Instruction of English Stress Patterns
Using Rap Music Method to Teach Word and Sentence Stress
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Many English language learners who have attainedadvanced English proficiency levels are still havingdifficulty in communicating, due to lowintelligibility. Word and sentence stress arecomponents that contribute greatly tointelligibility. This study was designed to explorethe effectiveness of teaching English word andsentence stress patterns through the recitation ofrap music and related activities. Six secondaryEnglish language learners from various primarylanguage backgrounds voluntarily participated in afour-week intensive summer pronunciation course. Appropriate allocation of word and sente...
Many English language learners who have attained
advanced English proficiency levels are still having
difficulty in communicating, due to low
intelligibility. Word and sentence stress are
components that contribute greatly to
intelligibility. This study was designed to explore
the effectiveness of teaching English word and
sentence stress patterns through the recitation of
rap music and related activities. Six secondary
English language learners from various primary
language backgrounds voluntarily participated in a
four-week intensive summer pronunciation course.
Appropriate allocation of word and sentence stress
was measured in speech samples obtained before and
after completion of the course. The results of this
study indicate improvement in stress placement by the
end of the four weeks. The students also reported
substantial gains in their confidence levels when
communicating with others. The study includes
specific methodology that may be useful and easily
incorporated into programs with pre-set curricula and
assessments.
advanced English proficiency levels are still having
difficulty in communicating, due to low
intelligibility. Word and sentence stress are
components that contribute greatly to
intelligibility. This study was designed to explore
the effectiveness of teaching English word and
sentence stress patterns through the recitation of
rap music and related activities. Six secondary
English language learners from various primary
language backgrounds voluntarily participated in a
four-week intensive summer pronunciation course.
Appropriate allocation of word and sentence stress
was measured in speech samples obtained before and
after completion of the course. The results of this
study indicate improvement in stress placement by the
end of the four weeks. The students also reported
substantial gains in their confidence levels when
communicating with others. The study includes
specific methodology that may be useful and easily
incorporated into programs with pre-set curricula and
assessments.
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