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Sunday, November 21, 2010

Listening and Pronunciation: Word Stress & Vowel Length

English speakers store vocabulary items according to stress patterns. Learning a word must include learning its stress patterns. Speakers say a word in its correct stress pattern; the listener finds it easier to understand them even if each individual sound is not pronounced correctly. When a word is said with an incorrect stress pattern, the listener may spend time searching for the word in the wrong stress category. A stress pattern mistake causes a great deal of confusion.

Reasons for Word Stress Errors:

L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.

1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.

2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.

Example: prediction

3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.

Example: Atlantic

4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology

5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.

Noun: The politician when on record as a supporter for healthcare reform.

Verb: The politician recorded a commercial to support healthcare reform.

6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.

7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.

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