Instruction of English Stress Patterns

Many English language learners who have attained
advanced English proficiency levels are still having
difficulty in communicating, due to low
intelligibility. Word and sentence stress are
components that contribute greatly to
intelligibility. This study was designed to explore
the effectiveness of teaching English word and
sentence stress patterns through the recitation of
rap music and related activities. Six secondary
English language learners from various primary
language backgrounds voluntarily participated in a
four-week intensive summer pronunciation course.
Appropriate allocation of word and sentence stress
was measured in speech samples obtained before and
after completion of the course. The results of this
study indicate improvement in stress placement by the
end of the four weeks. The students also reported
substantial gains in their confidence levels when
communicating with others. The study includes
specific methodology that may be useful and easily
incorporated into programs with pre-set curricula and
assessments.

Autorentext

Janelle L. Fischler, MAESL: Studied Speech and Language Pathologyat the University of Minnesota. Studied English as a SecondLanguage at Hamline University. ESL Teacher at MinnesotaIndependent School District 622. Adjunct staff at University ofSt. Thomas Graduate School of Education, Minnesota.

Klappentext

Many English language learners who have attainedadvanced English proficiency levels are still havingdifficulty in communicating, due to lowintelligibility. Word and sentence stress arecomponents that contribute greatly tointelligibility. This study was designed to explorethe effectiveness of teaching English word andsentence stress patterns through the recitation ofrap music and related activities. Six secondaryEnglish language learners from various primarylanguage backgrounds voluntarily participated in afour-week intensive summer pronunciation course. Appropriate allocation of word and sentence stresswas measured in speech samples obtained before andafter completion of the course. The results of thisstudy indicate improvement in stress placement by theend of the four weeks. The students also reportedsubstantial gains in their confidence levels whencommunicating with others. The study includesspecific methodology that may be useful and easilyincorporated into programs with pre-set curricula andassessments.