Teaching word stress patterns of English using a musically-simulated technique

The correct placement of word-level stress is a main concern in EFL speech intelligibility training. It is particularly important for EFL learners who have a drastically different stress system in their L1 (e.g. Persian). These learners usually misplace the primary stress in their L2 which subseq...

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Main Authors:	Mohammad Ali Heidari-Shahreza, Ahmad Moinzadeh
Format:	Article
Language:	English
Published:	Penerbit UKM 2012
Online Access:	http://journalarticle.ukm.my/4929/ http://journalarticle.ukm.my/4929/ http://journalarticle.ukm.my/4929/1/pp%2520521_537.pdf

id	ukm-4929
recordtype	eprints
spelling	ukm-49292016-12-14T06:37:20Z http://journalarticle.ukm.my/4929/ Teaching word stress patterns of English using a musically-simulated technique Mohammad Ali Heidari-Shahreza, Ahmad Moinzadeh, The correct placement of word-level stress is a main concern in EFL speech intelligibility training. It is particularly important for EFL learners who have a drastically different stress system in their L1 (e.g. Persian). These learners usually misplace the primary stress in their L2 which subsequently may interrupt the flow of communication and leads to unintelligibility. Therefore, the present study explored the effect of musically-simulated patterns, as a new teaching technique, on the learning of word stress patterns of English. Musically-simulated patterns were defined in the context of the study as impressionistic patterns which were acoustically similar to word stress patterns of English. 30 Iranian EFL elementary learners at a language institute participated in the study. The new technique was used to teach four stress patterns of two- and three-syllable English words. The results of the posttest indicated that the participants in the experimental group (who listened to musically-simulated patterns) obtained significantly higher scores. Moreover, two-syllable words appeared to be more positively influenced by these musical patterns. It is suggested that L1 negative transfer and the inherent cognitive complexity of the stress patterns may contribute to the varying effect of these musical patterns. Finally, the possible applications of using this technique at both levels of material development and classroom practice are discussed. Penerbit UKM 2012-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/4929/1/pp%2520521_537.pdf Mohammad Ali Heidari-Shahreza, and Ahmad Moinzadeh, (2012) Teaching word stress patterns of English using a musically-simulated technique. GEMA: Online Journal of Language Studies, 12 (2 (spe). pp. 521-537. ISSN 1675-8021 http://pkukmweb.ukm.my/~ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The correct placement of word-level stress is a main concern in EFL speech intelligibility training. It is particularly important for EFL learners who have a drastically different stress system in their L1 (e.g. Persian). These learners usually misplace the primary stress in their L2 which subsequently may interrupt the flow of communication and leads to unintelligibility. Therefore, the present study explored the effect of musically-simulated patterns, as a new teaching technique, on the learning of word stress patterns of English. Musically-simulated patterns were defined in the context of the study as impressionistic patterns which were acoustically similar to word stress patterns of English. 30 Iranian EFL elementary learners at a language institute participated in the study. The new technique was used to teach four stress patterns of two- and three-syllable English words. The results of the posttest indicated that the participants in the experimental group (who listened to musically-simulated patterns) obtained significantly higher scores. Moreover, two-syllable words appeared to be more positively influenced by these musical patterns. It is suggested that L1 negative transfer and the inherent cognitive complexity of the stress patterns may contribute to the varying effect of these musical patterns. Finally, the possible applications of using this technique at both levels of material development and classroom practice are discussed.
format	Article
author	Mohammad Ali Heidari-Shahreza, Ahmad Moinzadeh,
spellingShingle	Mohammad Ali Heidari-Shahreza, Ahmad Moinzadeh, Teaching word stress patterns of English using a musically-simulated technique
author_facet	Mohammad Ali Heidari-Shahreza, Ahmad Moinzadeh,
author_sort	Mohammad Ali Heidari-Shahreza,
title	Teaching word stress patterns of English using a musically-simulated technique
title_short	Teaching word stress patterns of English using a musically-simulated technique
title_full	Teaching word stress patterns of English using a musically-simulated technique
title_fullStr	Teaching word stress patterns of English using a musically-simulated technique
title_full_unstemmed	Teaching word stress patterns of English using a musically-simulated technique
title_sort	teaching word stress patterns of english using a musically-simulated technique
publisher	Penerbit UKM
publishDate	2012
url	http://journalarticle.ukm.my/4929/ http://journalarticle.ukm.my/4929/ http://journalarticle.ukm.my/4929/1/pp%2520521_537.pdf
first_indexed	2023-09-18T19:42:55Z
last_indexed	2023-09-18T19:42:55Z
_version_	1777405710045282304

Teaching word stress patterns of English using a musically-simulated technique

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