1

INTRODUCTION
1. Motivation of the study
Nowadays, the tendency of globalization has raised the important role of English
spectacularly. As a result, more and more people learn English as an international
communicative tool. In Vietnam, English has become an obligatory subject in
schools for many years. Vietnamese students study not only four language skills:
Listening, speaking, reading and writing but also language focuses including
grammar, vocabulary and pronunciation simultaneously in English courses.
However, they find difficult in communicating with native speakers and non-native
speakers as well and many foreigners have made comments that a large number
Vietnamese can speak English, yet a few have intelligible English pronunciation
which help them be understood easily by foreigners. In domain of international
communication, English speaking skill need to be proficient. The core of speaking
is producing sound and meaning intentionally. Mastering pronunciation is the
n certain proficiency standard, the fault which
most severely Impairs the communication process in EFL/ESL learners is
pronunciation, rather than vocabulary or grammar, according to Hinofitis and Baily(
1980, pp.124-125).
Vietnamese students in High Schools learn pronunciation at language focus lessons.
In comparison to grammar and vocabulary, it is usually not paid much attention. In
forty-five minute classroom hour, it takes about from five to ten minutes for the
teachers to instruct the focused sounds and help their students practice them because
they need more time to study grammar. In a very short time, the teachers only can
guide the students to pronounce the noticed sounds in words and sentences by
        ime to instruct how
articulation the sounds employ and what articulators the sounds use and the learnt
sounds are rarely compared with similar Vietnamese sounds. The students mostly
however,
many teachers are not very proficient at pronunciation which leads to wrong input


Located at Tan Binh commune, Thanh Binh district, Dong Thap province, Thanh
Binh 2 high school is my old warmhearted school. As a future teacher, helping my
future students learn pronunciation well is my ambition. The fricatives and /ð/
are really hard sounds which many students cream at, students at Thanh Binh 2 are
not an exception. Introduced at Unit 15 of English 10, the fricatives and /ð/ need
to be paid more attention because they are first taught at high school. They will
learn consonant clusters containing fricatives and /ð/ next grades. If they are not
and /ð/ pronunciation.
  
old school to get over the problems of pronouncing the two sounds is very
meaningful to me.
Because of these above reasons, I decided to do research on Thanh Binh High
School grade 10
th
students difficulties in learning two fricatives  and /ð/,

pronunciation of the fricatives and /ð/ experienced by the students of grade 10
th

at Thanh Binh 2 high school  
seek the answers to the question of what difficulties the students and teachers of
grade 10
th
at Thanh Binh 2 high school face when they learn and teach the fricatives
and /ð/ pronunciation, what phonemes which the replace and /ð/ with, what
solutions to the difficulties for both the students and the teachers.
2. Aims of the study
With the mentioned reasons, this study was conducted to gain some following
aims:

paid the researcher many experiences than before, has contributed certain benefits
for learning and teaching pronunciation. It is a chance for the researcher to do
scientific research, to practice writing skill, to enhance his social skills as well.
Because the thesis focused researching  and /ð/, it helped the researcher
experiment his own methods of teaching and /ð/. Consequently, the researcher
could seek good solutions for both teachers and learners when teaching and
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learning these challenging phonemes. Furthermore, the thesis is about to wake the
students up to see how crucial pronunciation is, and how interesting pronouncing
correctly and /ð/ is. Many students will take pride on themselves when they can
prono     ous interjection      

and /ð/. Accordingly, teachers will pay
more attention to these hard phonemes. In brief, the study brought advantages for
the researcher, teachers and students.
7. Related previous study
-The effectiveness of using game in teaching and learning pronunciation for grade
11 students at Sa Dec town high school by Do Nguyen Xuan Thao,
-Improving the pronunciation of English final sounds / k/, t ʃ/. / ʃ/,/dʒ/ for
the second- year students of bachelor of English at Dong Thap University by
Nguyen Thi Truc Giang.
         
pronunciation, they are weak at methodologies of study, giving recommendations.
      Nguyen Thi Truc Giang just
used qualitative methods not quantitative ones. Also, Do Nguyen Xuan Thao did
not make clear pronunciation difficulties of the learners. on
researching /and /ð/.
8. Organization of the thesis
The present study comprises three parts. The first one is the introduction bearing

from Lac Viet dictionary can be more detail .Far beyond the spoken individual
sounds, pronunciation also conveys the soul of the language such as intonation,
          
English, people can pursuit different English accents which they like. A model of
English pronunciation was used mostly is BBC English (British English); however
American English pronunciation is also popular. What models of English
Pronunciation can be used by the learners; comprehension by both native and non-
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native speakers is the ambitious goal of most of them.
1.1.2 The important role of pronunciation
Language is a magic communicating tool. People can communicate through spoken
language or written one as well. It is oral communication that people typically use
in not only daily life but also academic cases. Thus, pronunciation plays an
important role of communication. Clear and confident speech can enhance what we
speak even polish our unique characteristics. Kenworthy(1987, p34) stated that
ir attempts at conversing frustrating and
            
pronunciation is to be understood, to be proud of the ways we pronounce English.

Furthermore, good pronunciation can create many interests on listeners in

language through their ways of producing English sounds, they can comment that

to the speakers is usually their pronunciation. Also, good pronunciation, sub-skill of
speaking skill, can be magic communicating attraction. As an example, in tourism,
both native and non native visitors would rather spend hours on listening to easily-
comprehended spoken English of a tour guide than try to listen deadly choppy and
incomprehensible of a manager in just thirty seconds since they are fell
comfortable and respectful. Therefore, good spoken English often creates much

below
Table 1.2 English fricatives
Degree of
noise
Place of articulation
Manner of
articulation
Labiodentals
Dental
Alveolar
Post- alveolar
Glottal
voiceless

f

s
ʃ
h
Airflow
released
through a
constricted
passage
voiced
v
ð
z
ʒ


thought
*Compound words
in which the first
element ends or the
second element

e.g. bathroom,
anything, nothing,
something
* The adjective
suffix -y normally

unchanged: earthy,
healthy, pithy,
stealthy, wealthy
* Most loan words
- From Greek:
athlete, cathedral,
anthem, Athens,,
etc.
- From Latin:
author, authority,
Bertha, etc.
- From Celtic
languages: Arthur,
Abernathy,
Abernethy, etc.
- From Hebrew:
Ethan, Jonathan,
Bethany, etc.


The /ð/ phoneme
/ð/
Positions
Exceptions
Initial
Medial
Final

*At the beginning
of the function
words including
-5 demonstratives:
the, this, that,
these, those, etc.
- 2 personal
pronouns each with
multiple forms:
thou, thee, thy,
thine, thyself; they,
them, their, theirs,
themselves, etc.
-7 adverbs and
conjunctions:
there, then, than,
thus, though,
thence, thither.
-Various
compound adverbs
based on the above

soothe, teethe,
tithe, wreathe,
writhe, etc.
- “-th” of with,
bathed, bathing,
bathes; frothing

- Froth has either


noun.
- Blithe, booth,
scythe, smooth
have either /ð/ or


Table 1.2.1c Positions of phoneme /ð/ in word, adapted from

1.2.1.1 The features and mispronunciation of /θ/
*Place and manner of /θ/ pronunciation
12

The /  has been described in term of place of articulation and manner of
articulation, degree of noise, adapted from rning-english-
online.net/areas/pronunciation/the-english-th/
-Its manner of articulation is fricative. That means the sound is produced by letting
air flow through a narrow channel at the place of articulation. In comparison to the
voiced /ð/, the is pronounced by making more air flow.
-Its place of articulation is dental. However, in contrast to /ð/, the sound is
pronounced with the blade of the tongue resting against the lower part of the back

Picture 1.2.1.1d A comparison between /θ/ and /s/ in term of place of articulation

              
-dental position, but /s/ is pronounced at
alveolar position though the two sounds are fricatives.

15

1.2.1.2 The features and mispronunciation of /ð/
*Place and manner of /ð/ pronunciation
The sound /ð/ has the following features described by rning-english-
online.net/areas/pronunciation/the-english-th/
-Its manner of articulation is fricative. That means the sound is produced by letting
air flow through a narrow channel at the place of articulation.
-Its place of articulation is dental. That means the sound is articulated with the tip
of the tongue against the back of the upper teeth.
-Its phonation (degree of noise) is voiced. That means the vocal cords vibrate
during the articulation.
It can be more visual when the /ð/ is described by the picture below, according
Jonathan Marks (2000, pp 38)
Picture 1.2.1.2a Place and manner of articulation of /ð/

When spoken /ð/ is analyzed by speech analyzer program, the sound is much
more graphic.
Picture 1.2.1.2.b Waveform and frequency of /ð/

16 **Mispronunciation of /ð/

Obstruent
Aspirated



Unaspirated
Voiceless

t

c
k
?
Voiced
b
d

Place of articulation
Manner of articulation
18

Sonant (Nasal)
m
n

Labial
Laminal
Laminal
Dorsal
Obstruent
p
t
k
Sonant
Non-nasal
m
n
ŋ
Nasal
u
i

In addition, Vietnamese, a monosyllabic language, has some distinct
phonology features of consonants:
-Final consonants are not pronounced
-Medial consonants are not pronounced
-No consonant clusters are in Vietnamese consonants
-Linking and assimilation of consonants are not found in Vietnamese contexts.
Manner of articulation
Point of articulation
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