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 instruction 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.
Mohsen Pornour, Sultan Qaboos University, Oman
Stream: Phonetics and Phonology
This paper is part of the ACLL2015 Conference Proceedings (View)
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