A Comparative study of the impact and implicit pronunciation teaching on the acquisition of word stress
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Date
2015
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university of Oum El Bouaghi
Abstract
Many teachers are confused about the way pronunciation should be taught, and which technique should be adopted, to help students build their phonetic competence. The current study is concerned with investigating the acquisition of word stress.It focuses on pronunciation teaching, and aims to compare between the uses of explicit and implicit pronunciation teaching, to facilitate to the students the learning of word stress. This research is built on the following research hypothesis : First, if students receive pronunciation instruction explicitly, they will acquire word stress better than those who receive pronunciation instruction implicitly. In this research, a quasi-experiment was conducted for first year LMD students at Echadeli Ben Djidid, El-Taref University. Thirty students took part in this experiment (fifteen for explicit pronunciation instruction and fifteen for the implicit one ). The study showed that there is no significant difference between the uses of explicit and implicit pronunciation teaching on acquiring word-stress.
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Keywords
Teaching : acquisition; word-stress, Teaching : english : pronounciation, Enseignement : langue (anglais) : prononciation