Relevant bibliographies by topics / English word stress

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English word stress'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "English word stress"

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Ladd, D. Robert, and Erik Fudge. "English Word-Stress." Language 62, no. 1 (March 1986): 170. http://dx.doi.org/10.2307/415608.

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Kreidler, Charles W., Ivan Poldauf, and W. R. Lee. "English Word Stress: A Theory of Word-Stress Patterns in English." Language 63, no. 1 (March 1987): 155. http://dx.doi.org/10.2307/415394.

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ATOYE, RAPHAEL O. "Word stress in Nigerian English." World Englishes 10, no. 1 (March 1991): 1–6. http://dx.doi.org/10.1111/j.1467-971x.1991.tb00132.x.

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Taylor, David. "Compound word stress." ELT Journal 45, no. 1 (January 1, 1991): 67–73. http://dx.doi.org/10.1093/elt/45.1.67.

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Abstract Stress in English compound words poses difficult problems for foreign learners. English does not seem to be at all consistent in the way it treats compounds, either from the point of view of writing or from the point of view of pronunciation and especially stress. If we look at how this uncertainty and inconsistency arises we can perhaps understand better the difficulties. And if we look beyond the principles of word stress to the principles of accent placement, and in so doing pay attention to the information structure of compounds, we can obtain valuable guidance about stress placement in these words.
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Taylor, David S. "Demystifying word stress." English Today 12, no. 4 (October 1996): 46–52. http://dx.doi.org/10.1017/s0266078400009305.

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Bell, Melanie J., and Ingo Plag. "Informativity and analogy in English compound stress." Word Structure 6, no. 2 (October 2013): 129–55. http://dx.doi.org/10.3366/word.2013.0042.

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It has long been claimed (e.g. Sweet 1892 , Bolinger 1972 , Ladd 1984 ) that informativity has an influence on the leftward or rightward stress assigned to noun-noun combinations in English, but the few available empirical studies of this hypothesis have produced conflicting results ( Plag & Kunter 2010 , Bell 2013 , Bell & Plag 2012 ). In this paper, using the same measures as Bell & Plag (2012) but with a different set of data, we provide further evidence that more informative constituents in the right-hand position tend to be stressed. This result fits with the general propensity of speakers to accentuate important information (e.g. Bolinger 1972 ). The results also raise the question of the relationship between informativity and constituent identity, which is the strongest known predictor of compound stress pattern (e.g. Plag 2010 , Arndt-Lappe 2011 ). An exploration of this problem shows that the two factors are interrelated; we argue that this relationship is best conceptualized as resulting from an underlying effect of informativity on other predictors of prominence, including constituent identity.
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Ingram, John. "Vietnamese Acquisition of English Word Stress." TESOL Quarterly 39, no. 2 (June 1, 2005): 309. http://dx.doi.org/10.2307/3588314.

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Ladd, D. Robert. "English word-stress By Erik Fudge." Language 62, no. 1 (1986): 170–74. http://dx.doi.org/10.1353/lan.1986.0025.

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Zhou, Qian, Yonghong Li, and Lei Guo. "An Acoustic Study of English Word Stress of Amdo English Learners." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 117. http://dx.doi.org/10.17507/tpls.1001.17.

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This paper analyses the mastery of English word stress of China’s Tibetan Amdo English learners, by means of acoustic phonetics. According to the “Negative Transfer” theory, as the mother language of Amdo doesn’t have word stress, this will put negative influence to the learning of English stress and their pronunciation of it will be poor. However, the result of this study shows that these learners’ grasp of English word stress is better than prediction, with an overall accuracy of 70% percent. Among the findings, two noticeable research result was discovered, which are the Amdo speakers’ pronunciation of English words with stress on the first syllable (for words with multi-syllables), compound words with stress on the first word are quite problematic, and these speakers has no awareness of “stress shift”. These findings are very helpful to Amdo English learners and their eachers and could be further used in pedagogy designs.
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SHEVCHENKO, TATIANA. "ENGLISH WORD STRESS IN LONG-TERM LANGUAGE CONTACT." Theoretical and Applied Linguistics, no. 2 (2021): 160–68. http://dx.doi.org/10.22250/2410-7190_2021_7_2_160_168.

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The paper summarizes the results of recent studies concerned with English accentual patterns dynamics in polysyllabic words, based on English and French language contact. Canadian English reflects the present-day situation of language contact. Intersection of a variety of tendencies is observed which are due to accentual assimilation in lexicon of Romance origin borrowed from French. The recessive and the rhythmical are the major ones in the historical perspective. The data collected in dictionaries are further supplied with sociocultural comments based on corpus and opinion survey cognitive analyses. The presence of rhythmical stress was discovered in British, American and Canadian Englishes with the growing tendency in compound words due to disappearing of the pattern with two equal stresses. The tendency is most vivid in bilingual speakers from the Province of Quebec who accentuate word-final syllable.
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Dissertations / Theses on the topic "English word stress"

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Okobi, Anthony O. (Anthony Obiesie) 1976. "Acoustic correlates of word stress in American English." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37963.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2006.
Includes bibliographical references (p. 123-126).
Acoustic parameters that differentiate between primary stress and non-primary full vowels were determined using two-syllable real and novel words and specially constructed novel words with identical syllable compositions. The location of the high focal pitch accent within a declarative carrier phrase was varied using an innovative object naming task that allowed for a natural and spontaneous manipulation of phrase-level accentuation. Results from male native speakers of American English show that when the high focal pitch accent was on the novel word, vowel differences in pitch, intensity prominence, and amplitude of the first harmonic, H1 * (corrected for the effect of the vocal tract filter), accurately distinguished full vowel syllables carrying primary stress vs. non-primary stress. Acoustic parameters that correlated to word stress under all conditions tested were syllable duration, HI*-A3*, as a measurement of spectral tilt, and noise at high frequencies, determined by band-pass filtering the F3 region of the spectrum. Furthermore, the results indicate that word stress cues are augmented when the high focal pitch accent is on the target word.
(cont.) This became apparent after a formula was devised to correct for the masking effect of phrase-level accentuation on the spectral tilt measurement, Hi *-A3*. Perceptual experiments also show that male native speakers of American English utilized differences in syllable duration and spectral tilt, as controlled by the KLSYN88 parameters DU and TL, to assign prominence status to the syllables of a novel word embedded in a carrier phrase. Results from this study suggest that some correlates to word stress are produced in the laryngeal region and are due to vocal fold configuration. The model of word stress that emerges from this study has aspects that differ from other widely accepted models of prosody at the word level. The model can also be applied to improve the prosody of synthesized speech, as well as to improve machine recognition of speech.
by Anthony O. Okobi.
Ph.D.
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Chan, Ka-wai Ricky, and 陳嘉威. "Implicit learning of L2 word stress rules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4961793X.

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In the past few decades, cognitive psychologists and linguists have shown increasing research interest in the phenomenon of implicit learning, a term generally defined as learning of regularities in the environment without intention and awareness. Some psychologists regard implicit learning as the primary mechanism for knowledge attainment and language acquisition (Reber, 1993), whereas others deny the possibility of learning even simple contingencies in an implicit manner (Lovibond and Shanks, 2002). In the context of language acquisition, while first language acquisition is essentially implicit, the extent to which implicit learning is relevant to second language acquisition remains unclear. Empirical evidence has been found on the implicit learning of grammar/syntactic rules (e.g., Rebuschat & Williams, 2012) and form-meaning connections (e.g., Leung & Williams, 2011) but little investigation of implicit learning has been conducted in the realm of phonology, particularly supra-segmental phonology. Besides, there is still no consensus on the extent to which implicit learning exhibits population variation. This dissertation reports three experiments which aim to 1) address the possibility of learning second language (L2) word stress patterns implicitly; 2) identify relevant individual differences in the implicit learning of L2 word stress rules; and 3) improve measurement of conscious knowledge by integrating both subjective and objective measures of awareness. Using an incidental learning task and a two-alternative forced-choice post-test, Experiment 1 found evidence of learning one-to-one stress-to-phoneme connections in an implicit fashion, and successfully applied the process dissociation procedure as a sensitive awareness measure. Experiment 2 found implicit learning effect for more complicated word stress rules which involved mappings between stress assignment and syllable types/types of phoneme, and integrated verbal reports, confidence ratings and inclusion-exclusion tasks as awareness measures. Experiment 3 explored potentially individual differences in the learning of L2 word stress rules. No correlation was found between learning of L2 word stress and working memory, processing speed and phonological short-term memory, supporting the belief that involvement of working memory in implicit learning is minimal, and the view that different stimuli/task-specific subsystems govern different implicit learning tasks. It is concluded that L2 word stress rules may be learnt implicitly with minimal individual variations.
published_or_final_version
English
Master
Master of Philosophy
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Ruiz, García María Isabel. "Word Stress Patterns in the English of Spanish Speakers: A Perceptual Analysis." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/114906.

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Esta tesis analiza la producción de palabras inglesas utilizadas en contexto por parte de estudiantes españoles del inglés. Un total de 76 grabaciones de dos textos diferentes se han analizado, transcribiendo en AFI las 125 palabras elegidas para el análisis de los patrones de acentuación. El propósito principal de este trabajo es analizar, describir y clasificar los esquemas de pronunciación más característicos del inglés de los estudiantes españoles, con referencia específica a las alteraciones relacionadas con los diferentes esquemas de acentuación y de reducción vocálica. Para ello, se ahonda en el estudio de los patrones de acentuación utilizados según el número de sílabas, según la acentuación original de las palabras y según la clase léxica. También se examinan las tendencias de uso de reducción vocálica en las sílabas átonas y el uso de la acentuación secundaria.
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Ou, Shu-chen. "Factors and mechanisms in L2 word stress acquisition : evidence from Chinese-English interlanguage." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25047.

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Research on second language (L2) stress acquisition by speakers of stress languages indicates that error patterns can be analyzed systematically in terms of either the learners’ first language (L1) or universal metrical principles. However, it remains controversial whether such systematicity is also found in L2 stress acquisition by speakers of non-stress languages. This thesis addresses this issue through re-examination of L2 English stress acquisition by speakers of Chinese, a tone language. If systematic patterns emerge in the data, we can address two further questions: a) to what extent are the patterns attributable to L1 transfer, and b) to what extent do the patterns reflect metrical universals? The question of whether Chinese learners can assign systematic stress to English words is examined in chapter 3. Participating in a perceptual preference experiment with English non-words, the Chinese subjects preferred initial stress for σ.CVCC words when they were presented as nouns, but preferred final stress when they were presented as a verb, similar to the English subjects. In trisyllabic words, penultimate stress was preferred when the penult was closed by a consonant (CVC) whereas antepenultimate stress was preferred when the penult only contained a lax vowel (CV). The tendency was stronger when the coda consonant was a sonorant rather than an obstruent. The connection between syllable structure and stress in Chinese-English interlanguage is further investigated in Chapter 4. The main experiment used trisyllabic non-words and was designed to test whether Chinese learners know that English stress shifts from the antepenult to the penult when the penult contains either a long vowel or a coda consonant. Finally, the learning mechanism which guides the acquisition of L2 English stress by Chinese speakers is discussed. The data show that some Chinese subjects were sensitive to the noun-verb contrast but not to the stress contrast conditioned by the penult of trisyllabic nouns.
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Ribeiro, Thais Sada. "Acoustic correlates of word stress production in the connected speech of american english and brazilian portuguese speakers." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/89540.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Este estudo teve como objetivo investigar os correlatos acústicos do acento tônico na fala conectada de três brasileiras e três americanas. Após os sujeitos gravarem um texto informativo, dois falantes bilíngües delimitaram os acentos tônicos produzidos. Vogais tônicas, pré-tônicas e pós-tônicas foram então medidas quanto a sua duração, pico de F0 e pico de intensidade. Unidades acústicas foram a seguir transformadas em unidades perceptuais, a fim de que diferenças estatísticas significativas pudessem ser classificadas como perceptíveis ou imperceptíveis. Resultados significativos e perceptíveis foram classificados como ocasionais, recorrentes ou consistentes, conforme sua coincidência com os resultados de um, dois ou três falantes por grupo. Apenas resultados consistentes e recorrentes foram considerados como resultados representativos de cada grupo. De acordo com estes critérios, a duração foi o único correlato acústico significativo e perceptível do acento tônico para ambos os grupos de falantes. Enquanto as vogais tônicas se mostraram mais longas do que as pré-tônicas para o grupo de americanas, para o grupo de brasileiras as vogais tônicas se mostraram mais longas do que as pós-tônicas. Nenhuma diferença significativa e perceptível entre os dois grupos foi encontrada quanto à duração das vogais tônicas, pré-tônicas ou pós-tônicas produzidas.
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Shin, Jeonghwa. "Prosodic Effects on Spoken Word Recognition in Second Language:Processing of Lexical Stress by Korean-speaking Learners of English." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338388308.

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Lepage, Andrée. "The contribution of word stress and vowel reduction to the intelligibility of the speech of Canadian French second language learners of English." Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26124.

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Cette thèse porte sur la perception par des locuteurs natifs de l’anglais (L1) de la production orale de francophones parlant l’anglais comme langue seconde (L2). Elle emploie une méthode d’analyse mixte visant à déterminer: (1) l’existence d’une interférence et (2) le degré d’interférence de l’accent tonique et de la réduction vocalique avec l’intelligibilité ; (3) la comparaison de l’impact de l’omission de la réduction vocalique et de son mauvais positionnement sur l’intelligibilité; (4) si un déplacement de l’accent vers la droite nuit d’avantage à l’intelligibilité qu’un déplacement vers la gauche; (5) si les locuteurs anglophones familiers avec l’accent francophone comprennent plus aisément l’anglais des locuteurs francophones. Nous avons administré un test de perception de type ‘close-shadowing’, composé de 80 mots anglais multisyllabiques prononcés par des Québécois, à 60 anglophones L1. Les mots étaient classés selon les erreurs prosodiques les plus fréquentes. Trente des participants anglophones avaient été rarement ou jamais exposés à un accent francophone L2 (groupe non tolérant). Trente étaient en contact quotidiennement avec le français ou avec des locuteurs francophones de l’anglais L2 (groupe tolérant). Les réponses fournies par les anglophones étaient analysées qualitativement afin de déterminer quelles erreurs prosodiques contribuaient le plus à la perte d’intelligibilité. La mesure du temps de réaction des participants a permis d’évaluer l’effet de ralentissement des différents types d’erreur sur l’identification des mots. Les résultats montrent que la réduction vocalique nuit davantage à l’intelligibilité que le mauvais positionnement de l’accent et que l’omission de la réduction vocalique nuit moins que son mauvais positionnement. Un déplacement de l’accent lexical à droite nuit d’avantage à l'intelligibilité qu’un déplacement vers la gauche. Le groupe tolérant a identifié plus de mots que le groupe non tolérant, ce qui suggère que l’auditeur natif tire profit pour la compréhension de la production orale L2 de l’exposition à une L2. Néanmoins, les temps de réponse étaient statistiquement similaires chez les deux groupes. Cela pourrait s’expliquer par le fait que les auditeurs tolérants à l’accent connaissent aussi le français, et activeraient plusieurs candidats lexicaux pendant la recherche de l’unité lexicale appropriée, ce qui ralentirait leur temps de réaction.
This thesis studies the perception of French accented English by native English speakers. It presents the results of a mixed methods study aimed at exploring (1) whether both incorrect word stress and incorrect vowel reduction have an impact on intelligibility, (2) if so, whether they interfere equally, (3) whether the omission of vowel reduction has a greater or lesser impact on intelligibility than misplacement, (4) whether rightward misplacement of word stress has a greater impact on intelligibility than leftward misplacement, and (5) whether L2 speech that typically misproduces word stress and vowel reduction is more intelligible to listeners who are familiar with the accent. Sixty native Canadian English listeners performed a close-shadowing task whereby they evaluated 80 Canadian French (CF) accented two-, three- and four-syllable words categorized according to the naturally occurring prosodic errors they contain. Thirty native English judges had had little or no exposure to CF L2 speech (i.e., are non-accent-tolerant) and 30 use, or are in daily contact with French and/or French-accented English (i.e., are accent-tolerant). The judges’ responses were analysed qualitatively to determine which prosodic error contribute to loss of intelligibility, and quantitatively to determine which errors slow word identification. Results show that both incorrect stress and vowel reduction interfere with an L2 speaker’s intelligibility (Research Question 1) but they do so unequally. Incorrect vowel reduction is more detrimental (Research Question 2). Results also show that omitting vowel reduction is less detrimental to intelligibility than misplacing it (Research Question 3). As for stress, intelligibility is more impaired by rightward than leftward misplacement (Research Question 4). As for accent familiarity, the accent tolerant group accurately identified more words than the non-accent-tolerant group, suggesting that exposure to a particular L2 does benefit a listener (Research Question 5), though the response times for both listener groups were statistically similar. A possible explanation for these mixed results is that the accent-tolerant listeners, because they speak French, activate more lexical candidates during lexical access, thus slowing down their reaction times.
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Kebboua, Chaker Nadia. "Integrating Information Technology in theTeaching/Learning of English Pronunciation in the Classroom: Designing and Implementing an Online Course to Teach Word and Sentence Stress to Tertiary Level Students." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/668789.

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Este estudio investiga el potencial del uso de la tecnologia en la ensenanza y el aprendizaje de la pronunciacion. El estudio explora el progreso de los estudiantes en la pronunciacion en ingles con respecto a la acentuacion de palabras y oraciones. El curso de pronunciacion era original, se creo especialmente para los participantes de este estudio, teniendo en cuenta los errores tipicos que cometen los hablantes de espanol / catalan como resultado de la interferencia del idioma materno. El estudio se llevo a cabo con dos grupos de 24 estudiantes universitarios de primer ano que actuaron como control y experimental. El grupo control recibio instruccion sobre la acentuacion de ingles por medios convencionales, mientras que el grupo experimental utilizo un entorno virtual para el aprendizaje de la pronunciacion. El estudio utilizo un diseno de prueba previa, intervencion y prueba posterior. Para evaluar los datos, se adoptaron tres enfoques diferentes. Las tareas de lectura fueron evaluadas mediante analisis acustico.
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Banzina, Elina. "The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580.

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Silveira, Amanda Post da. "ESTRATÉGIAS DE REPARO NA ATRIBUIÇÃO DO ACENTO PRIMÁRIO DO INGLÊS POR FALANTES NATIVOS DE PB." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/9826.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In this study, we investigated the repair strategies applied to English word primary stress in the process of acquisition by native speakers of Brazilian Portuguese (BP). For this purpose, we used Connectionist Optimality Theory (henceforth, COT) by Bonilha (2004) as its theoretical basis. COT, beyond previewing constraint interaction, the interaction of different phonological levels (such as segment, syllable and stress) and constraints reranking in an L2 acquisition process, it also claims that constraints which are specific from the L2 may be acquired. Such restructuring process may be explained by an implemented gradual learning algorithm (BOERSMA & HAYES 2001) which constitutes a great advantage to acquisition data analysis. In the present study, we analyzed English stress acquisition in suffixed words, especially, the production of words whose suffixes carry the primary stress. In this last group, we observed the following suffixes: -oon, -eer, -ee, -ette, -esque, - ese, -ique, -et, -aire, -euse and -eur. Taking into account the process of constraint reranking, we intended to characterize interlanguage hierarchy evidenced by learners from the repair strategies they applied to deviant productions. For this aim, we used oral language data from sixteen informants, academics of Languages - English major from a Brazilian Southern university. Data collection consisted of two recordings of an instrument which contained 135 suffixed and non-suffixed words and 135 carrier-sentences. Afterwards, data were transcribed by auditory method and reviewed by two evaluators. The transcriptions were based on IPA. Data were statistically treated by Chi-Square test via Statistica 7.0 software. We could observe that, among the suffixes that present different behaviors concerning the stress of the primitive words, the ones which receive the primary stress were the least correctly produced, presenting around 50% of errors. Data also confirmed the trends indicated by studies on L2 acquisition that interlanguage systems show the militancy of L1 hierarchy of constraints. This is due to the predominance of the trochaic pattern as a repair strategy - around 50% of deviant productions, and, as argued by Bisol (1992), it is the stress pattern of BP. Concerning the suffixes that carry the primary stress, it seems that L2 vowel length, that may be the main element of stress attribution in words such as refugee and mountaineer, is not easily perceived/produced by BP native speakers, according to the findings by Nobre-Oliveira (2007). Taking into account the results, we understand that some specific constraints to vowel length were not ranked in learners interlanguage hierarchy yet. Also, we relate the phenomenon of the random production of such stress pattern to its low frequency in English lexicon. Thus, frequency seems to be one important factor for learners oral productions. In sum, we believe that such factors as a whole may be conspiring to the fact that informants productions are still deviant from the pattern of the target language. Finally, we argue that COT seems to be an important tool in order to describe and analyze L2 language acquisition data.
Neste estudo, investigamos as estratégias de reparo aplicadas ao padrão de acento primário do Inglês, no processo de aquisição, por falantes nativos de português brasileiro (PB). Para esse propósito, utilizamos a Teoria da Otimidade Conexionista (COT), a partir dos estudos de Bonilha (2004) como sua base teórica. A COT, além de prever a interação de restrições, a interação de diferentes níveis fonológicos (como segmental, silábico e acentual) e o reranqueamento no processo de aquisição de uma L2, também propõe que restrições específicas da L2 devam ser adquiridas. No presente estudo, analisamos a aquisição do acento do inglês em palavras sufixadas, especialmente, na produção de palavras cujo sufixo carrega o acento, como -oon, -eer, -ee, -ette, -esque, -ese, -ique, -et, - aire, -euse e -eur. Levando-se em consideração o processo de reranqueamento, intentamos caracterizar a hierarquia de interlíngua evidenciada pelas produções desviantes dos aprendizes a tal padrão. Com este objetivo, usamos dados de linguagem oral de dezesseis sujeitos, acadêmicos de Letras - habilitação Língua Inglesa de uma universidade do Sul do Brasil. Os dados consistiram de duas coletas, realizadas por meio de um instrumento que contém 135 palavras (entre sufixadas e nãosufixadas) e 135 frases-veículo. Em seguida, houve a transcrição fonética pelo método de oitiva e a revisão por dois avaliadores. As transcrições tiveram por base o Alfabeto Fonético Internacional (IPA). Os dados foram tratados estatisticamente com o teste Qui-quadrado via programa Statistica 7.0. Pudemos observar que, dentre os sufixos que apresentam comportamentos distintos, no que concerne ao acento da palavra primitiva, os sufixos que atraem o acento primário foram os que apresentaram o menor percentual de acertos, aproximadamente 50%. Os dados também confirmam as tendências, apontadas por outros estudos em aquisição de L2, de que os sistemas de interlíngua apresentam a militância da hierarquia de restrições da L1. Evidenciamos isso pelo predomínio do padrão acentual trocaico como estratégia de reparo, que responde por cerca de 50% dos tokens desviantes e, como argumenta Bisol (1992), o padrão trocaico é o predominante do PB. Com relação aos sufixos que atraem o acento primário, há evidências de que o prolongamento da vogal, que é o principal elemento considerado na atribuição de peso da sílaba e na atração do acento em palavras como refugee e mountaineer, não está sendo adquirido pelos falantes nativos de PB, conforme já aponta o estudo de Nobre-Oliveira (2007). Visto os dados de que dispomos nesta pesquisa, compreendemos que algumas restrições ligadas ao prolongamento e fidelidade da vogal acentuada, bem como algumas restrições de marcação, precisam ainda ser ranqueadas na hierarquia de interlíngua dos aprendizes. Também, relacionamos o fenômeno de atribuição flutuante do padrão oxítono sufixado a sua baixa frequência no léxico do Inglês. Assim, observamos que a frequência também parece desempenhar um importante papel nas produções orais dos sujeitos. Em suma, acreditamos que tais fatores devem conspirar para a emergência de produções desviantes ao padrão da língua alvo. Por fim, com este estudo, pudemos comprovar a validade dos presupostos da COT e tomá-la como um modelo linguístico pertinente à descrição e análise de dados de aquisição de L2.
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Books on the topic "English word stress"

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Speyer, Augustin. Topicalization and stress clash avoidance in the history of English. Berlin: De Gruyter Mouton, 2010.

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Speyer, Augustin. Topicalization and stress clash avoidance in the history of English. Berlin: De Gruyter Mouton, 2010.

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Topicalization and stress clash avoidance in the history of English. De Gruyter Mouton: Berlin ; New York, 2010.

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The thematic structure of the sentence in English and Polish: Sentence stress and word order. Frankfurt am Main: Peter Lang, 2011.

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Wenszky, Nora. Secondary stress in English words. Budapest: Akademiai Kiado, 2004.

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Wenszky, Nóra. Secondary stress in English words. Budapest: Akadémiai Kiadó, 2004.

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Magic words: The extraordinary life of Alan Moore. London: Aurum Press, 2013.

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ill, Christman Annaliese, and Olsen Lillian translator, eds. World trigger. San Francisco, CA: Viz Media, 2015.

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translator, Tanaka Yamato, Blackman Abigail, and Starr Paul Tuttle editor, eds. Cells at work! New York: Kodansha America, Incorporated, 2016.

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Ikeda, Takashi. Whispered words. New York: One Peace Books, Incorporated, 2015.

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Book chapters on the topic "English word stress"

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Smakman, Dick. "Word stress." In Clear English Pronunciation, 43–46. New York : Taylor and Francis, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429347382-9.

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Beňuš, Štefan. "Word Stress." In Investigating Spoken English, 155–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_9.

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Turcsan, Gabor, and Sophie Herment. "Making Sense of Nonce Word Stress in English." In Investigating English Pronunciation, 23–46. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_2.

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Phillips, Betty S. "Word frequency and lexical diffusion in English stress shifts." In Historical Linguistics 1995, 223. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/cilt.162.17phi.

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Waniek-Klimczak, Ewa. "Factors Affecting Word Stress Recognition by Advanced Polish Learners of English." In Second Language Learning and Teaching, 189–204. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_11.

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Boswell, Eileen. "“Revenge of the Schwa”: A Metaphor for Teaching English Word Stress in Academic Vocabulary." In Asian Research on English for Specific Purposes, 69–83. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_5.

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Shevchenko, Tatiana, and Daria Pozdeeva. "Canadian English Word Stress: A Corpora-Based Study of National Identity in a Multilingual Community." In Speech and Computer, 221–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66429-3_21.

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Rojczyk, Arkadiusz. "Vowel Quality and Duration as a Cue to Word Stress for Non-native Listeners: Polish Listeners’ Perception of Stress in English." In Second Language Learning and Teaching, 59–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_5.

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Pozdeeva, Daria, Tatiana Shevchenko, and Alexey Abyzov. "New Perspectives on Canadian English Digital Identity Based on Word Stress Patterns in Lexicon and Spoken Corpus." In Speech and Computer, 401–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26061-3_41.

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Jarmulowicz, Linda. "Chapter 8. Stress Production in Derived English Words as a Developmental Window." In Linguistic Rhythm and Literacy, 163–86. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.17.08jar.

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Conference papers on the topic "English word stress"

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Chang, Wei, Wei-Chieh Fang, Yu-Lun Lin, and Nian-Shing Chen. "Gesture-Facilitated Learning of English Word Stress Patterns." In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.14.

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Ishikawa, Keiichi, and Jun Nomura. "Word stress placement by native speakers and Japanese learners of English." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-516.

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Eriksson, Anders, and Mattias Heldner. "The acoustics of word stress in English as a function of stress level and speaking style." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-9.

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Pate, John K., and Mark Johnson. "Syllable weight encodes mostly the same information for English word segmentation as dictionary stress." In Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/d14-1091.

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Guo, Xing-Rong, Xiao-Xiang Chen, and Yi-Ming Guo. "Prosodic Transfer in the Beginning-and Advanced-Level Chinese Learners' Production of English Word Stress." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.4.

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Tseng, Chiu Yu, and Chao Yu Su. "Binary Contrast and Categorical Differentiation Prosodic Characteristics of English Word Stress in Broad and Narrow Focus Positions." In 7th International Conference on Speech Prosody 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/speechprosody.2014-30.

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Zhang, Yonghuai, and Qi Wang. "Design and development of an objective English accent recognition system based on RankNet's word stress recognition method." In CIPAE 2020: 2020 International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419635.3419728.

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Sze Lai, Wience Wing, and Manwa Lawrence Ng. "Different acoustic cues for emphasis in teaching English word stress to Hong Kong Cantonese ESL learners of different proficiencies." In 7th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2016/07/0019/000278.

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Martin, Philippe. "Automatic detection of accent phrases in French." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0030/000445.

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Abstract:
In lexically-stressed languages such as English or Greek, accent phrases usually include one lexical word (noun, verb, adverb or adjective), together with some syntactically bound grammatical words (conjunction, pronoun or preposition). In non-lexically languages such as French or Korean, accent phrases are delimited by a final syllabic stress and may contain more than one lexical word, depending on the speech rate and limited to a 250 ms to 1250-1350 ms duration range. As perception of syllabic stress is strongly influenced by the listeners current own speech rate making perception agreement between annotators elusive, an interactive software program has been implemented imbedding constrains external to acoustic data to better investigate the actual distribution of stressed syllables in oral recordings of French.
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Kebboua, Nadia, and Joaquín Romero. "Integrating information technology in the teaching of English pronunciation: Designing and implementing an online course to teach word and sentence stress to tertiary level students." In ISAPh 2018 International Symposium on Applied Phonetics. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/isaph.2018-13.

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