A short teaching intervention on word-stress rules and pronunciation learning strategies: An exploratory study
Date Issued
2023-07-22
Author(s)
Duckinoska-Mihajlovska, Ivana and Kirkova-Naskova, Anastazija
DOI
https://doi.org/10.5281/zenodo.8174024
Abstract
Research has shown that word stress is important for improved intelligibility in an EFL context
(e.g., Cutler, 2015, Levis, 2018). However, instruction on word stress is frequently avoided in
the EFL classroom due to time limitation, which begs the question whether a shift of focus
from classroom learning to autonomous learning by exploiting learning strategies is a viable
option for overcoming time constraints. For instance, longer instruction in language learning
strategy use has led to the improvement of general oral proficiency (Nakatani, 2005) or specific
pronunciation features such as word stress, linking, and primary phrase stress among learners
with different L1s (Sardegna, 2011, 2012; Sardegna & Dickerson, 2023), as well as greater
learner autonomy.
This study investigates whether short word stress and strategy instruction yields
improvement in learners with the same L1 in an EFL classroom setting. Forty Macedonian
learners were assigned to a treatment and a control group (n = 20 each) and completed pre-,
post-, and delayed post-tests. Only the treatment group received a four-week instruction which
targeted stress placement in polysyllabic words based on four word-stress rules following the
Covert Rehearsal Model (CRM) (Hahn & Dickerson, 1999). Learners were also taught to use
pronunciation learning strategies (PLSs) for self-regulated practice out of class and completed
a strategy diary. Results show that even a short teaching intervention on word stress and
strategy use is beneficial for learners’ ability to accurately apply word stress rules in
production.
(e.g., Cutler, 2015, Levis, 2018). However, instruction on word stress is frequently avoided in
the EFL classroom due to time limitation, which begs the question whether a shift of focus
from classroom learning to autonomous learning by exploiting learning strategies is a viable
option for overcoming time constraints. For instance, longer instruction in language learning
strategy use has led to the improvement of general oral proficiency (Nakatani, 2005) or specific
pronunciation features such as word stress, linking, and primary phrase stress among learners
with different L1s (Sardegna, 2011, 2012; Sardegna & Dickerson, 2023), as well as greater
learner autonomy.
This study investigates whether short word stress and strategy instruction yields
improvement in learners with the same L1 in an EFL classroom setting. Forty Macedonian
learners were assigned to a treatment and a control group (n = 20 each) and completed pre-,
post-, and delayed post-tests. Only the treatment group received a four-week instruction which
targeted stress placement in polysyllabic words based on four word-stress rules following the
Covert Rehearsal Model (CRM) (Hahn & Dickerson, 1999). Learners were also taught to use
pronunciation learning strategies (PLSs) for self-regulated practice out of class and completed
a strategy diary. Results show that even a short teaching intervention on word stress and
strategy use is beneficial for learners’ ability to accurately apply word stress rules in
production.
Subjects
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Duckinoska-Mihajlovska, Ivana and Kirkova-Naskova, Anastazija
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