| Titre : |
Teaching /learning the placement of stress in pronunciation through practice |
| Type de document : |
texte imprimé |
| Auteurs : |
Meriem Souilah, Auteur ; Samir Laraba, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
155 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Français (fre) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language sciences Teaching learning Placement Pronunciation through practice |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study tries to account for an intelligible presentation of facts about stress
and to provide a simplified model of learning the divergent patterns of stress placement within
words and stretches of connected speech in natural contexts; this involves a phonetic study of
the metrical analysis of speech. The temporal structure of this type of analysis integrates facet
of all four basic dimensions of speech-quality, duration, loudness, and pitch, sometimes
considered all together. What involves a different type of study is the analysis of sentential
stress, how it is assigned and how it interacts with information structure in focused contexts.
The central thesis is that the position of sentential or nuclear stress, the element with the
higher prominence in the sentence, is determined syntactically rather than phonologically. To
account for the several different facts of stress, first, a questionnaire was address to students to
investigate their attitudes towards learning stress. Second, a test was opted for to test their
amount of knowledge of the divergent stress placements. Finally, the students’ pronunciations
were recorded to provide an authentic data of analysis for whether students would be better
able to work towards inserting stress appropriately when speaking if they are provided with
practice through instruction. The central assumptions here are that students like to learn and
practice stress but are short of the knowledge of the stress patterns and that if they are given
practice through instruction, they would be able to make use of stress properly when
speaking. A comparative analysis between the results of the test and those of the recordings
permits to judge to what extent practice through instruction is effective in helping students to
place stress successfully when speaking. The findings of the questionnaire reveal that students
like to learn and to make use of stress and the results of the test show that students are short of
the knowledge of the patterns of the stress placement in words and stretches of connected
speech. These results confirm the first hypothesis. The results of the students’ recorded
pronunciations demonstrate that practice through instruction is effective helping less than half
of the students who were unable to provide the correct stress placement in the test to place
stress properly in their pronunciations. The present study is far away from acknowledging the
segmental study, like the traditional teaching of pronunciation, or the supra-segmental one,
like the communicative teaching model, based on discourse-based approaches, but it considers
all the language aspects that contribute to the study of stress, mainly, phonology and syntax. It
gives details about various theories, approaches, and types of study that account for the
aspects of stress. It also comes out with real facts about the students’ knowledge of stress and
their ability to use it when speaking. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3566 |
Teaching /learning the placement of stress in pronunciation through practice [texte imprimé] / Meriem Souilah, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 155 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Français ( fre)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language sciences Teaching learning Placement Pronunciation through practice |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study tries to account for an intelligible presentation of facts about stress
and to provide a simplified model of learning the divergent patterns of stress placement within
words and stretches of connected speech in natural contexts; this involves a phonetic study of
the metrical analysis of speech. The temporal structure of this type of analysis integrates facet
of all four basic dimensions of speech-quality, duration, loudness, and pitch, sometimes
considered all together. What involves a different type of study is the analysis of sentential
stress, how it is assigned and how it interacts with information structure in focused contexts.
The central thesis is that the position of sentential or nuclear stress, the element with the
higher prominence in the sentence, is determined syntactically rather than phonologically. To
account for the several different facts of stress, first, a questionnaire was address to students to
investigate their attitudes towards learning stress. Second, a test was opted for to test their
amount of knowledge of the divergent stress placements. Finally, the students’ pronunciations
were recorded to provide an authentic data of analysis for whether students would be better
able to work towards inserting stress appropriately when speaking if they are provided with
practice through instruction. The central assumptions here are that students like to learn and
practice stress but are short of the knowledge of the stress patterns and that if they are given
practice through instruction, they would be able to make use of stress properly when
speaking. A comparative analysis between the results of the test and those of the recordings
permits to judge to what extent practice through instruction is effective in helping students to
place stress successfully when speaking. The findings of the questionnaire reveal that students
like to learn and to make use of stress and the results of the test show that students are short of
the knowledge of the patterns of the stress placement in words and stretches of connected
speech. These results confirm the first hypothesis. The results of the students’ recorded
pronunciations demonstrate that practice through instruction is effective helping less than half
of the students who were unable to provide the correct stress placement in the test to place
stress properly in their pronunciations. The present study is far away from acknowledging the
segmental study, like the traditional teaching of pronunciation, or the supra-segmental one,
like the communicative teaching model, based on discourse-based approaches, but it considers
all the language aspects that contribute to the study of stress, mainly, phonology and syntax. It
gives details about various theories, approaches, and types of study that account for the
aspects of stress. It also comes out with real facts about the students’ knowledge of stress and
their ability to use it when speaking. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3566 |
|
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