Awareness of L2 American English Word Stress: Implications for Teaching Speakers of Indo-Aryan Languages (original) (raw)
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Lexical Stress Perception in Indian Englishes
Proceedings of the 20th International Congress of Phonetic Sciences (ICPhS 2023), 2023
We report an experiment investigating the relative weighting of acoustic cues (vowel quality, intensity, duration and f0) in lexical stress perception in Indian English (IndE), compared with Southern Standard British English (SSBE). GLMM modelling of responses shows both similarities (e.g. vowel quality was by far the most important cue for both IndE and SSBE) and differences (IndE listeners were less sensitive to all cues except duration, and made least use of f0). Differentiating IndE participants according to L1 background (Indo-Aryan vs Dravidian), however, reveals a finer-grained picture, with L1 Indo-Aryan listeners exhibiting cue hierarchy and degree of cue strength that are closer to SSBE listeners. For L1 Dravidian listeners, while vowel quality remains the most important cue, the strength of this cue, and that of intensity, are significantly lower than for L1 Indo-Aryan and SSBE listeners. At the same time, duration ranks more highly for these listeners.
ENGLISH LEXICAL STRESS CUES IN NATIVE ENGLISH AND NON-NATIVE ARABIC SPEAKERS
Individuals who speak English as a second language vary in their ability to produce appropriate stress, which often impedes their intelligibility. The present study investigated the production of lexical stress by native speakers of English as well as learners of English. Minimal pairs were recorded by 8 native speakers of English and 8 Arabic learners of English. A second experiment examined use of acoustic cues to indicate stressed syllables in Arabic (8 speakers).
Word Stress Contribution in Second Language Acquisition
Journal of Language and Literature
Possessing native-like pronunciation is one of the main goals that non-native speakers of English would like to accomplish. Besides the ability to pronounce English sounds correctly, using the proper English word stress also plays an important role in achieving that goal.This paper first specifies the nature of word stress in English and its contribution on successful English language learning. Secondly, it addresses the problems that are commonly encountered by the Indonesian learners in using correct word stress in their speech. Finally, it also proposes some ways that English learners can use to learn English word stress better. Hopefully these proposed ways will be able to help the learners to speak in English more fluently with not only accurate pronunciation but also with correct word stress.
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.
The Recognition and Production of English Word Stress of Thai University Students
Asia Social Issues
This study aimed to find out whether English major students who had basic knowledge of Linguistics are able to assign word stress to two-syllable, three-syllable and four-syllable English words correctly, whether there is a significant correlation between their competence in recognizing and in producing English word stress, and to determine the factors affecting word stress recognition and production. The participants were 14 second year English major students who had basic knowledge of Linguistics. The data were collected by using a word stress assignment. The participants were assigned to mark the primary stress on 45 words, and read all of them. The results revealed that over 70% of the stress placements of two-syllable, three-syllable and four-syllable English words were correct. For the stress productions, it was found that over 70% of them were correct. It can be assumed that the ability of the students to assign the primary stress to the two-syllable, three-syllable, and four...
Kemanusiaan The Asian Journal of Humanities
This paper disscusses the impact of glocalisation process on the production and perception of Iraqi English as a foreign language (EFL) learners in word stress placement pertaining to metrical parameters. Previous studies lack an in-depth investigation of the parameters tracing the prosodic acquisition path of the learners in acquiring L2 (Archibald 1993; Youssef and Mazurkewich 1998). This study which adopts the metrical parameters model of Dresher and Kaye (1990) shows how similar metrical parameters settings of both Arabic and English affect the performance of Iraqi EFL learners in word stress placement. The findings of the study reveal how Iraqi learners of English internalise the conceptualisation of the metrical parameters of English word stress production and perception in their glocalised variety of English as part of learning the language as an international (global) language. The findings of the study also suggest that Iraqi EFL learners assigned more incorrect responses in word stress placement in the perception task than the production task because they followed different parameter-setting orders in acquiring L2, leading to them resetting more parameters wrongly in the perception task than the production task. The study highlights on the importance of accepting both global and local varieties of English in curriculum development in Iraq.
International Research Journal of Arts & Humanities (IRJAH), 2016
This study determines the pattern of English (primary) word stress in Bi-syllabic and Trisyllabic suffixed words and their roots by Pashto speakers in Khyber Pakhtunkhwa Pakistan and the effect of such affixation on stress placements. These suffixes in English Language are called shifter, they shift strong stress to the antepenultimate (third from the last), similarly penultimate (second from the last), and ultimately (last) syllables, as well as those suffixes that do not shift strong stress to other syllable. The data was collected from sixteen native speakers of Pashto Language in Khyber Pakhtunkhwa, Pakistan, by recording their oralreading of a card, containing a selection of words. The findings indicated that primary stress pattern varies among bi-syllabic, and tri-syllabic suffixed words. These four types of English suffixes assert a variety of degree on the stress placements by the participants. The most significant observation of this research study demonstrated that suffixes ese and ade have the least effect on participants' stress placements, because maximum of the primary stress maintained on first syllable in their suffixed words along with their root words, but do not shift to last syllable. Subsequently, having determined that the correct primary stress is on last syllable in these types of suffixed words, the pattern of stress placement on first syllable causes most incorrect productions. Although suffixes ese and ade do not appear as regularly as other suffixes, e.g., ic, ity, and cy, the findings disclosed that there was extreme unawareness of the strong stress shifting effect among Pashto speakers in Khyber Pakhtunkhwa, which needed further attention.
The Effect of Stress Pattern on Iranian English Language Learners' Pronunciation
International Journal of English Language Education, 2013
The present study investigated the stress pattern of Iranian English language learners' pronunciation. Participants were 30 intermediate EFL learners studying English in Jouya English institute in Tehran. In order to measure the level of the ability of the students in pronouncing the correct words in terms of their stress, 80 words selected from participants' text books. The words were divided into four groups according to the number of syllables and the place of stress; the first group consisted of 20 two-syllable words with stress on the first syllable, the second group was a 20 two-syllable words with stress is on the second syllable, the third group consisted of 20 three-syllable words with the stress was on the first syllable, and Lastly the fourth group included 20 three-syllable words with stress is on the second syllable. Participants were asked to read the words which were selected as a production test. Participants' performance was audiotaped to find out on which syllable of the word the stress is put. The results revealed that participants were more successful in pronouncing the words whose stress was on the first syllable in comparison to those having stress on the second syllable.
The influence of Madurese dialect toward students’ English word stress production
Indonesian Journal of Applied Linguistics
Communication using English in Indonesia is challenging, especially when English is not used frequently. It’s happen to some area where English is only taught as mandatory subject in high schools. Madura is one of island in East Java that has unique characteristic, especially in the native language. This study aimed to analyze the misplaced of English word stress done by Madurese students and to find out the reason why they frequently misplace the word stress. A questionnaire and recording were used to collect data about students’ background identity and to record the students’ voice in pronouncing English words. The data were analysed by using qualitative research design to find out the causes of word stress misplacement. The findings revealved that the influence of mother language, motivation, attitude, and age are the most influential factors that generate students in misplacing the word stress. Besides, the lack of pronunciation training and practice done by teachers in their hi...