Common Pronunciation Errors of Chinese-Speaking Students in Malaysia

Abstract

One of the leading reasons of the high unemployment of Malaysian graduates is their poor command of and inability to communicate in English. Employers affirm that English proficiency is an important hiring criterion, and pronunciation plays an important role in assessing speakers’ language skills in job interviews. This research was conducted to identify the common pronunciation errors of Form 5 higher proficiency Chinese-speaking students and the possible contributing factors to these errors. This study utilised the mixed-method research design, combining elements of quantitative and qualitative research: reading-aloud word-list, questionnaires and interviews. Students were individually asked to read a word list containing 200 words that cover all 24 consonant sounds and 20 vowel sounds in the English language. Results indicated that the 5 most common pronunciation errors according to articulatory types are voiced vs. voicing consonants, fricative consonants, short monophthongs, plosive consonants and final consonant deletion. Outcomes indicated that the main likely factors contributing to students’ pronunciation errors are mother tongue interference, lack of input and usage of the English language and lack of attention to the pronunciation element in the classroom. As this study uncovers common pronunciation errors amongst students, educators may considerably focus on areas making their teaching of pronunciation more effective and conclusive to reduce students’ pronunciation errors and improve their language speaking ability. Keywords: phonetic; proficiency; pronunciation error; second language; speaking