 18
2.4. Communicative Language Teaching........................................... 20

Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
CHAPTER 3: METHODOLOGY................................................................. 23
3.1. Subjects....................................................................................... 23
3.2. Data collection procedure........................................................... 24
3.3. Data analysis procedure.............................................................. 25
CHAPTER 4: RESULTS AND DISCUSSIONS........................................... 27
4.1. Errors concerned with ending sounds of first year
students in E.D, HULIS, VNU........................................................... 27
4.1.1. Final consonants errors............................................................. 27
4.1.1.1. Reduction and substitution.............................................. 29
4.1.1.1.1. Errors with single final consonant................................ 29
4.1.1.1.2. Errors with final clusters.............................................. 36
4.1.1.2. Insertion errors................................................................ 39
4.1.2. Linking sounds errors............................................................... 40
4.2. Strategies to overcome using communicative teaching method..42
4.2.1. Suggestions when using CLT................................................... 43
4.2.1.1. CLT is used along with teachers' instruction.................. 43
4.2.1.2. Groups work must be used effectively............................ 47
4.2.1.3. Authentic native-nonnative communicating in class....... 47
4.2.1.4. Prediction of students' errors........................................... 48
4.2.2. CLT activities to deal with final sounds errors........................ 49
CHAPTER 5: CONCLUSION....................................................................... 53
REFERENCES.................................................................................. 56
APPENDICES

Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to
overcome using communicative teaching.
ACKNOWLEDGEMENT
I would like to express my gratitude to all those who gave me support
and advice to complete this paper.
Firstly, I want to thank the English Department of Hanoi University of
Languages and International Studies for giving me permission to carry out this
paper in the first instance.
I am deeply indebted to my supervisor Khoa Anh Viet, MA from
HULIS, VNU whose precious comments, stimulating suggestions and
encouragement helped me a lot during the time of writing of this thesis.
I have furthermore thanks to John Woods, MA from University of
Central Oklahoma, USA and Katie Monk, BA from ILA English teaching
center, Vietnam for their stimulating support and valuable hints.
Finally, these special thanks should be given to my family and friends,
without whose support and encouragement, the preparation of this thesis would
not have been possible.

Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
ABSTRACT
Nowadays when English is becoming more and more popular as an
international language, it is an important duty of education that users of
English should communicate successfully with the target language. To develop
learners' oral communication, Communicative Language Teaching is applied,
which, however, leads to the neglect of pronunciation in EFL class. Many
teachers have complained and many learners have self-criticized about their
pronunciation. Among the pronunciation errors occur in Vietnamese learners,
this paper aims to deal with ending sounds errors of first year students in
Vietnam National University, Hanoi University of Languages and international
Studies, English Department. This is also the typical errors of Vietnamese
students. Data were collected randomly from 35 students from four different
classes through observation and recordings. After classifying synthesizing the
data, the finding point out that first year students tend to omit, replace the final
consonants or add an additional sound to the end of words. As these errors are
typical for first year students, the paper also provides some suggestions for
teaching pronunciation using the current trend's method: communicative
teaching.

Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to
overcome using communicative teaching.
LIST OF TABLES, FIGURES, CHARTS AND
ABBREVIATIONS
TABLES
Table 1: Table of consonant sounds
Table 2: Table 2: sounds that cause less difficulty
Table 3: English consonants that often cause errors from the findings
Table 4: Realizations of errors with single final consonants
Table 5: Component of coda clusters
FIGURES
Figure 1: Vowel chart (John, 1998:23)
Figure 2: Sample teaching aid for role play
Figure 3: sample of sound pictures
CHARTS
Chart 1: Types of errors
Chart 2: Times that times common errors took place with each sound
Chart 3: Sounds inserted at final position
ABBREVIATIONS
CLT: Communicative Language Teaching
EFL: English as Foreign Language

Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
Appendix 1: checklist for observation
Checklist for observation
Date: Time:
Group: Place:
Duration of tape recording:
Subject: Lesson:
Total number of Subjects:
Speakers Targeted sounds Mispronounced words Repetition
times

Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to
overcome using communicative teaching.
Appendix 4: Sample finding from recordings
FINDING FROM CLASSROOM OBSERVATION
Date: 09/04/2009 Time: 9.50 - 11.30 AM
Subject: S4.E44/09
Targeted Mis- pronounced Types of errors Repetition
sounds words Reduction Insertion Substitution times
1.Consonan
t sounds:
/t  reach γ 1
/t/ debt γ 1
don't γ 3
profit γ 1
chart γ 1
rate γ 2
/k/ stock γ 2
/v/ save γ 1
five γ 2
/z/ farmers γ 1
2.Consonan
t clusters
/mp/ slump γ 1
/ k/ bank γ 2
/nt/ point γ 2
222
  world γ 1
/st/ lowest γ 1
first γ 2

Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
must γ 3
fast γ 1
/kst/ effects γ 1
3. Linking
sounds
ending /t/ habit of 1
Appendix 3: Sample finding from observation
FINDING FROM CLASSROOM OBSERVATION
Date: 13/04/2009 Time: 9.50 - 11.30 AM
Subject: S8.E44/13

Errors 1st year students at E.D., HULIS, VNU make with ending sounds and strategies to
overcome using communicative teaching.
Targeted Mis- pronounced Types of errors Repetition
sounds words times
Reduction Insertion Substitution
1.Consonan
t sounds:
/l goal γ 2
whole γ 1
/t/ hate γ 1
/k/ like γ 2
/z/ emphasize γ 1
2.Consonan
t clusters
/lv/ involve => γ 1
invold
/kst/ next /nekst/ => γ 2
/nek/
3. Linking
sounds
ending /v/ have a 1
ending /l/ all about 1
ending /d/ end of 1
ending /d/ would you 2
ending /s/ absence of 1
Appendix 2: Sample finding from ovservation
FINDING FROM CLASSROOM OBSERVATION
Date: 13/04/2009 Time: 9.50 - 11.30 AM
Subject: S12.E24/13

Phạm Thị Cẩm Chi- 051E4, HULIS, VNU
Targeted Mis- pronounced Types of errors Repetition
sounds words times
Reduction Insertion Substitution
1.Consonan
t sounds:
/t might γ 1
don't γ 2
quite γ
wright γ
/z/ ways γ 1
case γ 2
/s/ sequence γ 1
2.Consonan
t clusters
/nt/ account γ 1
agreement γ 1
/ts/ parts γ 3
/ns/ silence γ 1
/st/ request lack /t/ γ 1
/ / accomplished γ 1
/kst/ next γ 3
/nts/ represents γ 1
3. Linking
sounds
ending /d/ it is 3
ending /s/ office on 1
as you 1