A short teaching intervention on word-stress rules and pronunciation learning strategies: An exploratory study
Date Issued
2023
Author(s)
Duckinoska-Mihajlovska, Ivana
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.
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.
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