The Effect of Phonetic Transcription on Iranian EFL Students' Word Stress Learning

Autor/in	Ghorbania, Mohammad Reza
Titel	The Effect of Phonetic Transcription on Iranian EFL Students' Word Stress Learning
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 2, S.400-410 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ghorbania, Mohammad Reza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; Phonetic Transcription; Second Language Learning; Suprasegmentals; Pronunciation; Undergraduate Students; Majors (Students); Experimental Groups; Control Groups; Second Language Instruction; Instructional Effectiveness; Phoneme Grapheme Correspondence; Iran + Suchen Sie Ihr Suchwort? Ausland; Lautschrift; Zweitsprachenerwerb; Aussprache; Fremdsprachenunterricht; Unterrichtserfolg
Abstract	The correct location of lexical stress is a main concern for English as a foreign language (EFL) learners whose first language has a different stress system. Therefore, in light of the fact that pronunciation errors in English are often the result of the Farsi language sound system transfer, the present study examined the impact of phonetic transcription on Iranian undergraduate EFL students' word stress learning. The quasi-experimental design was used to study two classes of EFL major students at the University of Bojnord (UB) and Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 60-item word stress test was developed by the researcher based on 20 lessons of The Flatmates from the BBC's learning English website to examine the learners' achievements. The test reliability was determined to be 0.71 through KR-21 formula. The independent samples t-test results indicated that the EG outperformed the CG. Thus, the findings suggest that EFL learners' phonetic transcription can facilitate the process of lexical stress learning. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01