ANALYSIS OF MOTHER TONGUE INTERFERENCE ON VIETNAMESE ENGLISH AS A FOREIGN LANGUAGE STUDENTS' ENGLISH PRONUNCIATION

Abstract

English serves as a global language for communication and intercultural exchange. In Vietnam, students
typically begin learning English in middle school, and the tonal‑phonetic characteristics of Vietnamese often
pose challenges in achieving accurate pronunciation. This study explores the impact of mother tongue on
English pronunciation among English as a Foreign Language (EFL) students at a university in the Mekong
Delta. A survey of 56 English Studies students revealed common errors, such as sound omission, confusion of
similar sounds, intonation problems, and tonal interference. A comparison between first‑year and fourth‑year
students, indicates that beginners exhibit a higher frequency of errors. Based on these findings, the study
proposes practical pedagogical strategies to mitigate mother‑tongue interference and enhance Vietnamese
learners' communicative effectiveness in global contexts.