PrimaryStressandIntelligibilityResearchtoMotivatethe.pptVIP

Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals By Laura D. Hahn Afra MA0963004 Carolyn MA0963006 Josh MA0963015 Arwen MA0963005 Introduction The relationship of the primary stress and intelligibility motivates The teaching of suprasegmentals What is the Suprasegmental? Stress Intonation Timing Rhythm juncture The Purpose of This Study Whether the correct placed primary stress affects the processing, comprehension, and evaluations of the native speak listeners Background knowledge 1.Teaching the NNS supra- segmentals does improve the intelligibility of their speech. 2. Isolated primary stress ※NNS means the nonnative speakers How to realize the primary stress By combining a detectable change in pitch with increased vowel duration and intensity Example: A: Are you ready? B: I’m always ready. The GNSC (Given-new stress connection): new and contrastive information is presented in stressed elements, and old or given information is expressed in unstressed elements. The Chinese learners’use the primary stress Chinese learners used pitch movement of every word in a message unit. Example: Correct Wrong 1 2 1 1 Living room→ Living room Book store → Book store Two Problems 1.Misplacing primary stress 2.Stressing all words Method An experimental study was designed using oral texts constructed to systematically vary the GNSC. Subjects 90 subjects, 30 each to 3 experimental groups They are first-semester freshman students, come from Midwestern public university and speak North American English Materials Three versions of a text recording by a Korean. Digital editing techniques make sure these three versions equal, including volume and length (4.5 minutes). Three versions Version A: GNSC was maintained. Version B: GNSC was violated through misplaced primary stre