Research: Some common pronunciation errors by first-year English major

students at Hanoi Pedagogical University 2.

Họ Và Tên: Nguyễn Thu Hằng
Chapter 3: METHODOLOGY
3.1. Introduction
The research methodology of the thesis “Some common pronunciation errors by
first-year English major students at Hanoi Pedagogical University 2” will be as
follows:
The study aims to achieve the following two objectives:
1. Identify common pronunciation mistakes that HPU2's first-year English
majors often encounter.
2. Find out and survey whether first-year English majors have an effective way
to fix English pronunciation errors and then propose the best solutions to the
problem being studied.
3.2. Research context
Many first-year students in the English department of Hanoi Pedagogical
University 2 still have difficulty with pronunciation despite the school's efforts
to provide high-quality language instruction. These difficulties can significantly
affect a student's general language ability and future work. Therefore,
understanding the causes of these problems is very important to provide
practical solutions to improve students' language and pronunciation skills. The
purpose of this study is to examine the problems that first-year English students
at Hanoi Pedagogical University 2 face when pronouncing and offer potential
solutions.
3.3. Research design
To better understand the challenges faced by first-year English students
majoring in English of Hanoi Pedagogical University 2 in pronunciation, this
study will use a mixed methodology. To learn more about the frequency and
types of students' pronunciation problems, a quantitative survey will be
conducted. This will be followed by qualitative in-depth interviews with a small
group of students to learn more about the difficulties they face. The data will be
analyzed using analytical and statistical methods. The findings of the study will
help strengthen university pronunciation teaching and learning.
3.4. Participants
Participants in this study will be first-year students of the English department of
Hanoi Pedagogical University 2.
A total of 50 student representatives will be selected to complete the survey and
participate in interviews. Students will be diverse in gender, age and
socioeconomic background to ensure a comprehensive understanding of the
difficulties in learning pronunciation at university.
3.5. Data collection instruments
a. The survey questionnaire.
We are using them because they are convenient for data collection. Without
taking too much time, the researcher can gather the opinions of many people at
once. Additionally, this approach makes it easier for participants to express
their own opinions.
This survey questionnaire includes 10 questions: Students' attitudes toward
speaking in general and the significance of pronunciation in particular are
discussed in questions 1, 2, and 3.
We are using questions 4,5,6 to find out how students pronounce English as
well as their experience and frequency of pronunciation errors when speaking
English
In questions 7, 8, and 9, some common grammatical errors made by freshman
are discussed. These inquiries provide precise and accurate information about
the vowel pairs and overall ending sounds that they frequently mispronounce.
Sentence 10 is designed to elicit feedback from students regarding a few
suggested fixes that could assist them in avoiding pronunciation issues.
b. Classroom Observation.
The second method we use is to observe the class. This approach is used
because it allows us to observe students' attitudes, teachers' pronunciation and
teaching techniques, and students' acquisition of knowledge.
Worksheets and classroom textbooks are the resources used in this strategy.
3.6. Data analysis
By conducting surveys and interviews, it has been found that the main
challenges for students are lack of exposure to authentic English sources,
difficulty understanding different accents and voice patterns, and little practice
time. These findings can be used to create more effective teaching methods for
improving English learners' pronunciation skills, as well as to assist students in
selecting the best learning method for their academic work.
3.7. Summary
In summary, this chapter briefly presented the research methodology, research
design, participants, data collection instruments and data analysis. The
qualitative approach is used in this study to answer the research questions posed
in Chapter 1. We analyzed the data from observations and survey
questionnaires by categorizing the responses. Finally, we found a suitable
conclusion for this study.