Journal articles: '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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Weda, Sukardi. "Problems on English Word Stress Placement Made by Indonesian Learners of English." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 328–41. http://dx.doi.org/10.34050/els-jish.v1i3.4561.

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AbstractThis study focuses its investigation on the problems of stress placement in English words made by Indonesian learners of English (ILE). The subjects of the study were the students of English Literature Study Program Universitas Negeri Makassar (N = 66, 20 or 30.30% males and 46 or 69.69 females). Results of the study show that the Indonesian learners of English (ILE) were able to put the an acute accent (´) illustrating the primary stress on monosyllabic words (one syllable words) easily; two syllable words, except for word permit; three syllable words, except for the word determine; words with suffixes in reading test; words with prefixes, except for word imbalance; compound words, except for word sunrise; noun phrases; stress on verbs and stress on nouns. The ILE were not able to put an acute accent (´) illustrating the main stress on polysyllabic words with suffixes in written test, but the ILE has excellent competence for the words objectivity and disagreement. The ILE therefore tended to put the correct stress placement on reading test than on written test. The ILE often mistress the words in polysyllabic words, like: permit, determine, imbalance, accuracy, anchorage, etc. Additionally, descriptive statistics shows the percentage of correct and incorrect pronunciation made by Indonesian Learners of English (ILE) in recording and written test. The educational implication of this study is that the practice for stress placement of words, ranging from monosyllabic words to polysyllabic words needs to be taught in English learning and teaching process in the classroom setting. This in keeping with the results of the questionnaires that ‘Learning correct stress placement needs large portion in EFL classroom’ with a mean 3.6061 and SD = .87493 and ‘Correct stress placement on words is important’ with a mean of 4.1515 and SD = .68483. Keywords: Pronunciation problems, stress, stress placement, English, ILE

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윤관희. "Word frequency, stress and coarticulation in English." Studies in Phonetics, Phonology, and Morphology 13, no. 2 (August 2007): 315–31. http://dx.doi.org/10.17959/sppm.2007.13.2.315.

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Post da Silveira, Amanda. "Retrieving L2 word stress from orthography: Evidence from word naming and cross-modal priming." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 409–42. http://dx.doi.org/10.5007/2175-8026.2020v73n1p409.

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In this paper we investigated how L1 word stress affects L2 word naming for cognates and non-cognates in two lexical stress languages, Brazilian Portuguese (BP, L1) and American English (AE, L2). In Experiment 1, BP-AE bilinguals named a mixed list of disyllabic moderate frequency words in L1 (Portuguese) and L2 (English). In Experiment 2, Portuguese-English bilinguals named English (L2) disyllabic target words presented simultaneously with auditory Portuguese (L1) disyllabic primes. It is concluded that word stress has a task-dependent role to play in bilingual word naming and must be incorporated in bilingual models of lexical production and lexical perception and reading aloud models.

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Abbasi, Abdul Malik, Masood Akhter Memon, Mansoor Ahmed Channa, and Stephen John. "Awareness of L2 American English Word Stress: Implications for Teaching Speakers of Indo-Aryan Languages." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 101. http://dx.doi.org/10.5539/ijel.v8n3p101.

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This study aims to investigate the word stress placement in English and Sindhi words in learners from Indo-Aryan language and American English backgrounds. Since correct placement of word stress is key for L2 English intelligibility, and it is known that native language background affects English language learners’ word stress perception and production. The study explores English language learners’ intuition through behavioral data from the native speakers of Sindhi and American native speakers to compare their awareness of word stress in L1 and L2. It further investigates learner’s stress patterns by measuring their reports of word stress location in their Sindhi and in their L2 English. There were twenty native speakers (10 from Sindh, Pakistan-10 from Illinois State, America) who were recruited from the location in their countries. Results of three experiments show that Sindhi native speakers have less awareness of stress location in their native language than native English controls, and this effect carries into their L2 English. Teachers of Sindhi-speaking students should be prepared to provide explicit training on word stress.

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Karjo, Clara Herlina. "Accounting for L2 learners’ errors in word stress placement." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 199. http://dx.doi.org/10.17509/ijal.v5i2.1344.

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

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Kelly, Michael H. "Word onset patterns and lexical stress in English." Journal of Memory and Language 50, no. 3 (April 2004): 231–44. http://dx.doi.org/10.1016/j.jml.2003.12.002.

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Baptista, Barbara O. "STRATEGIES FOR THE PREDICTION OF ENGLISH WORD STRESS." IRAL - International Review of Applied Linguistics in Language Teaching 27, no. 1 (1989): 1–14. http://dx.doi.org/10.1515/iral.1989.27.1.1.

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Skoruppa, Katrin, Alejandrina Cristià, Sharon Peperkamp, and Amanda Seidl. "English-learning infants’ perception of word stress patterns." Journal of the Acoustical Society of America 130, no. 1 (July 2011): EL50—EL55. http://dx.doi.org/10.1121/1.3590169.

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Colman, Fran. "On the morphology of old english word stress." Lingua 93, no. 2-3 (July 1994): 141–81. http://dx.doi.org/10.1016/0024-3841(94)90002-7.

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LIN, CANDISE Y., MIN WANG, WILLIAM J. IDSARDI, and YI XU. "Stress processing in Mandarin and Korean second language learners of English." Bilingualism: Language and Cognition 17, no. 2 (August 2, 2013): 316–46. http://dx.doi.org/10.1017/s1366728913000333.

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This study examined stress processing among Mandarin and Korean second language learners of English and English monolinguals. While both English and Mandarin have contrastive stress at the word-level, Korean does not. Consequently, Mandarin speakers may have an advantage over Korean speakers in English stress processing, even when matched for their general English proficiency. Experiment 1 assessed participants’ stress encoding ability for nonwords in a short-term memory task. Experiment 2 examined the effect of stress in online word recognition in a lexical decision task by manipulating word frequency, stress location, and vowel quality. The results of both experiments support an advantage for English and Mandarin speakers over Korean speakers in stress processing of real words and nonwords. Only Korean speakers’ lexical judgment of nonwords was modulated by word frequency, suggesting that they do not utilize stress in lexical access. Only English speakers’ word recognition was facilitated by vowel quality changes. These results suggest that the abilities of non-native speakers to process stress in their L2 is influenced by the characteristics of the stress systems in their L1.

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Petrie, B. Mary. "PoLDAUF, Ivan. English Word Stress. Oxford: Pergamon Press, 1984PoLDAUF, Ivan. English Word Stress. Oxford: Pergamon Press, 1984. Pp. ix, 169." Canadian Modern Language Review 41, no. 6 (May 1985): 1088. http://dx.doi.org/10.3138/cmlr.41.6.1088.

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GUION, SUSAN G., TETSUO HARADA, and J. J. CLARK. "Early and late Spanish–English bilinguals' acquisition of English word stress patterns." Bilingualism: Language and Cognition 7, no. 3 (November 15, 2004): 207–26. http://dx.doi.org/10.1017/s1366728904001592.

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Guion, Clark, Harada and Wayland (2003) found that three factors affect English speakers' stress placement on bisyllabic non-words: syllabic structure, lexical class and stress patterns of phonologically similar real words. The current replication and extension included three groups (N = 30): native English speakers, early Spanish–English bilinguals, and late Spanish–English bilinguals. Participants produced and gave perceptual judgments on 40 non-words of varying syllabic structures in noun and verb sentence frames. A regression analysis used the three factors to predict stress placement in production and perception. All three groups showed significant effects from stress patterns of phonologically similar real words and lexical class. The effect of syllabic structure for early bilinguals was slightly different from that of native speakers and late bilinguals showed greatly reduced effects. Late bilinguals exhibited more initial stress overall, possibly due to L1 transfer. These results run counter to the prediction made by Long (1990) about age effects on phonological acquisition.

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Liu, Dan. "The Acquisition of English Word Stress by Mandarin EFL Learners." English Language Teaching 10, no. 12 (November 9, 2017): 196. http://dx.doi.org/10.5539/elt.v10n12p196.

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Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes’ recordings were collected and coded. The result shows that improper assignment of word stress most likely occurs in two-syllable words and three-syllable words and on the first syllable. The factors which account for these problems are learners’ insensitivity to syllabic structure of English words and lack of knowledge of rules on English word stress.

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Widagsa, Rudha, Sri Wiyanah, and Primasari Wahyuni. "THE INFLUENCE OF INDONESIAN PROSODIC FEATURES ON ENGLISH WORD STRESS PRODUCTION." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 77. http://dx.doi.org/10.25134/erjee.v7i2.1647.

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Generally, word stress tends to be ignored and is not considered a serious problem in Indonesian EFL; most teachers only focus on lexical and grammatical aspects of English. In fact, the prosodic features existing in English greatly affect meaning. This research, therefore, is intended to find out how Indonesian Learners of English (ILE) produce the English word stress. The stressed syllables were identified by using the highest pitch in each word. This research involved 20 respondents whose mother tongue is Indonesian. PRAAT software was applied to analyze the recordings, including measuring the pitch of each word. Word stress is indicated by the highest pitch of each word. The lowest pitch indicates weak stress. The result illustrated that ILE produces inappropriate word stress in second language learning. Most of them are not able to distinguish between strong and weak stressed syllables. This is because in their native language, prosodic features, such as word stress, do not prevail. Thus, English word stress production was heavily influenced by Indonesian features of stress. From the 36 words that become the instrument of this research, less than 50% were pronounced correctly, in most cases, and the highest pitch fell on last syllables. The absence of prosodic features in Indonesian language and limited knowledge on English phonetics drive the ILE to pronunciation error.�

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Flege, James Emil, and Ocke-Schwen Bohn. "An Instrumental Study of Vowel Reduction and Stress Placement in Spanish-Accented English." Studies in Second Language Acquisition 11, no. 1 (March 1989): 35–62. http://dx.doi.org/10.1017/s0272263100007828.

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Morphophonological alternations in English words such asableversusabilityinvolve changes in both stress and vowel quality. This study examined how native speakers of Spanish and English produced four such morphologically related English word pairs. Degree of stress and vowel quality was assessed auditorily and instrumentally. Stress placement generally seemed to constitute less of a learning problem for the native Spanish speakers than vowel reduction. The results suggest that Englishlike stress placement is acquired earlier than vowel reduction and that the ability to unstress vowels is a necessary, but not sufficient, condition for vowel reduction. The magnitude of stress and vowel quality differences for the four word pairs suggests that L2 learners acquire stress placement and vowel reduction in English on a word-by-word basis.

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TREMBLAY, ANNIE. "Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English." Applied Psycholinguistics 29, no. 4 (October 2008): 553–84. http://dx.doi.org/10.1017/s0142716408080247.

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ABSTRACTThe objectives of this study are (a) to determine if native speakers of Canadian French at different English proficiencies can use primary stress for recognizing English words and (b) to specify how the second language (L2) learners' (surface-level) knowledge of L2 stress placement influences their use of primary stress in L2 word recognition. Two experiments were conducted: a cross-modal word-identification task investigating (a) and a vocabulary production task investigating (b). The results show that several L2 learners can use primary stress for recognizing English words, but only the L2 learners with targetlike knowledge of stress placement can do so. The results also indicate that knowing where primary stress falls in English words is not sufficient for L2 learners to be able to use stress for L2 lexical access. This suggests that the problem that L2 word stress poses for many native speakers of (Canadian) French is at the level of lexical processing.

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Kehoe, Margaret. "Stress error patterns in English-speaking children's word productions." Clinical Linguistics & Phonetics 11, no. 5 (September 1, 1997): 389–409. http://dx.doi.org/10.3109/02699209708985202.

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Kehoe, Margaret. "Stress error patterns in English-speaking children's word productions." Clinical Linguistics & Phonetics 11, no. 5 (January 1997): 389–409. http://dx.doi.org/10.1080/02699209708985202.

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Wayland, Ratree, David Landfair, Bin Li, and Susan G. Guion. "Native Thai Speakers’ Acquisition of English Word Stress Patterns." Journal of Psycholinguistic Research 35, no. 3 (April 20, 2006): 285–304. http://dx.doi.org/10.1007/s10936-006-9016-9.

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Martínez-García, María Teresa. "Using Eye-Movements to Track Bilingual Activation." Languages 4, no. 3 (July 26, 2019): 59. http://dx.doi.org/10.3390/languages4030059.

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Recent research found that the languages of bilingual listeners are active and interact, such that both lexical representations are activated by the spoken input with which they are compatible. However, the time course of bilingual activation and whether suprasegmental information further modulates this cross-language competition are still not well understood. This study investigates the effect of stress placement on the processing of English–Spanish cognates by beginner-to-intermediate Spanish-speaking second-language (L2) learners of English and intermediate-to-advanced English-speaking L2 learners of Spanish using the visual-world eye-tracking paradigm. In each trial, participants saw a target (asado, ‘roast’), one of two competitors (stress match: asados, ‘roast (pl)’; stress mismatch: asador, ‘rotisserie’), and two unrelated distracters, while hearing the target word. The experiment included a non-cognate condition (asado-asados-asador) and a cognate condition, where the stress pattern of the English word corresponding to the Spanish competitor in the stress-mismatch condition (inventor) instead matched that of the Spanish target (invento, ‘invent’). Growth-curve analyses revealed cognate-status and stress-mismatch effects for Spanish-speaking L2 learners of English, and cognate-status and stress-mismatch effects, and an interaction for English-speaking L2 learners of Spanish. This suggests that both groups use stress for word recognition, but the English stress pattern only affects the processing of Spanish words in the English-speaking L2 learners of Spanish.

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Porzuczek, Andrzej, and Arkadiusz Rojczyk. "English Word Stress in Polish Learners’ Speech Production and Metacompetence." Research in Language 15, no. 4 (December 30, 2017): 313–23. http://dx.doi.org/10.1515/rela-2017-0018.

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This paper focuses on the relations between conscious and subconscious aspects of English word stress acquisition. Using two tasks – reading and written word stress identification, we test metacompetence and production accuracy in the pronunciation of Polish learners, first year and third year English studies majors. The analysis of the collected data and correlations between the students’ metalinguistic knowledge and production accuracy, including error patterns and proportions, leads to conclusions concerning the significance of language awareness, learning experience and, indirectly, explicit didactic instruction for English word stress realization. Our results indicate that Polish learners tend to stress the word-initial syllable rather than the penult, typical of their native language. We have also observed a generally large, though smaller in more proficient learners, discrepancy between metacompetence and performance.

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Chen, Hsueh Chu. "Chinese learners’ acquisition of English word stress and factors affecting stress assignment." Linguistics and Education 24, no. 4 (December 2013): 545–55. http://dx.doi.org/10.1016/j.linged.2013.08.003.

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JARMULOWICZ, LINDA, VALENTINA L. TARAN, and SARAH E. HAY. "Lexical frequency and third-graders' stress accuracy in derived English word production." Applied Psycholinguistics 29, no. 2 (April 2008): 213–35. http://dx.doi.org/10.1017/s0142716407080101.

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ABSTRACTThis study examined the effects of lexical frequency on children's production of accurate primary stress in words derived with nonneutral English suffixes. Forty-four third-grade children participated in an elicited derived word task in which they produced high-frequency, low-frequency, and nonsense-derived words with stress-changing suffixes (i.e., -tion, -ic, -ity). Derived word frequency affected stress production accuracy; however, the individual suffix also played an important role in stress placement, with -tion productions more accurate than either -ic or -ity productions. For the real words, derived word frequency relative to stem frequency was related to performance. Stress was less accurate on derived words that were much lower in frequency than their stems (e.g., tranquil/tranquility) and more accurate on derived words that approximated or exceeded their stem frequency (e.g., motivate/motivation). In addition to derived word and stem frequency, results are discussed with reference to several phonological characteristics that may also influence stress production accuracy.

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Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (December 30, 2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.

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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. 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 an assessment questionnaire. 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 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 have built up 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.

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Ou, Shu-chen. "The role of lexical stress in spoken English word recognition by listeners of English and Taiwan Mandarin." Language and Linguistics / 語言暨語言學 20, no. 4 (September 24, 2019): 569–601. http://dx.doi.org/10.1075/lali.00049.ou.

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Abstract Two perceptual experiments investigated how the suprasegmental information of monosyllables is perceived and exploited in spoken English word recognition by listeners of English and Taiwan Mandarin (TM). Using an auditory lexical decision task in which correctly stressed English words and mis-stressed nonwords (e.g. camPAIGN vs. *CAMpaign) were presented for lexical decisions, Experiment I demonstrated that TM listeners could perceive the differences between stressed and unstressed syllables with native-like accuracy and rapidity. To examine how the perceived suprasegmental contrast would constrain English lexical access, Experiment II was conducted. It used a cross-modal fragment priming task in which a lexical decision had to be made for a visually presented English word or nonword following an auditory prime, which was a spoken word-initial syllable. The results showed that English and TM listeners recognized the displayed word (e.g. campus) faster both after a stress-matching (e.g. CAM-) prime and a stress-mismatching (e.g. cam-) prime than after a control prime (e.g. MOUN-, with mismatching segments). This indicates that suprasegmental information does not inhibit a segmentally matching but suprasegmentally mismatching word candidate for both the two groups, although TM is a language where lexical prosody is expressed syllabically and its listeners tend to interpret lexical stress tonally. Yet, the two groups’ responses were slower after the stressed primes than after the unstressed ones, presumably because the former generally had more possible continuations than the latter do. It is therefore concluded that when recognizing spoken English words, both the native and non-native (TM-speaking) listeners can exploit the suprasegmental cues of monosyllables, which, however, are not so effective that they will outweigh the segmental cues.

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Halle, Morris. "The Stress of English Words 1968–1998." Linguistic Inquiry 29, no. 4 (October 1998): 539–68. http://dx.doi.org/10.1162/002438998553879.

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

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Liu, Fang, and Yi Xu. "Interaction of word stress, focus, and sentence type in English." Journal of the Acoustical Society of America 121, no. 5 (May 2007): 3199. http://dx.doi.org/10.1121/1.4782457.

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Johnson, Elizabeth K. "English-Learning Infants' Representations of Word Forms With Iambic Stress." Infancy 7, no. 1 (January 1, 2005): 99–109. http://dx.doi.org/10.1207/s15327078in0701_8.

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Almbark, Rana, Nadia Bouchhioua, and Sam Hellmuth. "Is there an interlanguage intelligibility benefit in perception of English word stress?" Loquens 6, no. 1 (July 22, 2019): 061. http://dx.doi.org/10.3989/loquens.2019.061.

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

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Salmani-Nodoushan, Mohammad Ali. "Morphological Make-up as the Predictor of English Word Accent." TESL Canada Journal 26, no. 2 (June 3, 2009): 13. http://dx.doi.org/10.18806/tesl.v26i2.412.

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For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.

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Marzuki, Abdul Gafur. "Utilizing Recorded English Dialogues in Teaching English Word Stress to Islamic Higher Education Students in Indonesia." Jurnal Pendidikan Islam 5, no. 1 (June 30, 2019): 53–64. http://dx.doi.org/10.15575/jpi.v5i1.4297.

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The objective of this study is to know the effectiveness of recorded English dialogues in developing the students understanding of English word stress for Islamic Education students. The study employed the classroom action research design. The subject of this study was undergraduate EFL students at the Islamic Education Department in 2018/2019 academic year. The data were collected through four research instruments: observation checklist, questionnaire, field notes, and test. The result of study shows that teaching English word stress through the utilizing recorded English dialogue performed by the researcher is effective to develop students understanding of English word stress. The primary criteria to judge that the students have development are that from the score they gained from two phases of test. In the first test, the students’ development reached 56.25%. Meanwhile, in the second test, students’ development attained 81.25%. Since learning achievement is calculated based on the number of students who get the target score, so it can be stated that the learning achievement has been attained.

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Kehoe, Margaret, and Carol Stoel-Gammon. "Truncation Patterns in English-Speaking Children's Word Productions." Journal of Speech, Language, and Hearing Research 40, no. 3 (June 1997): 526–41. http://dx.doi.org/10.1044/jslhr.4003.526.

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This study examines English-speaking children's truncation patterns (i.e., syllable deletion patterns) in multisyllabic words to determine if they are consistent with metrical constraints or perceptual biases. It also examines segmental influences on children's truncations. Children, age 22–34 months, produced three-syllable novel and real words and four-syllable real words, which varied across stress and segmental pattern. Results revealed a significant stress pattern effect on truncation rate, but findings were not consistent with metrical or perceptual salience predictions. The clearest account of the findings came from an analysis of truncation rate across individual words: Children truncated WSW (weak-strong-weak) words and words that contained intervocalic sonorants more frequently than other words. Analysis of truncation patterns in SWW and SWSW words revealed that final unstressed syllables were more frequently preserved than nonfinal unstressed syllables. Findings support the interaction between metrical, syllabic, and acoustic salience factors in children's multisyllabic word productions.

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Hossain, Gazi Shahadat, and Sawsan Tarannum. "Teaching Stress to ESL Students." IIUC Studies 6 (October 19, 2012): 123–32. http://dx.doi.org/10.3329/iiucs.v6i0.12253.

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In English conversation, people use their voice as a complex instrument. As they use sound systems of their languages, their pronunciation usually produces infinite variations of meaning. This variation made by stress on particular syllable or word creates confusion in the minds of the ESL (English as a Second Language) students in identifying the correct meaning of the word. So it is essential for ESL students to be familiar with English stress pattern. This essay will highlight the meaning and role of stress, the ways of raising awareness among the students and the techniques of teaching it in the classroom. DOI: http://dx.doi.org/10.3329/iiucs.v6i0.12253 IIUC Studies Vol.6 2010: 123-132

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Chan, Ricky KW, and Janny HC Leung. "Implicit learning of L2 word stress regularities." Second Language Research 30, no. 4 (July 4, 2014): 463–84. http://dx.doi.org/10.1177/0267658313510169.

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This article reports an experiment on the implicit learning of second language stress regularities, and presents a methodological innovation on awareness measurement. After practising two-syllable Spanish words, native Cantonese speakers with English as a second language (L2) completed a judgement task. Critical items differed only in placement of stress. We assessed participants’ awareness of the hidden stress regularities by verbal reports and a novel methodology: inclusion–exclusion production tasks adapted from Jacoby (1991) and from Destrebecqz and Cleeremans (2001). Participants who remained unaware of the underlying regularities nevertheless performed significantly above chance in identifying correctly pronounced novel words. We conclude that L2 word stress regularities may be learnt implicitly.

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Horgues, Celine. "French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress." Research in Language 11, no. 1 (March 30, 2013): 41–56. http://dx.doi.org/10.2478/v10015-012-0006-8.

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In English, prosodic parameters play a major role at two main levels. First, they indicate the intonation at the level of the utterance by marking the distinction between sentence types (statements vs questions) and they are related – although more or less directly- to the informational and grammatical structures of the utterance. Secondly, prosodic cues also contribute to marking the stress pattern at the level of the word (word stress or lexical stress). Even if it is useful to dissociate these two levels theoretically, when looking at their phonetic implementation in an utterance, it soon appears that the exact same prosodic cues are used (namely fundamental frequency, duration, and intensity). Contrary to what happens in tone languages, there is no pre-set prosodic configuration attached to each word in English. Yet, words in discourse retain a relative accentual independence even though the exact prosodic implementation of word stress depends on the specific intonational context expressed in a given utterance (Pierrehumbert, 1980). In French, stress pertains to the level of the group of words rather than to the individual word, which has no real accentual autonomy. Therefore, it is not surprising that French learners of English are faced with a major challenge: how to ensure the marking of lexical stress while, at the same time, using the same prosodic cues to indicate the intonational structure of the utterance. My hypothesis is that some intonational contexts impose a bigger constraint on French learners of English than others. These particularly challenging contexts are the final position at the boundary of non-final clause, or the boundary of a rising interrogative. Other contexts, like the quotation form or the final position of a statement, are less challenging for the intonational marking of lexical stress. To test my hypothesis, I collected passages of read speech by thirteen upper intermediate/advanced French learners of English along with the same passage read by ten native English speakers. Two trisyllabics carrying primary stress on the second syllable (com㆐puter, pro㆐tection) were placed in a series of intonational contexts under observation. The test-words were then extracted and submitted to native English listeners. The perceptual results show that the predicted ‘challenging’ contexts indeed caused substantial instability in the learners’ placement of lexical stress as perceived by native English listeners.

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Yu, Rongmei. "On Expansion and Features of Word-formation between English and Chinese New Words." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 928. http://dx.doi.org/10.17507/tpls.1008.10.

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The most important tool for expressing thoughts and communicating information among people--- language has emerged some main changes as the development of modern science and technology. Thousands of new words have emerged in both English and Chinese. Their emergence reflects the new things; new thoughts and new ideas appeared in the fast developing society. This paper starts with the history of the study of word-formation, analyzes the main methods of word-formation of new words of English and Chinese, then compares their features of word-formation. Although English and Chinese belong to the different language system, their main methods of word-formation are the same. The reason leading to the distinction is the difference of each other’s culture, history and tradition. The biggest difference between them is: English is phonogram, but Chinese lays stress on matching the meaning. This also makes them show remarkable differences in absorbing and assimilating the loanwords. Using abundant examples and materials, the paper expounds the similarities and differences between them in different aspects, According to the study of these comparisons, it will do favor for us to find out English and Chinese new words’ features and their trend of development.

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Ahmad, Yousef Bani. "Teaching English Pronunciation of Suprasegmental Features on Students of English Education." SHS Web of Conferences 42 (2018): 00048. http://dx.doi.org/10.1051/shsconf/20184200048.

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The objective of this research is to know the technique and activity in teaching English pronunciation on suprasegmental features (intonation and stress). This research uses qualitative approach with descriptive method. The subject of this research is 6 students from English education department. Technique of collecting data by doing observation, interview and documentation. The results showed In teaching English pronunciation for suprasegmental features is very concerned about the how to teach students, give materials and do exercises. There are some materials that are taught to improve students' ability in stress words of English sentences. Students learnt combination of words adjectives and nouns are generally stressed is in the first, students are taught about the prefix, learnt about words with suffixes and students were also given exercise with compound words. Furthermore, in teaching intonation, students are also given understanding and practicing the reading text, analyzing and pronouncing the English word in accordance with the correct intonation. The impact, students understand how to use rising and falling intonation.

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Fokes, Joann, and Z. S. Bond. "Vowel quality and word stress in native and non‐native English." Journal of the Acoustical Society of America 80, S1 (December 1986): S50. http://dx.doi.org/10.1121/1.2023835.

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Jesse, Alexandra, Katja Poellmann, and Ying-Yee Kong. "English listeners use suprasegmental lexical stress online during spoken word recognition." Journal of the Acoustical Society of America 137, no. 4 (April 2015): 2385. http://dx.doi.org/10.1121/1.4920680.

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Guion, Susan G., J. J. Clark, and Tetsuo Harada. "Age effects on acquisition of word stress in Spanish–English bilinguals." Journal of the Acoustical Society of America 114, no. 4 (October 2003): 2365. http://dx.doi.org/10.1121/1.4777083.

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Journal articles on the topic 'English word stress'

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