Dissertations / Theses on the topic 'English word stress'

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.

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

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.

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.

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.

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.

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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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.

L’influence du suffixe -ous sur le système phonologique de l’anglais est considérable. Son impact se matérialise tant au niveau de l’assignation des accents lexicaux, qu’au niveau de la matérialisation phonétique des voyelles accentuées. L’étude de ce suffixe offre une perspective globale du fonctionnement du système anglais puisque -ous se situe à la croisée des principes fondamentaux qui régissent le système accentuel anglais.Cette étude s’inscrit dans une perspective morphophonologique, cadre théorique privilégiant une interaction entre les domaines de la morphologie et de la phonologie. La prise en considération des frontières morphologiques dans le calcul de l’accent constitue le fondement même de cette théorie. Cependant, l’influence du suffixe -ous sur la structure accentuelle et phonétique des termes a fait l’objet d’une multitude d’approches dont nous présentons les résultats les plus significatifs dans la partie théorique. En contrepartie, les théories phonologiques sont confrontées les unes aux autres afin de déterminer leurs avantages et leurs inconvénients.L'assignation des accents lexicaux ne constitue toutefois pas le seul versant de ce travail. Le placement de l'accent sur la syllabe a une conséquence directe sur la réalisation phonétique de la voyelle appartenant à cette syllabe. Elle est pleinement réalisée, et l'alternance des syllabes accentuées et non accentuées participe à la notion de rythme en anglais. ..... Cette étude se veut avant tout un état des lieux du comportement du suffixe -ous. Elle vise également à confronter les règles précédemment établies à la réalité d'une étude quantitative, dans le but de faire émerger de nouveaux phénomènes imputables au suffixe
The influence of the suffix -ous on the English phonological system is considerable. Its impact is materialized on word-stress assignment, as well as on the phonetic realisation of stressed vowels. The study of this particular suffix generates a global perspective on the functioning of the English system since -ous is a blend of the fundamental principles which rule the English stress system. This analysis falls within the framework of the morphophonological theory, which favours an interaction between the morphological and phonological levels. The concept of morphological boundary is essential to the operation of word-stress assignment and represents a key-notion inside this theoretical framework. However, the impact of the suffix -ous on word-stress assignment and on the pronunciation of stressed vowels has already been investigated through several theoretical approaches. The most significant results of these previous studies are expounded in the theoretical part. The phonological frameworks are then compared in order to determine their assets and their drawbacks. Word-stress assignment only represents the first side of this work. Indeed, the assignment of primary stress on the syllabic structure of a word has a consequence on the phonetic realisation of stressed vowels. They are "fully" realised, and the succession of stressed and unstressed syllabes creates the notion of rythm in English. Resorting to spelling enables to predict the pronunciation of stressed vowels through the application of a hierarchical system of rules. These rules, elaborated on the particularities of English spelling, operate a transfer from spelling to sounds

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
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Abstract : This research aimed to investigate how factors such as syllable structure, stress patterns, L1 interference, word frequency, word familiarity, and level of proficiency might affect stress placement and the production of the vowels in English neutral suffixes. For that, three production tests were designed: 1) Test A brings an English stressed vowel /?/ and an unstressed vowel /?/ in different words, whereas 2) Test B was designed in order to guarantee the presence of two English words carrying the unstressed suffixes ( "-al" and "-able"). Both tests observed the stress pattern and quality of the vowel, their immediate contexts, and the primary stress in the words. Finally, 3) Test C looked at the correlation between vowel quality and stress placement present in the Portuguese vowel "a" in its stressed and unstressed positions. The two Portuguese vowels were also acoustically analyzed in the same manner as vowels present in the previous tests. This study showed that all three experiments indicated significant results for some of the tests. For example, word frequency and familiarity yielded a moderated correlation, while the results of familiarity and stress placement showed non-significant correlations. Likewise, the result of the correlation between word frequency and stress placement was significant in terms of vowel duration and vowel quality in the two English tests. In sum, the study showed that BP learners of English produce different vowels for the stresses and unstressed positions, although the quality (first and second formant measures) and the duration of these vowels differ from those produced by English native speakers.

Esta pesquisa teve como objetivo investigar como fatores como estrutura de sílaba, padrões de acentuação, a interferência da L1, a frequência das palavras, familiaridade de palavras e nível de proficiência podem afetar a colocação do acento e da produção das vogais átonas em sufixos neutros do Inglês. Para isso, três testes foram desenvolvidos: 1) Teste A traz a vogal acentuada /?/ e a vogal átona /?/ em palavras distintas, enquanto 2) o Teste B foi desenvolvido e aplicado a fim de garantir a presença de dois sufixos não acentuados do inglês ( -al e -able ). Ambos os testes observam o padrão acentual e a qualidade da vogal, além do contexto anterior e posterior e a posição do acento primário nas palavras. Por fim, 3) Teste C procura ver a correlação da qualidade vocálica e acentuação da vogal a do português brasileiro em posições tônicas e átonas. As duas vogais do português também foram analisadas acusticamente do mesmo modo que as vogais dos testes anteriores. O estudo mostrou que os três experimentos apresentaram resultados significativos para alguns dos testes. Por exemplo, a correlação de frequência de uso e familiaridade apresentou correlação moderada, enquanto familiaridade e acertos de acentuação não obteve resultado significativo. O resultado da correlação de frequência de uso e acertos de acentuação foi significativo em termos de duração vocálica e qualidade da vogal em ambos os testes do inglês. De modo geral, pode-se afirmar que o estudo mostrou que falantes do português brasileiro, ao falar inglês, produzem vogais distintas em posições tônica e átona. Contudo, a qualidade vocálica (as medidas de F1 e F2) e duração destas vogais diferem daquelas produzidas por falantes nativas do inglês.

La littérature scientifique dédiée à l'accentuation en anglais australien standard contemporain (SAusE) est, contrairement à celle qui concerne la prononciation de ses voyelles, peu étendue. Après un chapitre introductif proposant le contexte historique dans lequel le SAusE est né et a été décrit, sa définition actuelle ainsi que sa description phonologique, notre étude est consacrée à un examen systémique de l'accentuation lexicale en SAusE. Un corpus test a été mis en place spécifiquement, qui comporte la quasi-totalité des verbes dissyllabiques, des préfixés pluricatégoriels et des exceptions aux règles d'accentuation des mots de deux syllabes et plus, ainsi qu'un large échantillon d'emprunts aux langues aborigènes. Ces quelques 3500 items ont été choisis précisément parce qu'ils font partie des mots les plus susceptibles de connaître une variation accentuelle en anglais contemporain. Notre approche se situe dans la lignée de Lionel Guierre et propose un traitement dictionnairique dans lequel les éléments du corpus sont tous étudiés au travers des données de chacune des éditions les plus récentes des Longman Pronouncing Dictionary, Cambridge English Pronunciation Dictionary et Macquarie Dictionary qui constituent les dictionnaires de références dans le domaine de la prononciation de l'anglais. Ces données ont été complétées, lorsque cela était nécessaire, par des données fréquentielles issues du Corpus of Contemporary American English et par des données orales enregistrées spécialement pour cette étude, selon une démarche similaire à la première partie du protocole du projet Phonologie de l'Anglais Contemporain. Notre analyse met en évidence une grande stabilité accentuelle intervariétale entre le SAusE, l'anglais britannique standard et l'anglais américain standard et propose un relevé étayé et détaillé des spécificités accentuelles lexicales du SAusE contenues dans le corpus étudié.

Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Janice Neuleib (chair), Claire Lamonica, James Meyer, Paula Ressler. Includes bibliographical references (leaves 223-228) and abstract. Also available in print.

Adopting the Ecological Contextual Model of Acculturation and Adjustment (Birman, 1994; Trickett, 1996) and the Stress and Coping paradigm (Lazarus & Folkman, 1984, 1986, 1991), the present thesis explored the psycho-social, work, and marital adjustment of 200 established older middle-aged refugees from the Former Yugoslavia living in the Ottawa area. More specifically, three studies were conducted to examine specific stressors and resources of relevance to the adjustment of Former Yugoslavian men and women, across the following three distinct life domains: psycho-social, work, and marital. Study I explored the potential buffering effects of interpersonal trust on the relational growth of Former Yugoslavian refugees. Results demonstrated that interpersonal trust moderated the negative effects of war-related trauma on the relational growth of Former Yugoslavian women. No such buffering effect was found for the men. Study II investigated Former Yugoslavians' work adjustment by exploring the influence of pre-migratory work-related expectations-outcome congruence, occupational mobility, work stress (general and discrimination), as well as personal (education, English language proficiency) and social resources (support at work) on their work satisfaction and distress. Results indicated that different factors emerged as significant predictors of work satisfaction and work distress for Former Yugoslavian men and women. Study III explored the potential moderating role of marital resilience on the relationship between marital stress (general and acculturative) and marital adjustment. Results showed that marital resilience moderated the negative effects of marital stress on the marital adjustment of Former Yugoslavian women. No protective effect of marital resilience was found for the men. Taken together, the results of the three studies provide support for the relevance and importance of studying the stress, resources, and adjustment of refugees across contexts and gender. Given that important gender differences were found in different adaptational domains, the need to study further the impact of gender in refugees is reinforced. The findings are discussed within the current gender and migration literatures as well as the multidimensional theories of cross-cultural adjustment. Theoretical, research, and clinical implications were presented, along with recommendations for future research.

Sin Ping Wong.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1991.
Bibliography: leaves 143-147.
Abstract --- p.i
Acknowledgements --- p.ii
Table of Contents --- p.iii
Chapter CHAPTER 0. --- INTRODUCTION --- p.1
Chapter 0.1. --- Learning the English Sound System --- p.1
Chapter 0.2. --- The Importance of the Acquisition of English Word Stress --- p.5
Chapter 0.2.1. --- "Stress, Morphology and Syntax" --- p.5
Chapter 0.2.2. --- Stress and Intelligibility of Non-native Speech --- p.7
Chapter CHAPTER 1. --- THE STRESS PATTERNS OF ENGLISH WORDS --- p.12
Chapter 1.1. --- The Phonetic Properties of English Word Stress --- p.12
Chapter 1.2. --- Theoretical Approaches to English Word Stress --- p.13
Chapter 1.2.1. --- Chomsky and Halle (1968) 一一 The Sound Pattern of English --- p.14
Chapter 1.2.1.1. --- Strong/Weak Syllables --- p.15
Chapter 1.2.1.2. --- The Transformational Cycle --- p.15
Chapter 1.2.1.3. --- The Main Stress Rule --- p.18
Chapter 1.2.1.4. --- The Compound Stress Rule and Nuclear Stress Rule --- p.20
Chapter 1.2.2. --- Liberman and Prince (1977) -- Metrical Phonology --- p.22
Chapter 1.2.2.1. --- The Stress Rules --- p.24
Chapter 1.2.2.2. --- The Lexical Category Prominence Rule --- p.26
Chapter 1.2.3. --- Selkirk (1980) ´ؤ Prosodic Categories --- p.29
Chapter 1.2.4. --- Hayes (1981) ´ؤ Extrametricality --- p.34
Chapter 1.2.4.1. --- Rime Projection --- p.34
Chapter 1.2.4.2. --- Extrametricality --- p.35
Chapter 1.2.4.3. --- English Stress Rules and Word Tree Construction --- p.36
Chapter 1.3. --- Prerequisites for the Acquisition of English Word Stress --- p.40
Chapter CHAPTER 2. --- STUDIES ON THE ACQUISITION OF STRESS --- p.43
Chapter 2.1. --- The Acquisition of Stress by Children --- p.43
Chapter 2.2. --- Adults' Stress Patterns - Native Speakers and ESL Learners --- p.45
Chapter CHAPTER 3. --- METHODOLOGY --- p.51
Chapter 3.1. --- Research Objectives --- p.51
Chapter 3.2. --- Research Design --- p.55
Chapter 3.2.1. --- Test Materials --- p.55
Chapter 3.2.1.1. --- Criteria for the Coinage of Test Items --- p.55
Chapter 3.2.1.2. --- The Rime Structure of Test Words --- p.57
Chapter 3.2.1.3. --- Number of Syllables and Directionality of Rule Application --- p.59
Chapter 3.2.1.4. --- Syntactic Categories --- p.61
Chapter 3.2.2. --- Subjects --- p.64
Chapter 3.2.3. --- Procedure --- p.64
Chapter CHAPTER 4. --- FINDINGS --- p.68
Chapter 4.1. --- Overall Performance --- p.69
Chapter 4.1.1. --- Proficiency Test --- p.69
Chapter 4.1.2. --- Overall Performance in Test Items --- p.70
Chapter 4.1.2.1. --- Secondary Students Versus University Students --- p.72
Chapter 4.1.2.2. --- Syntactic Category --- p.73
Chapter 4.2. --- Learners' Stress Patterns Classified According to Syllable Structures --- p.76
Chapter 4.2.1. --- The Stress Patterns of ESL Learners in Verbs --- p.78
Chapter 4.2.1.1. --- 2-syllable Verbs --- p.78
Chapter 4.2.1.2. --- 3-syllable Verbs (Regularly Patterned Responses) --- p.83
Chapter 4.2.1.3. --- 3-syllable Verbs (Irregularly Patterned Responses) --- p.87
Chapter 4.2.2. --- Stress Patterns of ESL Learners in Nouns --- p.92
Chapter 4.2.2.1. --- 2-syllable Nouns --- p.92
Chapter 4.2.2.2. --- 3-syllable Nouns --- p.96
Chapter 4.3. --- 4-Syllable Nouns --- p.104
Chapter CHAPTER 5. --- DISCUSSION --- p.116
Chapter 5.1. --- Summary of Findings --- p.117
Chapter 5.2. --- The Metrical Theory and the Stress Patterns of ESL --- p.123
Chapter 5.2.1. --- Rime Structures --- p.123
Chapter 5.2.2. --- Extrametricality --- p.125
Chapter 5.2.2.1. --- Consonant Extrametricality --- p.125
Chapter 5.2.2.2. --- Noun Extrametricality --- p.126
Chapter 5.2.3. --- Directionality --- p.130
Chapter 5.2.4. --- Stress Assignment --- p.132
Chapter 5.3. --- Second Language Acquisition --- p.137
Chapter 5.3.1. --- Learners' Strategy --- p.137
Chapter 5.3.2. --- Group Difference --- p.138
Chapter 5.3.3. --- L1 Transfer --- p.139
Chapter CHAPTER 6. --- CONCLUSION --- p.141
REFERENCES --- p.143
Appendix A --- p.i
Appendix B --- p.vi
Appendix C --- p.xvi

碩士
國立雲林科技大學
應用外語系
105
This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list and fill out an English pronunciation questionnaire. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out the same questionnaire. An assessment questionnaire and open-ended questions were also delivered to them. The results of the English pronunciation questionnaire indicate that they have learned to distinguish one phoneme from another. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the 5-point Liker Scale assessment questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they developed a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.

key words: Czech English, foreign accent, word stress, word accent, stressed syllable, duration, f0, acoustic cues. This study investigates the acoustic properties of word stress in Czech English. The notion of foreign accent is introduced and its drawbacks are presented. Further on the various influences on the perceived degree, or strength, of foreign accent are discussed. Faulty realization of word stress is identified as one of the factors that contribute to unintelligibility of non-native speech (Benrabah, 1997; Hahn, 2004; Cutler, 1984). In Chapter 2 we compare the results of studies that used speakers of a variety of languages and form a basic theory on the acquisition of acoustic cues to word stress. We are mostly interested in f0 and duration. This theory, based on the feature hypothesis (McAllister et al., 2002 in Lee, Guion & Harada, 2006), states that languages that have a similar stress system to that of English (Dutch, Arabic) use their native cues to signal word stress, while non-contrastive languages (Vietnamese, Czech) prefer cue/s that are phonologically active on segmental level in their native language. Speakers of Vietnamese, a tone language, were found to prefer f0 over duration (Nguyen, 2003), so for Czech, a language that uses phonological vowel duration, it is expected that...

碩士
元智大學
應用外語學系
107
This study investigated the stress placement in relation to structure of syllables in order to gain a deeper understanding of how Vietnamese learners of English assign the stress on English words as opposed to the performances of native speakers. We designed an experiment to test whether heavy syllables, those with long vowels (CVV) and those closed by a consonant (CVC), were more inclined to attract stress on penult syllalbes, as compared with light syllables, those wih short vowels (CV). Vietnamese learners of English and Naïve English speakers were recruited to participate in the experiment where the participants were to pronounce a series of three types of English words: common, rare, and made-up. The results showed that the Vietnamese learners performed slightly better on assigning the stress to the CV syllables, whereas the native speakers performed equally well on both types of syllable structure. We suggest that the preference for CV syllables by the Vietnamese learners may be because of the interference from the Vietnamese language, where words are monosyllabic, which leads to the prominence of the first syllable. Therefore we recommend the instruction of the notion of syllable weight in the teaching of pronunciation so that a better prosodic pattern may be learned

Lai Wing-sze.
Thesis submitted in: August 2004.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 233-237).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgements --- p.iii
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Rational and Significance --- p.1
Chapter 1.2 --- Scope of analysis --- p.2
Chapter 1.3 --- Organization --- p.4
Chapter Chapter 2 --- Background --- p.6
Chapter 2.1 --- Comparison of Cantonese and English consonants --- p.6
Chapter 2.2 --- Comparison of Cantonese and English vowels --- p.8
Chapter 2.3 --- Comparison of Cantonese and English syllables --- p.9
Chapter 2.4 --- Comparison of Cantonese and English autosegments --- p.12
Chapter Chapter 3 --- Literature Review --- p.18
Chapter 3.1 --- Tone assignment in Cantonese loanwords --- p.18
Chapter 3.2 --- Relationship between tone and stress --- p.27
Chapter 3.3 --- Research Questions --- p.31
Chapter Chapter 4 --- Methodology --- p.32
Chapter 4.1 --- Data Collection and Classification --- p.32
Chapter 4.2 --- Loanword Verification Task --- p.48
Chapter 4.3 --- Loanword Creation Task --- p.51
Chapter Chapter 5 --- Investigation of Tonal Patterns --- p.55
Chapter 5.1 --- Monosyllabic Loanwords --- p.55
Chapter 5.2 --- Disyllabic Loanwords --- p.59
Chapter 5.3 --- Summary of Tonal Patterns in Monosyllabic and Disyllabic Loanwords --- p.81
Chapter 5.4 --- Loanwords with more than two syllables --- p.81
Chapter Chapter 6 --- Further Evidence on Tonal Patterns --- p.92
Chapter 6.1 --- Results of Loanword Verification Task --- p.92
Chapter 6.2 --- Results of Loanword Creation Task --- p.103
Chapter 6.3 --- Tonal Assignment by New Generation --- p.115
Chapter Chapter 7 --- Constraints and Rankings in Tone Assignment in Loanwords --- p.116
Chapter 7.1 --- OT Concepts and Mechanisms --- p.116
Chapter 7.2 --- Tonal Features --- p.120
Chapter 7.3 --- My Proposed Account --- p.129
Chapter 7.4 --- Constraints and Rankings --- p.132
Chapter 7.5 --- Summary --- p.145
Chapter Chapter 8 --- Conclusion and Implication --- p.147
Appendices --- p.150
Appendix I All collected Loanword Data --- p.150
Appendix II Eliminated Loanword Data --- p.164
Appendix III Kept Loanword Data --- p.168
Appendix IV Initial Loanword Classification --- p.181
Appendix V Loanword Questionnaire A --- p.198
Appendix VI Loanword Questionnaire A Script --- p.201
Appendix VII Loanword Questionnaire B --- p.203
Appendix VIII More Examples of σ→ σ55 --- p.207
Appendix IX More Examples of 'σσ --- p.209
Appendix X More Examples of'σ[ --- p.214
Appendix XI More Examples of ['σ --- p.217
Appendix XII Disyllabic Loanwords with Atypical Tonal Patterns --- p.218
Appendix XIII Disyllabic Loanwords with Other Tonal Influences --- p.220
Appendix XIV Trisyllabic Loanwords with Atypical Tonal Patterns --- p.222
Appendix XV Results of Loanword Creation Task --- p.224
References --- p.233

碩士
國立臺北教育大學
社會與區域發展學系碩士班
103
Focusing on the elementary school English teachers in New Taipei City, this study aims to examine (1) the levels of work stress, work values and burnout of elementary school English teachers; (2) the deviations of the work stress, work values and burnout of elementary school English teachers under different situations; (3) the correlations among work stress, work values and burnout; and (4) the predictive power of work stress, work values and burnout. This study adopted questionnaire survey as a principle approach. The objectives were sampled out randomly. There were 303 effective questionnaires recovered from 380 questionnaires. The recovery rate was 85%. The data were analyzed by SPSS 12.0 and which were also analyzed and explained through the methods of descriptive statistics, independent sample mean t-test, One-way ANOVA , Pearson product-moment correlation and multiple regression. The following conclusions were drawn from the results of the study: 1.The degree of work stress of elementary school English teachers surveyed was high. 2.The work values of elementary school English teachers in New Taipei City surveyed were positive. 3.The degree of burnout of elementary school English teachers surveyed was low. 4.The variation among the different grouping variables of work stress of elementary school teachers in New Taipei City: (1)Teachers who passed the examination held by Ministry of Education, teaching less than a year and subject teachers had higher work stress. (2)Teachers working at school over 61 classes had higher work stress on teaching, administration support, and role pressure. 5.The variation among the different grouping variables of work values of elementary school teachers in New Taipei City: (1)Teachers without English teaching qualification had higher work values on interpersonal relation. (2)Teachers having 9 years and above teaching experience had lower work values on advancement and interpersonal relation. (3)Teachers with administration work have higher work values. (4)Teachers working at school over 61 classes had lower work values on advancement, achievement and reputation and interpersonal relation. (5)Teachers teaching different graders had higher work values. 6.The variation among the different grouping variables of burnout of elementary school teachers in New Taipei City: (1)Teachers working at school over 61 classes had higher burnout on emotional exhaustion and low achievement. (2)Teachers teaching the same graders had higher burnout on emotional exhaustion. 7.The work stress and burnout of the elementary school English teachers in New Taipei City were found to be significantly direct correlated with each other. 8.The work values and burnout of the elementary school English teachers in New Taipei City were found to be significantly inverse correlated with each other. 9.The work stress on professional knowledge and teaching had significant positive effect on burnout. 10.The work values on advancement, achievement and reputation and interpersonal relation had significant negative effect on burnout. At the end of the thesis, some suggestions for elementary school English teachers, administrative personnel in school, education administration are put forward based on the findings of the research. Suggestions for future research are also offered.

碩士
中原大學
教育研究所
96
The purpose of this study was to explore the actual condition of work stress and teaching efficacy, as well as to analyze the relationship between work stress and teaching efficacy of the junior high English teachers in Taoyuan County. The study was conducted by means of questionnaire surveys. The researcher compiled the questionnaire based on relevant literature, the opinions of educational experts and junior high English teachers. “The Questionnaire for Work Stress and Teaching Efficacy of the Junior High English Teachers” was used as a research tool for the study. The participants were the junior high English teachers in Taoyuan County. Among the 296 mailed questionnaires, 241 were valid. The statistical procedures used in this research were mean, t-test, one-way ANOVA, Pearson product-moment correlation, and Canonical correlation. The research obtained conclusions as following: 1.The junior high English teachers’ work stress is below the average and among them, “the reformation of education” is the highest one. 2.The junior high English teachers’ teaching efficacy is above the average. Among them, “the demonstration of teaching materials” and “teaching atmosphere” get higher scores, while “self belief” goes the other way. 3.There is no significant difference in work stress of the junior high English teachers with different backgrounds. 4.Classroom teachers get lower scores on teaching efficacy than other teachers. 5.There are two canonical factors between the dimensions of work stress and teaching efficacy. 6.The work stress has a significant low effect on teaching efficacy. According to the findings above, suggestions are offered to educational administrations, junior high English teachers and future research.

碩士
大葉大學
管理學院碩士在職專班
101
The purpose of this study is to explore and analyze the relationship between work stress and teaching efficacy of the elementary School English teachers in Taoyuan County. The survey method was used in this study. The questionnaire was administered to 300 elementary teachers in 38 elementary schools. Of the 300 samples, 249 responses were collected, and 246 of them were valid (71.93 %). The collected data were statistically analyzed by using t-test, one-way ANOVA, and Pearson correlation. The research concludes the following: Demographic profile variables of the Taoyuan county elementary school teachers (such as gender, age, marital status, education level, job function, and years of service) have statistical significance to the work stress. For instance, teachers with less teaching experience have higher work stress than those with more teaching experience, and teachers work at larger school have higher work stress than those who works at smaller school. However, same demographic profile variables have no or less significance to work efficacy.The finding suggests there is a positive correlation between work stress and work efficacy; higher work stress will lead to higher work efficacy. According to the finding above suggestions are offered to educational administrations the elementary school English teachers and future research.

碩士
國立中山大學
人力資源管理研究所
92
Abstract This study focuses the work stress by children’s English teachers and their Coping Strategies so as to find out if there is a correlation between work stress and background variables, such as sex, age, marriage status, whether English teachers majored in English at college, and whether English teachers assumed administrative duties concurrently. The author has invited four English teachers for children in Tainan area to take part in the research project, and has gathered data via semi-structural intensive interviews for summarization and analysis. Four participants were highly interested in sharing their experience with the author. The author has reached conclusions as follows: 1. The work stress sensed by children’s English teachers subjectively are resulted from the varied abilities of students, shortage of professional know-how, classroom management, and teachers’ workload. 2. The Coping Strategies taken by children’s English teachers include participation in on-job training programs, search for support in and outside campus, as well as emotion adjustment. 3. As to the relationship between work stress and background variables: the relationship was inconsistent with respect to sex, age, and whether English teachers majored in English at college; and the relationship was consistent with regard to marital status, English teachers’ seniority, whether the English teachers assumed administrative duties concurrently, the grade of class, the number of students in the class, and whether the English teachers had received professional training programs. 4. Regarding the relationship between background variables and Coping Strategies: the relationship was consistent with respect to the English teacher’s seniority and personal characteristics. The aforesaid results are presented to faculty training institutions, children’s English teachers, and future researchers for their reference.

碩士
遠東科技大學
創新設計與創業管理研究所
107
A review of research relevant to factors affecting self-efficacy of ementary school teachers reveals that there hasn't been any case study on work stress and regulatory focus, and the impact they have on self-efficacy of Tainan City English teachers coaching Reader's Theatre. The aim of the study was to understand the impact of work stress has on self-efficacy of elementary school English teachers in Tainan City, using regulatory focus as a mediator variable to explore the finding on regulatory focus as a mediator in work stress and self-efficacy.A survey was undertaken in Tainan City English teachers' community, and 262 valid questionnaires were retrieved. Data from this study was analysed using the SPSS module for descriptive statistics, factor analysis, reliability analysis, independent sample T-test, one-way ANOVA, regression analysis, and hierarchical regression analysis.Results: Work stress has a significant positive effect on promotion-focused individuals; promotion-focused individuals have a significant positive effect on self-efficacy; prevention-focused individuals have a significant positive effect on self-efficacy; work stress has a significant positive effect on self-efficacy; promotion-focused individuals have a significant mediating effect on the impact of work stress on self-efficacy.The explanation of the results provides an important insight into work stress, regulatory focus, and self-efficacy of elementary school English teachers in Tainan City, an insight that can be useful in offering future directions to administrative policies and managements of education agencies.

碩士
銘傳大學
教育研究所碩士在職專班
97
This study was focused on the English teachers in Happy Junior High School in Taipei County as the subjects, discussing their sources of individual, organizational and social, and also dealt with how to carry on their pressure coping strategies. The research was organized by semi-structured interviews, and there were six English teachers selected in Happy Junior High School for the purposeful sampling way to conduct interviews. By this way the Interview was formed. I used three-stage coding process such as the open coding, the axial coding and the selective coding to generalize the English teachers’ six sources from individual pressure, three sources from the organizational pressure, and two sources from social pressure. With an eye to face the reasons of stress mentioned above, the research ascribed that there were two sorts of ways for the teachers to cope with the stress. Finally, in view of the research conclusion, this study put forward the proposal as follows: 1.The suggestions for individual pressure coping strategies are to cultivate positive thinking, nurture wide interests, adjust mind to teach students in accordance with their aptitudes, and build a place to share the resources with other English teachers together. 2.The suggestions for organizational pressure coping strategies are to implement the normal distribution instead of tracking for the students, provide teaching facilities and skills for English teachers in junior high school, and give English teachers enough time and varieties of curriculums to study, and change the traditional way for tests in junior high school. 3.The suggestions for social pressure coping strategies are to communicate with their family more frequently and let the friends understand their job. 4.The suggestions for follow-up researchers are to enlarge the study range to every county and city or even coordinate different ages of teachers also major in qualitative research and assisted by quantification to analyze it fully.