AN INVESTIGATION INTO THE SYSTEM OF PRONUNCIATION ERRORS BY FRENCH-LEARNING VIETNAMESE FROM A PHONOLOGICAL-PHONETIC PERSPECTIVE

Abstract

Pronunciation is the basis for the acquisition and development of language competence, primarily communication skills. Incorrect pronunciation can radically affect learners’ writing skills, and more seriously listening and speaking skills. This research aimed to systematize the pronunciation errors of French-learning Vietnamese from a phonological- phonetic point of view. Data used for the study were collected from the discourses made in the process of teaching and learning, both online and offline. Data were analyzed in four categories: intonation, vowels, consonants and connected speech. The findings indicate that Vietnamese learners of French have committed all four types of errors. Based on the research findings, remedies have been recommended to enhance learners’ pronunciation.