DETAILED LESSON PLAN jeneth

International Journal of Multidisciplinary Comprehensive Research

Stress is a less focused, but more frequently discussed suprasegmental feature used in our communication. Students take it as one of the most difficult aspects of pronunciation, and often ignore its significance owing to their ignorance about it. This article, which attempts to deal with both the word stress and the sentence stress in a normative way, is based on the qualitative explorative research design. It involves the fundamental rules of word and sentence stress as variables. Such rules are maintained after a comprehensive overviews on stress by going through related English books and journal articles on pronunciation. The rules of the stress are deductively presented to maintain the brevity of time and expression. This article concludes with the expectation of igniting keen desire in the students to use word and sentence stress properly and spontaneously in their communicative activities.

2021

In English we do not say each word with the same force or strength. And this differences in pronouncing words with a different force and strength is what we call word stress or lexical stress. What is more, word stress in English is quite variable: some words are stressed on their first syllable (e.g., sister, decorate, Arabic), some are stressed on the second (e.g., present, arcane, America, attention), some on the third (e.g., decoration, historicity, and referee), and still others on the fourth (e.g., exasperation). Furthermore, being English a stressed language, one should pay closely attention to the pattern of stress in that language, seeing that “word stress is an important pattern in word shape. Besides, a change of this pattern may lead to misunderstanding in communication. Nevertheless, this short piece of writing, strictly speaking, describes the nature of word stress and highlights its importance in mastering English pronunciation fluency.

Zenodo (CERN European Organization for Nuclear Research), 2013

Lingua. Vol 43. Pp. 409-412., 1977

In this revision of her University of Illinois-Urbana-Champaign doctoral dissertation, Susan F. Schmerling provides an excellent overview of English stress patterns. Her analysis of stress reveals the deficiencies of past research on this linguistic phenomenon. She argues for a systematic account of sentence stress.

Language Learning, 1962

Academic Journal Perspective : Education, Language, and Literature

This study investigates English Master’s Program students in producing suprasegmental features, namely word stress. The focus is on analysing disyllabic noun-verb words in six video presentations and what are the factors that affect word stress errors from 19 English master program students. The data were obtained from transcribing the videos and selecting the disyllabic noun-verb words from the transcriptions. Furthermore, a questionnaire was used to gather information about students’ background knowledge in learning English, especially linguistics. Qualitative content analysis was employed in this study. From those videos, there were 1,089 disyllabic noun-verb words produced by the students. The stress errors made were 15 words. The stress errors mostly occurred in the first syllable and no word stress. The findings showed the factors that affected the wordstress errors were students’ native language, Bahasa Indonesia. Bahasa Indonesia did nothave word-stress to differ a meaning, ...

1970

The present study has compared the pedagogical applicability of Dickerson’s (1989) four word stress rules with Yamini’s (1997) three word stress rules in the Iranian EFL context. The two different sets of rules were taught to 64 freshmen in an Iranian university, who were assigned to two homogenized groups of 32 students. At the end of fourteen-week instructions and after administering the post-test, it was confirmed, through an independent-samples t-test, that there was no significant difference between the mean scores of the two groups. In other words, both approaches yielded similar results in predicting and detecting lexical stress in the Iranian EFL situation. Meanwhile, a paired t-test indicated that learning the rules of word stress and vowel quality patterns had improved the students’ pronunciation to a great extent, in comparison with the results of the pre-test.

This study examines the factors that influence the presence of errors, or errors in an aspect of phonology, that is to say word stress or emphasis on a word or syllable, done by a participant who is an Indonesian native. A game called stress maze is played by the participant to determine the way out of the pattern that must be passed by the emphasis on the words that exist in the maze. These words will be produced orally by participant to be compared with the pattern selected by the participant in the stress maze. A short interview is also conducted to find out the background of participant’s experience in learning English. From the analysis, it is found that not only factors of Indonesian intra-lingual or interference that are the most dominant influences that cause the participant to perform an error in determining the patterns of word stress or emphasis on English words, but also overgeneralisation. This is the result of the incomplete English learning of the participant, particularly related to word stress.

Journal of Language and Literature

Possessing native-like pronunciation is one of the main goals that non-native speakers of English would like to accomplish. Besides the ability to pronounce English sounds correctly, using the proper English word stress also plays an important role in achieving that goal.This paper first specifies the nature of word stress in English and its contribution on successful English language learning. Secondly, it addresses the problems that are commonly encountered by the Indonesian learners in using correct word stress in their speech. Finally, it also proposes some ways that English learners can use to learn English word stress better. Hopefully these proposed ways will be able to help the learners to speak in English more fluently with not only accurate pronunciation but also with correct word stress.