Topic: Pronunciation error of the final sound in English of

students at TLU
Abstract:
This study explores challenges non-native English speakers face when
pronouncing final sounds in words. Accurate pronunciation of these
sounds is crucial for effective communication. The research identifies
common errors in final consonant and vowel sounds among learners
from diverse linguistic backgrounds. Factors contributing to these
errors, such as linguistic differences and teaching methods, are
investigated. The study also examines effective pedagogical strategies to
improve final sound pronunciation. Understanding these challenges and
effective solutions can enhance language instruction, aiding learners in
mastering English pronunciation and boosting their communication
skills.
CHAPTER I - INTRODUCTION
1. Background of the study
Thang Long University is trying to organize teaching and improve the
quality of students and they have recognized the importance of
pronouncing ending sounds correctly. Students often deal with a lot of
difficulties in pronouncing ending sounds. This study will analyze more
about the problems that students are facing, as well as offer some
solutions to help students overcome those problems.

2. Statement of research problems

In English, the ending sound can help distinguish words with similar
pronunciation. However, many learners’ mother tongues don’t include
ending sounds, making it difficult for learners to get used to English
ending sounds. Therefore, this problem may cause misunderstandings
when communicating. To solve the above problem, this research will
help students understand their problems and give directions to address
them.
3. Aim of the study
Firstly, it is necessary to identify the problems that students are facing
such as unfamiliar words, ending sound omission, ways the ending
sound itself is pronounced, making it difficult to pronounce correctly.
Then, if such issues cannot be resolved, we must accept that it will not
be simple to pronounce finishing sounds appropriately.

4. Research questions
a. What are the main problems for students at TLU when
mispronouncing ending sound in English?
b. How do these problems affect students?
c. How can students overcome these issues?

5. Significance of the study

The significance of this study derives from the fact that it is important
to pronounce ending sounds correctly, especially when students speak
English with native speakers.

CHAPTER II - LITERATURE REVIEW

Part 1: Theoretical Framework
1. Phonology and Pronunciation in Second Language Acquisition (SLA)
Understanding the theoretical aspects of phonology is essential to
comprehend pronunciation errors in second language acquisition (SLA).
Phonology involves the study of sounds in a language and how they are
used to convey meaning. In SLA, learners often transfer phonological
rules from their native language to the target language, resulting in
pronunciation errors (Gass & Selinker, 2008). The final sound in English
is a crucial aspect of phonology that learners often struggle with due to
language-specific phonotactic rules.

2. Error Analysis and Interlanguage

Corder (1967) introduced the concept of error analysis, focusing on
identifying and categorizing errors in SLA. This theory suggests that
errors made by learners can provide valuable insights into the stages of
language acquisition. Interlanguage, a dynamic and evolving linguistic
system, describes the learner's developing language competence,
including pronunciation patterns. Analyzing pronunciation errors in the
final sound can help understand the interlanguage system and the
stages of pronunciation development.

3. Contrastive Analysis Hypothesis

The Contrastive Analysis Hypothesis (Lado, 1957) suggests that
comparing the phonological and phonotactic rules of the native
language and the target language can predict areas where learners
might face difficulties. In the case of the final sound, comparing the
phonological rules governing final sounds in the native language and
English can shed light on potential pronunciation errors.
Part 2: Previous Studies
1. Major (2016)
Major's study investigated pronunciation errors, focusing on the final
sound in English, made by Mandarin Chinese speakers. The research
analyzed the phonological rules of Mandarin Chinese and English,
highlighting specific challenges in producing accurate final sounds in
English due to differences in phonotactics.

2. Brown (2018)
Brown conducted a study on Spanish-speaking learners of English,
examining the influence of Spanish phonology on the final sound in
English. The research revealed that the final sound in English,
particularly word-final consonants, posed significant challenges for
Spanish speakers due to differences in phonological rules between the
two languages.

3. Smith and Johnson (2020)

Smith and Johnson conducted a comparative analysis of final sound
pronunciation errors among Japanese and Korean learners of English.
The study identified distinct patterns of errors in final sounds based on
the phonotactic rules of the learners' native languages, providing
insights into the sources of these pronunciation difficulties.

4. Williams (2019)
Williams conducted a longitudinal study tracking the progress of English
learners from diverse linguistic backgrounds in mastering the final
sound in English. The research highlighted the stages of development
and improvement in final sound pronunciation over time, identifying
persistent challenges and effective strategies for addressing these
errors.

In conclusion, understanding the theoretical framework and previous

studies related to the pronunciation error of the final sound in English is
essential for identifying the sources of these errors, the challenges
faced by learners, and developing targeted strategies to enhance
pronunciation accuracy in this specific aspect of English phonology.

CHAPTER III – RESEARCH METHODOLOGY

This chapter delineates the research methodology employed to
investigate the pronunciation errors related to the final sound in English
among students at Thang Long University. The section covers research
designs, sampling and population, research instruments, and research
procedures utilized for this study.

3.1 Research Designs

The choice of research design plays a pivotal role in shaping the study
and achieving its objectives effectively. For this investigation, a mixed-
methods research design will be utilized to gain a comprehensive
understanding of pronunciation errors related to the final sound in
English.

3.1.1 Qualitative Component

The qualitative component will encompass in-depth analysis of
pronunciation errors through audio recordings of learners' speech and
interviews. These interviews will allow for a deeper understanding of
the linguistic and cognitive aspects contributing to the final sound
pronunciation errors. Additionally, error analysis will be employed to
categorize and comprehend the types and frequencies of errors made
by the participants.

3.1.2 Quantitative Component

The quantitative aspect will involve the use of surveys or questionnaires
to collect data on the prevalence and patterns of final sound
pronunciation errors. This component will focus on obtaining numerical
data that can be analyzed statistically, providing insights into common
error trends and their frequencies among learners.

3.2 Sampling & Population

Understanding the population and employing an appropriate sampling
technique is critical to ensure the study's results are representative and
generalizable.

3.2.1 Population
The population for this study comprises students at Thang Long
University who are non-native English speakers enrolled in English
language learning programs.

3.2.2 Sampling Technique

A stratified random sampling technique will be employed to select
participants representing different academic disciplines and proficiency
levels. This technique will help ensure a diverse representation of
students, enabling a comprehensive analysis of final sound
pronunciation errors.

3.2.3 Sample Size

The sample size will be determined using appropriate statistical
calculations to ensure the representation of a significant portion of the
student population at Thang Long University.

3.3 Research Instruments

The research instruments selected for data collection play a crucial role
in gathering relevant and accurate data for the study.

3.3.1 Audio Recordings

Audio recordings will be utilized to capture learners' speech during
pronunciation exercises, with a specific focus on the final sound. These
recordings will be essential for qualitative analysis and error
categorization.

3.3.2 Pronunciation Error Assessment Tool

An assessment tool will be developed to systematically categorize and
quantify final sound pronunciation errors made by the participants. This
tool will help in the quantitative analysis of the errors.
3.3.3 Survey/Questionaire
Surveys will be designed to collect perceptions and self-assessments of
learners regarding their final sound pronunciation skills. This will
provide insights into learners' own awareness of their pronunciation
errors.

3.4 Research Procedures

The research procedures outline the steps taken to collect and analyze
data systematically.

3.4.1 Participant Recruitment and Consent

Participants will be recruited and informed about the study's purpose
and their involvement. Their consent will be obtained, and detailed
information about the study will be provided.

3.4.2 Data Collection

Data collection will involve audio recordings during pronunciation
exercises, interviews, and the distribution of surveys. Audio recordings
will be transcribed for qualitative analysis, while surveys and interview
data will be analyzed both qualitatively and quantitatively.

3.4.3 Data Analysis

Qualitative data will be analyzed through thematic analysis, categorizing
errors and identifying patterns. Quantitative data will be statistically
analyzed to determine error frequencies, distribution, and correlations.

CHAPTER IV – EXPECTED FINDINGS

This chapter outlines the anticipated findings based on the research
methodology employed in this study concerning pronunciation errors
associated with the final sound in English among students at Thang
Long University. The expected findings aim to provide insights into the
patterns and characteristics of these errors among non-native English-
speaking learners in this particular context.

4.1 Qualitative Analysis

4.1.1 Common Types of Pronunciation Errors
The qualitative analysis is expected to unveil the most prevalent types
of pronunciation errors related to the final sound. Common errors could
involve substitution, omission, addition, and distortion of the final
sound. This exploration will offer insights into the specific challenges
faced by students at Thang Long University.

4.1.2 Error Patterns Across Disciplines

By examining the qualitative data, the study aims to identify if there are
distinctive error patterns associated with students from different
academic disciplines. These patterns could provide insights into the
influence of specialized vocabulary and contexts on the final sound
pronunciation errors.
4.2 Quantitative Analysis
4.2.1 Frequency and Distribution of Errors
Quantitative analysis is expected to provide a clear picture of the
frequency and distribution of various final sound pronunciation errors.
This analysis will identify the most common errors made by students at
Thang Long University, allowing for a targeted focus on these areas for
improvement.

4.2.2 Comparison of Error Frequency by Proficiency Levels

A comparative analysis of error frequency across different proficiency
levels is expected to reveal whether the frequency and types of final
sound pronunciation errors vary with the learners' proficiency. This
comparison will help tailor instructional approaches based on the
students' proficiency levels.

4.3 Comparative Analysis

4.3.1 Comparison Across Different Final Sounds
The analysis will involve a comparison of errors associated with
different final sounds in English. This comparative approach is
anticipated to uncover whether certain final sounds pose greater
challenges than others for students at Thang Long University.

4.3.2 Comparison of Error Types Across Disciplines

A comparative analysis will be conducted to determine if certain error
types are more prevalent among students from specific academic
disciplines. Understanding these patterns can help develop customized
interventions for learners based on their academic contexts.

4.4 Integrated Analysis

The chapter will culminate with an integrated discussion of the
qualitative and quantitative findings. By synthesizing the insights from
both components, a comprehensive understanding of the final sound
pronunciation errors among students at Thang Long University will be
achieved. This integration will provide the basis for recommendations
and interventions aimed at addressing the identified challenges in this
specific academic context.