Acquisition of English word stress patterns in early and late bilinguals

2004 ◽  
Vol 115 (5) ◽  
pp. 2503-2503 ◽  
Author(s):  
Susan G. Guion
Keyword(s):  
English Word ◽  
Word Stress ◽  
Stress Patterns ◽  
Late Bilinguals

scholarly journals The Impact of Visual Aids on the Retention of English Word Stress Patterns

2018 ◽  
Vol 7 (2) ◽  
pp. 225 ◽  
Author(s):  
Farid Ghaemi ◽  
Fahimeh Rafi
Keyword(s):  
English Word ◽  
Placement Test ◽  
Visual Aids ◽  
Word Stress ◽  
Significant Difference ◽  
Group A ◽  
Group B ◽  
The Impact ◽  
Stress Patterns

The present study aimed at comparing the effectiveness of three different techniques on learners’ long term memorization of English word stress patterns. After administering a quick placement test, 67 Iranian EFL elementary learners at language institutes were selected to participate in the study. Then they were divided into three groups. Before starting the instruction, a pretest was conducted to classify the participants’ abilities on word stress patterns. Then the new techniques were used to teach English word stress patterns. In all three groups, words were printed largely on a piece of paper and the syllables were clearly specified by dots. In group ‘A’, pronunciation and stress pattern of new words were taught aurally through the repetition of the words. In group ‘B’, all the procedure was exactly similar to that of group ‘A’, the only difference was that the stressed syllables were printed in bold. In group ‘C’, all the procedure was exactly similar to that of group ‘B’,  except that the stressed syllables were not only printed in bold, but also introduced by teacher’s hand gesture. After two weeks, a delayed posttest was conducted to check long term memorization of the word stress patterns. The results of the study indicated that there was a significant difference between pretest and delayed posttest in all three groups. But the most meaningful difference belonged to group ‘C’. That is, the participants in the third group (gesture group) outperformed those in the other groups. Finally, some implications and suggestions provided for further research.   

English Word Stress: A Theory of Word-Stress Patterns in English

Language ◽  
1987 ◽  
Vol 63 (1) ◽  
pp. 155
Author(s):  
Charles W. Kreidler ◽  
Ivan Poldauf ◽  
W. R. Lee
Keyword(s):  
English Word ◽  
Word Stress ◽  
Stress Patterns

scholarly journals Erroneous Word-Stress Patterns Used by EFL Yemeni Learners

2021 ◽  
Vol 2 (4) ◽  
pp. 39-48
Author(s):  
Asmaa Adel Abdulrahman ◽  
Ramamoorthy L
Keyword(s):  
Foreign Language ◽  
English Word ◽  
Primary Stress ◽  
Word Stress ◽  
Arabic Speakers ◽  
Scientific Disciplines ◽  
The One ◽  
Received Pronunciation ◽  
Stress Patterns ◽  
Target Words

This experimental study aims at investigating the English word-stress patterns used by Yemenis, learning English as a foreign language, and the erroneous stress patterns used by them. Accent or stress is a feature of high significance in English speech. At the level of a word, one syllable gets accentuated with primary stress.  To achieve the purpose of this study, and to find out to what extent word stress of Received Pronunciation English poses difficulty on Yemeni Arabic speakers using English as a foreign language, 120 subjects of various scientific disciplines, were chosen for data collection. They were recorded and their utterances went through deep analysis based on the auditory impression of the researcher and on the spectrographic evidence resulting from the speech analysis of the software program PRAAT. The most significant findings reached by the researcher were that word-stress in the four-syllable target words were the most problematic for the speakers in which 53.2% of them put the stress, randomly, on the wrong syllables in words. Three-syllable target words appeared to be less problematic as 44.4% of the participants placed the stress inaccurately in words. The least difficulties encountered by the speakers were with the two-syllable target words where 70.6% of the speakers managed to pronounce the words with correct stress placement. It is noteworthy to mention that there was a tendency among the speakers who produced wrong stress patterns, to accent either the first syllable or the one including a long vowel or a diphthong in the words.

Early and late Spanish–English bilinguals' acquisition of English word stress patterns

2004 ◽  
Vol 7 (3) ◽  
pp. 207-226 ◽  
Author(s):  
SUSAN G. GUION ◽  
TETSUO HARADA ◽  
J. J. CLARK
Keyword(s):  
Native Speakers ◽  
Native English Speakers ◽  
English Word ◽  
English Speakers ◽  
Phonological Acquisition ◽  
L1 Transfer ◽  
Syllabic Structure ◽  
Stress Patterns ◽  
Stress Placement ◽  
Late Bilinguals

Guion, Clark, Harada and Wayland (2003) found that three factors affect English speakers' stress placement on bisyllabic non-words: syllabic structure, lexical class and stress patterns of phonologically similar real words. The current replication and extension included three groups (N = 30): native English speakers, early Spanish–English bilinguals, and late Spanish–English bilinguals. Participants produced and gave perceptual judgments on 40 non-words of varying syllabic structures in noun and verb sentence frames. A regression analysis used the three factors to predict stress placement in production and perception. All three groups showed significant effects from stress patterns of phonologically similar real words and lexical class. The effect of syllabic structure for early bilinguals was slightly different from that of native speakers and late bilinguals showed greatly reduced effects. Late bilinguals exhibited more initial stress overall, possibly due to L1 transfer. These results run counter to the prediction made by Long (1990) about age effects on phonological acquisition.

Native Thai Speakers’ Acquisition of English Word Stress Patterns

2006 ◽  
Vol 35 (3) ◽  
pp. 285-304 ◽  
Author(s):  
Ratree Wayland ◽  
David Landfair ◽  
Bin Li ◽  
Susan G. Guion
Keyword(s):  
English Word ◽  
Word Stress ◽  
Stress Patterns

Russian iambic pentameter

2001 ◽  
Vol 15 ◽  
pp. 187-203
Author(s):  
Emily Klenin
Keyword(s):  
Present Article ◽  
Cultural Context ◽  
Line Length ◽  
General Tendency ◽  
Word Stress ◽  
Russian Poetry ◽  
Iambic Pentameter ◽  
Stress Patterns

The Russian pentameter is historically associated with the English and German traditions, but typologically it has with some justice been compared to the French decasyllable. The present article analyzes the structure and cultural context of Russian pentameter and examines in detail the use of caesura in a small corpus of iambic pentameter poems by Afanasy Fet. It is shown that the use of caesura correlates with patterns of word stress. In particular, the appearance of caesuraed lines in poems in which caesura is relatively weak correlates with the stress patterns of the lines in question: caesuraed lines are less heavily stressed than uncaesuraed ones, a correlation that theoretically should promote equalization of line length across the text. Russian poetry has a general tendency to promote equality of line length, and the intrusion of occasional I6 lines into I5 texts, a phenomenon known in many Russian I5 poems, can be viewed as a related strategy for handling ragged I5 lines.

Meters and formulas

2001 ◽  
Vol 15 ◽  
pp. 113-136
Author(s):  
Bruno Paoli
Keyword(s):  
Arabic Poetry ◽  
Word Stress ◽  
Metrical Pattern ◽  
Word Boundaries ◽  
Aspectual Markers ◽  
Stress Patterns

This paper deals with the metrical and rhythmical foundations of the formulaic style of ancient Arabic poetry. It is first shown how proper formulas can match different verse-patterns, by means of slight modifications such as the adjunction, deletion or substitution of conjunctions, prepositions, interrogative pronouns or aspectual markers, which partly behave like “stop-gaps”, keeping the meaning unchanged while modifying the metrical pattern of the formula. The analysis is then extended to “rhythmical formulas”, i.e. to combined metrical and word-stress patterns which serve as models for a great number of “formulaic expressions”. Word boundaries may be specified, as well as some morphological and syntactical informations, so that expressions derived from a same rhythmical formula can be classified into a number of more or less abstract subcategories. Finally, the syntagmatic combination of rhythmical formulas into lines leads to the identification of a small number of prototypical verse-instances underlying the various actual instances of a same verse-pattern.

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