Stress Placement on Phrases and Compounds in English

Autor/in	Yurtbasi, Metin
Titel	Stress Placement on Phrases and Compounds in English
Quelle	In: International Online Journal of Primary Education, 6 (2017) 2, S.39-46 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-915X
Schlagwörter	Phonology; Phrase Structure; Pronunciation; Oral Language; Second Language Learning; Second Language Instruction; Language Variation; Teaching Methods; Auditory Perception; Language Patterns; English (Second Language); Comparative Analysis; Pictorial Stimuli; Audio Equipment; Drills (Practice); Syllables; Phonetics; Phoneme Grapheme Correspondence + Suchen Sie Ihr Suchwort? Fonologie; Phrasenstruktur; Aussprache; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachmodell; Sprachstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Fantasieanregung; Audio-CD; Silbe; Phonetik; Fonetik
Abstract	The three types of stresses namely "word stress," "compound stress" and "phrasal stress" are the key elements to determine the exact means of conveying a specific intent in an utterance. Therefore during perception and production of such meaning carrying codes, being able to use the right stress pattern is vitally important to establish the intended communication, or the language learning and teaching technique to be followed. This research investigates the learner's ability to perceive, distinguish and produce the meaning differences between words, phrases and compounds during L2 acquisition through various stress patterns. In such contrastive patterns as "HOT?dog" (type of food) [compound] vs. "hot DOG" (hot canine) [phrase]" and a "GREEN house" (a building made of glass for growing plants inside) [compound] vs. a "green HOUSE" (a house which is painted green) [phrase] the difference in the stress placement is a clear indication of meaning changes expressed. Compounds have primary stress on the first word and on those following them they have secondary stress. In the compound "GOLF ball," the first word has primary stress and the following the secondary stress. As for phrases, however, their qualified elements i.e. the words second in line are stressed more prominently. Therefore the acquisition of such a distinction in stress patterns in phrases and compounds is very important for learners of English in order to analyze what is said and convey their meaning more precisely in their oral communication. Natives make little mistake in distinguishing between the two because they are consciously familiar with them from their childhood on in their immediate environment. We, as language teachers, can and must help our student to acquire this skill by teaching them special stress paradigms, and allow them to compare minimal pairs using pictures representing a compound word or a phrase and asking them to tell the difference between the two. Students can hear a prerecorded tape with the names of the items, and be asked to indicate which one it is that they've heard. Such words may be marked with capitalized letters in relevant syllables or phonetic transcriptions with suprasegmental features to show relevant stress patterns with primary or secondary stress where necessary. These drills may also include many other activities until we are satisfied of their performances. Thus our students having full consciousness of the meaning-determining feature of stress placement in compounds and phrases are eventually able to understand and convey their intended meaning more clearly. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01