L1 phonological interference into pronouncing English: perceptions of and solutions for English-majored students at a Vietnamese university

Abstract

"First language (L1) phonological interference stands as a foundational factor influencing students’ pronunciation performance. This study aimed to explore Englishmajored students' perceptions of and suggested solutions for L1 phonological interference at a university in Vietnam (VNU). The objectives were to understand students’ perspectives on L1 phonological interference and to uncover their strategies for addressing pronunciation errors stemming from their L1 influence. The study employed a mixed-methods approach, utilizing a questionnaire for 124 participants and open-ended questions for 6 participants among those participating in the questionnaire survey. Data was collected and analyzed by using SPSS (version 20) quantitatively and by using thematic analysis qualitatively. The findings indicated a strong consensus among students regarding the primary cause of L1 phonological interference that is the disparities between L1 and L2 phonetic systems. Both quantitative and qualitative data revealed that students relied on repetition and imitation as key language-learning methods, employing various strategies such as flashcards, movies, and dictionaries. Additionally, students identified unfamiliar words and a reluctance to consult dictionaries as factors contributing to L1 phonological interference. Key words: L1 phonological interference, perceptions, pronunciation, solutions."