The Acquisition of English Word Stress by Mandarin EFL Learners

Dan Liu

English Language Teaching, 2017, vol. 10, issue 12, 196

Abstract: Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes’ recordings were collected and coded. The result shows that improper assignment of word stress most likely occurs in two-syllable words and three-syllable words and on the first syllable. The factors which account for these problems are learners’ insensitivity to syllabic structure of English words and lack of knowledge of rules on English word stress.

Date: 2017
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/71754/39215 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/71754 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:10:y:2017:i:12:p:196

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().