Morphological Cues to English Word Stress Acquisition by Polish Learners: Andrzej Porzuczek

2016 ◽  
Keyword(s):  
English Word ◽  
Word Stress ◽  
Morphological Cues

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.   

Some Problems of English Word-Stress for the Iraqi Learner

ELT Journal ◽  
1980 ◽  
Vol 34 (2) ◽  
pp. 104-109 ◽  
Author(s):  
Y. Y. Aziz
Keyword(s):  
English Word ◽  
Word Stress

The Stress of English Words 1968–1998

1998 ◽  
Vol 29 (4) ◽  
pp. 539-568 ◽  
Author(s):  
Morris Halle
Keyword(s):  
English Word ◽  
Subsequent Work ◽  
Word Stress ◽  
New Treatment

The article begins with reflections on the theory of Chomsky and Halle 1968, which constituted a new departure in phonology. The indebtedness of the theory to Chomsky 1951 is noted, and certain inadequacies in the theory are discussed as well as the ways these were overcome in subsequent work, including Idsardi 1992. The revised theory is illustrated with an improved account of English word stress that includes a new treatment of the “Rhythm Rule,” in particular, of contrasts such as ánecdòte vs. eléctròde; vowel shortening in poststress position (e.g., sálivàte (cf. salíva), ínfamous (cf. faámous)); and “weak” syllable effects (Burzio 1994) (e.g., Loómbardy but Lombárdi).

scholarly journals Accounting for L2 learners’ errors in word stress placement

2016 ◽  
Vol 5 (2) ◽  
pp. 199
Author(s):  
Clara Herlina Karjo
Keyword(s):  
University Students ◽  
English Word ◽  
Stress System ◽  
Word Stress ◽  
L2 Learners ◽  
Repetition Task ◽  
Stress Placement ◽  
Vowel Height

Stress placement in English words is governed by highly complicated rules. Thus, assigning stress correctly in English words has been a challenging task for L2 learners, especially Indonesian learners since their L1 does not recognize such stress system. This study explores the production of English word stress by 30 university students. The method used for this study is immediate repetition task. Participants are instructed to identify the stress placement of 80 English words which are auditorily presented as stimuli and immediately repeat the words with correct stress placement. The objectives of this study are to find out whether English word stress placement is problematic for L2 learners and to investigate the phonological factors which account for these problems. Research reveals that L2 learners have different ability in producing the stress, but three-syllable words are more problematic than two-syllable words. Moreover, misplacement of stress is caused by, among others, the influence of vowel lenght and vowel height.

scholarly journals Is there an interlanguage intelligibility benefit in perception of English word stress?

Loquens ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 061
Author(s):  
Rana Almbark ◽  
Nadia Bouchhioua ◽  
Sam Hellmuth
Keyword(s):  
English Word ◽  
Structural Knowledge ◽  
English Speakers ◽  
Stress Perception ◽  
Sentence Recognition ◽  
Word Stress ◽  
Minimal Pairs ◽  
Unstressed Syllable ◽  
Final Stress ◽  
L1 English

This paper asks whether there is an ‘interlanguage intelligibility benefit’ in perception of word-stress, as has been reported for global sentence recognition. L1 English listeners, and L2 English listeners who are L1 speakers of Arabic dialects from Jordan and Egypt, performed a binary forced-choice identification task on English near-minimal pairs (such as[ˈɒbdʒɛkt] ~ [əbˈdʒɛkt]) produced by an L1 English speaker, and two L2 English speakers from Jordan and Egypt respectively. The results show an overall advantage for L1 English listeners, which replicates the findings of an earlier study for general sentence recognition, and which is also consistent with earlier findings that L1 listeners rely more on structural knowledge than on acoustic cues in stress perception. Non-target-like L2 productions of words with final stress (which are primarily cued in L1 production by vowel reduction in the initial unstressed syllable) were less accurately recognized by L1 English listeners than by L2 listeners, but there was no evidence of a generalized advantage for L2 listeners in response to other L2 stimuli.

Sign in / Sign up

Export Citation Format

Share Document