A Metrical Analysis of Primary Stress Placement in Southern East Cree

2000 ◽  
Vol 66 (2) ◽  
pp. 181-217
Author(s):  
Julie Brittain
Keyword(s):  
Primary Stress ◽  
Metrical Analysis ◽  
Stress Placement

scholarly journals Positional vs. sonority-driven stress in Gujarati: New experimental evidence

2019 ◽  
Vol 1 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Dustin Bowers
Keyword(s):  
Experimental Evidence ◽  
Acoustic Measures ◽  
Primary Stress ◽  
Negative Findings ◽  
Stress Placement

Stress in Gujarati (Indo-Aryan, India and Pakistan) has been alternately claimed to be strictly positional or sensitive to vowel sonority. The latter analyses figure prominently in arguments for scalar markedness constraints (de Lacy 2002, 2006). This study presents acoustic measures and speaker intuitions to evaluate both the positional and sonority-driven stress hypotheses. The acoustic results support weakly cued positional stress, though speaker intuitions for primary stress placement were inconsistent. This replicates Shih’s (2018) negative findings, and indicates that Gujarati stress should not figure in discussions of sonority-driven stress or associated theoretical proposals.

scholarly journals Stress Placement in English Quadri-Syllabic and Five-Syllabic Suffixed Words and Their Roots by Pashto Speakers in Khyber Pakhtunkhwa of Pakistan

2017 ◽  
Vol 7 (6) ◽  
pp. 123
Author(s):  
Afzal Khan ◽  
Inayat Ullah ◽  
Aziz Ullah Khan
Keyword(s):  
Oral Reading ◽  
English Language ◽  
Research Study ◽  
Native Speakers ◽  
Stress Pattern ◽  
Khyber Pakhtunkhwa ◽  
Primary Stress ◽  
Word Stress ◽  
Primary Word ◽  
Stress Placement

This research study investigates the pattern of English (primary) word stress in quadri-syllabic and five-syllabic suffixed words and their roots by Pashto speakers in Khyber Pakhtunkhwa of Pakistan and the effect of suffixation on stress placements. These suffixes in English language are called shifters which shift strong stress to the antepenultimate (third from the last), penultimate (second from the last), and ultimately (last) syllables, as well as those suffixes that do not shift strong stress to other syllables. The data was collected from sixteen Pashto language native speakers in Khyber Pakhtunkhwa Pakistan, by way of recording their oral-reading of a card that contained the selected words. The findings of this study indicate that primary stress pattern varies among quadri-syllabic, and five-syllabic, suffixed words. The three types of suffixes in English language assert different degrees of effect on subjects stress placement, which can influence the amount of correct productions by the subjects. Actually, the suffixes “cial” or “tial” and “ic” state a great effect on subjects primary stress placement, because the subjects were capable of generating the shift in primary stress in penultimate syllable. Unlike the greater number of incorrect productions in “tory” and “ity” suffixed words, the subjects were sensitive to the change of stress pattern, which assists a great number of correct productions in “cial” or “tial” and “ic” suffixed words. The findings disclose the fact that there was extreme unawareness of the strong stress shifting effect by Pashto speakers in Khyber Pakhtunkhwa, which further needed more attention.

Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English

2008 ◽  
Vol 29 (4) ◽  
pp. 553-584 ◽  
Author(s):  
ANNIE TREMBLAY
Keyword(s):  
Second Language ◽  
Lexical Access ◽  
Lexical Processing ◽  
Native Speakers ◽  
Word Identification ◽  
Canadian French ◽  
Primary Stress ◽  
Word Stress ◽  
L2 Learners ◽  
Stress Placement

ABSTRACTThe objectives of this study are (a) to determine if native speakers of Canadian French at different English proficiencies can use primary stress for recognizing English words and (b) to specify how the second language (L2) learners' (surface-level) knowledge of L2 stress placement influences their use of primary stress in L2 word recognition. Two experiments were conducted: a cross-modal word-identification task investigating (a) and a vocabulary production task investigating (b). The results show that several L2 learners can use primary stress for recognizing English words, but only the L2 learners with targetlike knowledge of stress placement can do so. The results also indicate that knowing where primary stress falls in English words is not sufficient for L2 learners to be able to use stress for L2 lexical access. This suggests that the problem that L2 word stress poses for many native speakers of (Canadian) French is at the level of lexical processing.

scholarly journals Problems on English Word Stress Placement Made by Indonesian Learners of English

2018 ◽  
Vol 1 (3) ◽  
pp. 328-341
Author(s):  
Sukardi Weda
Keyword(s):  
English Literature ◽  
English Word ◽  
Reading Test ◽  
Literature Study ◽  
Study Program ◽  
Learning And Teaching ◽  
Primary Stress ◽  
Monosyllabic Words ◽  
Written Test ◽  
Stress Placement

AbstractThis study focuses its investigation on the problems of stress placement in English words made by Indonesian learners of English (ILE). The subjects of the study were the students of English Literature Study Program Universitas Negeri Makassar (N = 66, 20 or 30.30% males and 46 or 69.69 females). Results of the study show that the Indonesian learners of English (ILE) were able to put the an acute accent (´) illustrating the primary stress on monosyllabic words (one syllable words) easily; two syllable words, except for word permit; three syllable words, except for the word determine; words with suffixes in reading test; words with prefixes, except for word imbalance; compound words, except for word sunrise; noun phrases; stress on verbs and stress on nouns. The ILE were not able to put an acute accent (´) illustrating the main stress on polysyllabic words with suffixes in written test, but the ILE has excellent competence for the words objectivity and disagreement. The ILE therefore tended to put the correct stress placement on reading test than on written test. The ILE often mistress the words in polysyllabic words, like: permit, determine, imbalance, accuracy, anchorage, etc.  Additionally, descriptive statistics shows the percentage of correct and incorrect pronunciation made by Indonesian Learners of English (ILE) in recording and written test. The educational implication of this study is that the practice for stress placement of words, ranging from monosyllabic words to polysyllabic words needs to be taught in English learning and teaching process in the classroom setting. This in keeping with the results of the questionnaires that ‘Learning correct stress placement needs large portion in EFL classroom’ with a mean 3.6061 and SD = .87493 and ‘Correct stress placement on words is important’ with a mean of 4.1515 and SD = .68483. Keywords: Pronunciation problems, stress, stress placement, English, ILE

scholarly journals Stress production by Cebuano learners of Arabic: A metrical analysis

2020 ◽  
Vol 9 (3) ◽  
pp. 517-525
Author(s):  
Anas Huneety ◽  
Bassil Al Mashaqba ◽  
Majed Al-Quran ◽  
Jehan Hishma Mail
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Arabic Language ◽  
The Philippines ◽  
National Language ◽  
Prosodic Features ◽  
Metrical Theory ◽  
Primary Stress ◽  
Vowel Lengthening ◽  
Metrical Analysis

Stress is one of the most neglected components of the Arabic language in classrooms (Lin, 2018; Ryding, 2013).This study is devoted to analyzing stress production in Arabic as produced by Cebuano learners in order to highlight the challenges so that teachers can address them in the best way. The data have been examined within the metrical theory of word stress elaborated in Hayes (1995). A sample of 100 words has been considered, spoken by six non-native speakers of Arabic, three females and three males, whose first language is Cebuano, the national language of the Philippines. Data analysis shows that native Cebuano speakers have an iambic foot, where the foot involves left-to-right parsing, satisfies the End Rule Right Principle by which the main stress lands on the head of the rightmost visible foot, and imposes a weak ban on the degenerate foot. Intriguingly, foot iambicity observed in the produced words is regarded as a reflection of the speakers’ source language (L1) that has an iambic foot. Arabic words spoken by Cebuano non-natives conform to the bimoraic condition for the minimal phonological word that takes the primary stress, and is repaired only through vowel lengthening; whereas gemination, as a main strategy for creating bimoraicity, is totally absent. Similarly, vowel lengthening is seen as a transfer effect of L1, where stress always attracts a long vowel. The results point to the great importance of prosody in teaching Arabic as a foreign language, since prosodic features significantly contribute to the communication intelligibility.

scholarly journals Analysis of Stress Factors for Female Professors at Online Universities

2020 ◽  
Vol 17 (8) ◽  
pp. 2958 ◽  
Author(s):  
Marialuz Arántzazu García-González ◽  
Fermín Torrano ◽  
Guillermo García-González
Keyword(s):  
Risk Factors ◽  
Time Pressure ◽  
Health And Safety ◽  
Stress Factors ◽  
University Teaching ◽  
Psychosocial Risks ◽  
Primary Stress ◽  
Information And Communication ◽  
The University ◽  
Mental Overload

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

Parallelism as a Factor in Metrical Analysis

2002 ◽  
Vol 20 (2) ◽  
pp. 117-149 ◽  
Author(s):  
David Temperley ◽  
Christopher Bartlette
Keyword(s):  
Current Model ◽  
Metrical Structure ◽  
Metrical Analysis

A model is proposed of the effect of parallelism on meter. It is wellknown that repeated patterns of pitch and rhythm can affect the perception of metrical structure. However, few attempts have been made either to define parallelism precisely or to characterize its effect on metrical analysis. The basic idea of the current model is that a repeated melodic pattern favors a metrical structure in which beats are placed at parallel points in each occurrence of the pattern. By this view, parallelism affects the period of the metrical structure (the distance between beats) rather than the phase (exactly where the beats occur). This model is implemented and incorporated into the metrical program of D. Temperley and D. Sleator (1999). Several examples of the model's output are presented; we examine problems with the model and discuss possible solutions.

THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT

2016 ◽  
Vol 39 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Özgür Parlak ◽  
Nicole Ziegler
Keyword(s):  
Information Exchange ◽  
Computer Mediated Communication ◽  
Lexical Stress ◽  
Phonological Development ◽  
Mediated Communication ◽  
Primary Stress ◽  
Acoustic Correlates ◽  
Sentence Reading ◽  
Computer Mediated ◽  
The Impact

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.

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