INTRODUCTION
Rationale
The Ministry of Education and Training highlights the significant impact of globalization on Vietnam's economy and the advancement of information technology The evolution of communication technologies has fostered a society centered on knowledge and information In this landscape, English emerges as a vital communication tool, facilitating access to the global arena Consequently, English plays a crucial role in enhancing national economic growth and fostering regional and international integration, while also deepening cultural understanding and promoting global citizenship awareness.
The teaching of the English language has undergone significant transformations to meet the evolving communication needs in education In Vietnam, English is now a core subject in all secondary schools and has recently been introduced in elementary schools Consequently, the ability to understand and communicate in English is increasingly regarded as an essential skill for students graduating from high school.
Mastering English is a key goal for students, who enter classes eager to improve their communication skills However, traditional teaching often prioritizes grammar and vocabulary over practical use According to Harmer (1986), effective English instruction should focus on four essential skills: listening, speaking, writing, and reading Listening and reading are classified as receptive skills, while speaking and writing are productive skills Harmer emphasizes that language should be viewed as a cohesive communicative act, requiring learners to integrate all four skills for effective mastery.
English teachers should focus on teaching the four essential skills equally, emphasizing the importance of pronunciation Mastering pronunciation is crucial for effective communication in English, as it enables learners to listen to sounds, articulate words, and construct sentences Achieving a proficient level of communication requires learners to excel in all aspects of English pronunciation.
Pronunciation consists of segmental features, which include vowels and consonants, and suprasegmental features, encompassing word and sentence stress, intonation, and aspects of connected speech and spelling Researchers, including Benrabah (1997) and Archibald, place significant emphasis on the importance of stress in pronunciation.
(1997), Guion et al (2003), Guion et al (2004), Guion (2005), and Zhang et al
Different languages possess unique characteristics, with Vietnamese being a one-syllable language and English featuring both one and multi-syllable words In English, only one syllable in multi-syllable words carries the main stress, which native speakers naturally emphasize during communication This distinction often confuses Vietnamese learners of English, making it essential for them to understand the rules of word stress, as well as the numerous exceptions in English pronunciation Mastering word stress is crucial for effective communication, as it significantly impacts listening and comprehension Consequently, both teachers and learners of English should prioritize the study of word stress to enhance communication skills and achieve a higher level of proficiency in Standard English.
Pronunciation plays a crucial role in effective communication, particularly in English, as it significantly impacts how well speakers are understood Even with perfect grammar, poor pronunciation can hinder comprehension for listeners Conversely, speakers who master pronunciation enhance their clarity and overall communication skills.
Achieving a certain level of pronunciation in English is crucial for effective communication, as non-native speakers with clear pronunciation are more likely to be understood, even if they make grammatical or vocabulary errors According to Celce-Murcia (1987), if a non-native speaker's pronunciation is below a specific threshold, their ability to communicate orally may be severely hindered, regardless of their proficiency in grammar and vocabulary.
Despite ongoing renovations by the Minister of Education and Training, secondary school English textbooks primarily emphasize grammar and vocabulary In today's integrated context, the focus on communication in English teaching and learning has gained importance among educators and students As a high school English teacher with seven years of experience, I have observed that my students often feel shy when speaking or reading in English, leading to frequent pronunciation errors These mistakes stem from a weak foundation in pronunciation, highlighting the need for teachers to prioritize pronunciation instruction Current high school English textbooks mainly address consonants, vowels, diphthongs, and word stress, but a more comprehensive approach to teaching pronunciation is essential for improving student confidence and skills.
At Long Binh High School, students struggle with English pronunciation due to a curriculum that prioritizes reading and grammar over speaking, listening, and writing skills This focus results in a lack of practice in essential communication skills, despite the growing emphasis on conversational English Effective listening and speaking require a solid understanding of pronunciation, which includes elements like vowels, consonants, stress, pitch, and intonation Research by scholars such as Avery and Ehrlich, Gilbert, Hahn, and Field highlights the importance of suprasegmentals, particularly word stress, in mastering pronunciation.
Aims of the study
This study aims to explore how English learners at Long Binh High School approach the concept of word stress, while also examining their attitudes towards its learning Additionally, it investigates the challenges students face in mastering English word stress and the underlying reasons for these difficulties The research concludes with suggested solutions intended to raise awareness among teachers and students about the significance of word stress, encouraging greater focus on this aspect in English language education.
Research questions
This study addresses the following questions:
1 What are students’ perceptions of learning English word stress?
2 How do they learn English word stress?
3 What difficulties do they face in learning English word stress?
Scope of the study
The study was conducted at Long Binh high school with students of grade 11 It is limited to word stress and not to other aspects of pronunciation.
Significance of the study
This study aims to enhance the understanding of English word stress among teachers and students at Long Binh High School in Tien Giang The findings will illustrate the significant impact of word stress on communication By implementing the recommended strategies, both educators and learners can improve their teaching and learning methods related to word stress, ultimately benefiting their English language proficiency.
The outline of the study
This research consists of five chapters
Chapter 1 – Introduction - begins with the overview of the study on learning English word stress The research background, rationale, the aims and objective of the research, research scope, significance of the study, methods of the study, and the outline of the study are also presented in this chapter
Chapter 2 – Literature review - explores the review of literature including the theoretical background with the theoretical concepts and the empirical research related to English words stress
Chapter 3 – Methodology - presents the research methodology including the research methods, the participants of the study, data collection methods and data analysis
Chapter 4 – Data analysis and discussion - focuses on presenting, analyzing and discussing the results obtained from this study
Chapter 5 – Conclusion - provides the summary of the study and some recommendations on teaching and learning English word stress for both teachers and students at Long Binh high school in Tien Giang
LITERATURE REVIEW
Introduction
This chapter outlines the fundamental concepts of the study while also examining prior research on English word stress, highlighting existing gaps in the literature.
English word stress
Stress in English refers to the emphasis placed on a syllable, which is characterized by its length, increased loudness, a rise in pitch, and enhanced vowel clarity Unlike many other languages that rely solely on pitch to indicate syllable prominence, English utilizes a combination of these features to convey meaning effectively.
Stressed syllables loud long full high
Unstressed syllables quiet short reduced low
The differences between stressed and unstressed syllables are characterized by three main features: loudness, length, and pitch Stressed syllables are louder, longer, and higher-pitched compared to unstressed ones Additionally, the vowels in stressed syllables are pronounced fully, while those in unstressed syllables are reduced, resulting in shorter syllables These distinctions often lead to difficulties for students in pronouncing English words correctly Therefore, it is essential to teach students about these characteristics to help them produce stress accurately in their speech.
Word stress refers to the emphasis placed on a specific syllable within a word, characterized by variations in vowel duration, loudness, and pitch height For instance, in the word "body," the stress is on the first syllable, while "review" places stress on the second syllable According to Kreidler (2004), all multisyllabic words exhibit this feature The significance of word stress is particularly evident in speech processing, as misplacing stress can lead to communication issues in English, as noted by Benrebah (1997) and Ur (2003).
Word stress is a crucial suprasegmental feature in spoken English, as noted by Ladefoged (1993) and Nunan (1999) In English, every polysyllabic word has a fixed stress pattern, with only one primary stressed syllable and one or more unstressed syllables According to Kreidler (1997), speakers cannot arbitrarily assign stress to any syllable Additionally, Underhill (1994) highlights that some longer polysyllabic words may include a secondary stressed syllable alongside the primary stress.
In English words with two syllables, one syllable is emphasized more than the other, known as primary word stress This stressed syllable features a vowel sound that is louder, longer, and higher in pitch For instance, in the word "chapter," the first syllable "chap-" is stressed, making it more intense compared to the second syllable "-ter."
Figure 2.2 This graph represents the intensity of the word CHAPTER, illustrating the difference between the stressed and unstressed syllable (cited in Pierrel, 2010, Developing Materials for Teaching Word Stress in
Segmental phonology, which includes individual vowels and consonants, is often easier to teach than suprasegmental features such as stress, intonation, and rhythm (Seferoglu, 2005; Coniam, 2002) As a result, many studies focus on segmental aspects However, Jenkins (2002) argues that enhancing suprasegmental production is crucial for achieving effective communication competence, suggesting that attention should be directed towards these features rather than solely on segmentals.
(1993) stresses the need for making sure that students can always be understood and say what they want to say Seferoglu (2005) emphases on helping learners acquire communicative competence
According to Roach (2004), four key factors contribute to the prominence of stressed syllables over unstressed ones: loudness, pitch, length, and quality Handke (2000) categorizes stress into three main types: lexical stress, which alters meaning based on syllable emphasis; shift stress, which varies according to syntactic context; and weak stress, where the segmental structure changes with stress patterns, featuring a strong form with a full vowel in stressed positions and a weak form with a reduced vowel or syllabic consonant in unstressed positions.
The placement of primary stress in a word is crucial as it can alter the word's meaning and help speakers identify its part of speech, such as distinguishing between "PREsent" (noun) and "preSENT" (verb) Additionally, stress patterns play a significant role in differentiating compound nouns, which typically have stress on the first element, from adjectives followed by nouns, where both words receive stress.
A "hot dog" is a compound noun that describes a specific type of food, while "HOT DOG," featuring a noun and an adjective, refers to a dog that is overheated According to Kriedler (1997), the stressed syllable in English words can occupy one of four positions.
It can be stressed on the ult (the last syllable)
It can be stressed on the penult (the second syllable from the last)
It can be stressed on the antepenult (the third from the last)
It can be stressed on the pre-antepenult (the fourth syllable from the last)
According to Benrabah (1997) and Ur (2003), improper placement of word stress can lead to misunderstandings in oral communication Stress plays a crucial role in English, as it can alter the meaning and intention of words, making it challenging for non-native speakers to comprehend fast-talking native speakers, and vice versa For example, the word "export" is pronounced with stress on the first syllable (EXport) when referring to the noun, while stressing the second syllable (exPORT) changes it to a verb meaning to send goods abroad Similarly, words like "handle" and "motel" are pronounced with the stress on the first syllable (HANdle and moTELL), but a new English learner might mispronounce them as MOtle and hanDELL, leading to confusion and miscommunication with native speakers.
In conclusion, every English word with multiple syllables features a stressed syllable that is crucial for clear communication Proper stress placement is essential for being understood; incorrect stress can lead to misunderstandings Consequently, learners of English as a foreign language must recognize the significance of syllable stress to avoid confusion in meaning.
Factors influencing the acquisition of English word stress
English word stress poses challenges for learners from diverse linguistic backgrounds, as highlighted in various studies (Archibald, 1993, 1997; Flege & Bohn, 1989; Benrabah, 1997; Low & Grabe, 1999) Research has identified key factors influencing the acquisition of English word stress, with syllabic structure, lexical class, and phonological similarity being significant determinants of stress placement (Jusczyk).
Research indicates that the acquisition of English word stress patterns is significantly affected by the transfer of prosody from a learner's first language (L1) Key studies by Depoux et al (1997), Moon et al (1993), and Archibald (1992, 1993, 1997) highlight this influence, emphasizing the role of L1 in shaping how learners perceive and produce English stress patterns.
Stress placement in language is primarily determined by syllabic structure, which encompasses various factors such as vowel length, the number of coda consonants, and the metrical position of a syllable within a word (Guion et al., 2004) Specifically, it is the vowel length and the presence of coda consonants that influence syllable weight, ultimately affecting stress placement (Chomsky & Halle, 1968; Hayes, 1982) Heavy syllables, characterized by a branching nucleus (like CVV syllables with long vowels or diphthongs) or a branching rime (such as closed CVC syllables), are more likely to receive stress compared to light syllables, which feature a short vowel nucleus and lack a coda (CV) (Davenport & Hannahs, 2005) An analysis of the CELEX lexical database further supports these findings (Baayen, Piepenbrock, & Gulikers).
1995 cited in Wayland et al., 2006) indicated that long vowels were roughly twice
Research indicates that stressed syllables are equally likely to feature short vowels (Guion et al., 2003) Additionally, syllables with a greater number of coda consonants tend to receive more stress compared to those with fewer or no coda consonants (Chomsky & Halle, 1968; Hayes, 1982).
Understanding English word stress placement is crucial, particularly in relation to lexical class Research by Guion et al (2004) and Guion (2005) indicates that learners often struggle with stress patterns when focusing on syllabic structure (Zhang, 2010) Notably, disyllabic nouns typically have stress on the first syllable, while verbs usually receive stress on the second syllable Overall, learners find it easier to grasp English word stress patterns based on lexical class compared to those linked to syllabic structures (Kelly & Bock, 1988; Davenport & Hannahs).
In my teaching of two-syllable word stress placement, I often share a specific rule with my students This approach significantly reduces their speaking errors and improves their performance on tests.
Phonological similarity significantly influences word stress acquisition, allowing English learners to predict stress patterns on unfamiliar words based on known ones Native speakers also utilize this similarity to assign stress to non-words Research by Baker & Smith (1976) highlights that predictions about stress patterns can arise from syllabic structure Additionally, studies by Guion et al (2003 & 2004) demonstrate that both second language learners and native speakers rely on phonological analogies to determine word stress placement Their findings indicate that phonological similarities can independently affect stress placement, separate from syllable structure and lexical class (Zhang, 2010).
Research has shown that the transfer of prosody from a learner's first language (L1) significantly impacts their acquisition of English word stress patterns Specifically, learners whose native languages are stress-timed, such as Spanish or Polish, tend to apply the prosodic rules from their first language when learning English.
Research indicates that stress placement in English words can be challenging for speakers of non-stress languages, such as Chinese and Japanese These speakers often exhibit incorrect stress patterns, which may stem from the overgeneralization of English stress rules (Erdmann, 1973; Guion et al., 2004; Maris, 1989) Unlike their stress-timed language counterparts, those from non-stress languages tend to make errors without a consistent pattern, highlighting their reduced awareness of stress in spoken English (Archibald, 1992, 1993, 1997).
Some common patterns of English word stress
Stress exists both at the word and sentence levels, with each word carrying its own stress pattern Word stress is a consistent characteristic tied to the lexicon, making it a distinctive feature in English Changes in word stress can alter meanings, as seen in examples like "a PREsent" versus "to preSENT."
Each language has its own rules, and while English stress placement is not fixed, learners can predict certain patterns According to Ladefoged (1993) and Kreidler (1997), the main stress location in most English words can be anticipated based on lexical class Generally, single-syllable words receive stress on that syllable, while in polysyllabic words, stress typically falls on vowels rather than consonants Each word usually contains only one primary stress, though some words feature both a main stress and a lighter secondary stress, as seen in the word "television," where the main stress is on the third syllable and the secondary stress on the first.
English word stress rules are numerous and are also notoriously prone to exceptions (Howard, 2010) Some common patterns of English word stress were presented as follows
In most two-syllable nouns and adjectives, the stress is usually placed on the first syllable The following instances show the case clearly:
According to Hayes (1982), for disyllabic nouns, stress falls on the ultimate syllable only if the final syllable contains a long vowel or a diphthong For example: maCHINE caNOE misTAKE
In disyllabic verbs, stress shifts to the second syllable when the verb features a long vowel, a diphthong, or concludes with two or more consonants Examples include imPROVE, deCIDE, and conTAIN.
When the final syllable lacks a long vowel or ends with multiple consonants, and the second syllable features a short vowel followed by one or no consonants, the stress is placed on the initial syllable.
The number of syllables does not decide the assignment of word stress A shift in word stress pattern can denote a shift in the lexical category (Abushibab,
In English, many two-syllable words experience changes in meaning and grammatical class depending on where the stress is placed For instance, the word "present" functions as a noun meaning "a gift" when the stress is on the first syllable, but it becomes a verb meaning "to offer something" when the stress shifts to the second syllable This phenomenon highlights the importance of stress in understanding the meanings of words.
In English, some adjectives are also distinguished from verbs due to a shift in stress pattern The examples below illustrate this case:
In general, all of the disyllabic words can be used as nouns, adjectives or verbs depending on whether the stress is on the first or second syllable
The words ending with suffixes -sion, -tion, -ic, -ian have stress on the syllable before these suffixes, as in the words below: ocCAsion communiCAtion scienTIfic muSICian
Native speakers often have differing opinions on word stress placement, as seen in examples like "teleVIsion" versus "TElevision" and "CONtroversy" compared to "conTROversy."
2.4.3 Stress on ante-penultimate syllable
Words ending with the suffixes -cy, -ty, -phy, -ical and -gy are stressed on the third syllable from the end, as in the following
VAcancy aBIlity phoTOgraphy CHEmical geOlogy
The stress is placed on the last syllable for the words ending with suffixes – ee, -eer, -ique, -esce, -oo, -oon, -esque, -ette, as the words below:
Nouns Nouns/ Adjectives Verbs enginEER VietnamESE convalESCE technIQUE JapanESE acquiESCE cigarETTE picturESQUE analYZE
(Kreidler, 1997:138 as cited in Nipa Aungcharoen, 2006)
In compound nouns, the primary stress is placed on the first syllable, as demonstrated by examples like BLACKbird and GREENhouse These compound words convey distinct meanings that are not merely the sum of their individual components.
In compound adjectives, the stress typically falls on the second component, as seen in words like "old-fashioned" and "bad-tempered." Conversely, for compound verbs, the emphasis is placed on the second part, exemplified by terms such as "understand" and "overflow."
The stress will also be focused on the second element if the compound word is a combination of:
* An adjective and a noun like loudSPEAKer, first-CLASS, hand-MAKE
* A past-participle word and a noun: burning building, singing bird, sleeping child
* Two nouns in which the first element is the material of the second noun: paper bag, brick house, stone bridge
When the compound words are separated in meaning, the second syllable will carry the stress like moving picture, front door
In summary, the commonly taught rules of English word stress are widely recognized among Vietnamese high school students However, there are additional rules and exceptions that learners should be aware of To enhance their understanding, it is crucial for students to be introduced to these rules early in their English studies.
Differences between Vietnamese and English languages
The Vietnamese alphabet features 22 Roman characters, including a, b, c, d, e, g, h, i, k, l, m, n, o, p, q, r, s, t, u, v, x, and y, along with diacritic marks such as ă, â, ê, ô, ư, ơ, and đ to denote specific sounds (Ngo, 2003) Additionally, the Vietnamese language incorporates six tones, categorized into high tones and low tones, with high tones encompassing level (ngang: high level), rising (s c: “ ” high rising), and broken tones.
The fall-rise tone, characterized by a glottalized fall followed by an abrupt rise, is a key feature in tonal languages Additionally, low tones can be categorized into three types: falling tones, which exhibit a gradual descent; dropping tones, marked by a sudden drop; and curve tones, which display a gradual fall followed by a rise These classifications highlight the complexity of tonal variations in speech (Vuong & Hoang, 1994 as cited in Nguyen).
Vietnamese is a monosyllabic and tonal language, contrasting with English, which is polysyllabic and stress-timed In English, stressed syllables occur at regular intervals, while unstressed syllables vary in number and timing, as noted by Kelly (2000) Conversely, Vietnamese is syllable-timed, where each syllable is pronounced with equal weight and duration According to Mackay (1985), this rhythmic difference highlights that English relies on an alternation of stressed and unstressed syllables, making it challenging for Vietnamese learners to master English pronunciation and vice versa.
A Stress-Timed Rhythm B Syllable-Timed Rhythm
(Adapted from Prator & Robinett, 1985, Manual of American English
The English rhythm in the sentence "Pronunciation is important" features two adults symbolizing stressed syllables and seven children representing unstressed syllables In contrast, the Vietnamese rhythm consists of nine soldiers, each representing a syllable.
17 illustrations imply that English has different syllable length and strength In contrast, Vietnamese has the same length and strength in all syllables
English stress is phonemic, meaning its placement can alter word meanings, unlike Vietnamese stress, which does not affect meaning In contrast, Vietnamese tones can change meanings, as seen in the words “tôi” (meaning "I") and “tối” (meaning "night") This distinction between the two languages creates challenges for Vietnamese learners of English and vice versa, as English learners also struggle with the complexities of the Vietnamese language.
A key distinction between Vietnamese and English is the reduction and blending of words in everyday English speech English speakers often reduce unstressed syllables and link words within the same thought group, which can pose challenges for learners in speaking and listening Phrasal verbs like "think of" and "find out" are commonly linked in conversation, making them difficult for English learners to recognize during listening exercises.
In Vietnamese, stress placement does not alter word meaning due to its tonal nature, which can lead to challenges for Vietnamese students when learning English stress Given the significant role of word stress in English meaning, it is crucial for students to focus on mastering this aspect Both teachers and students should assess their pronunciation skills and attitudes toward English word stress to enhance their learning experience.
Teaching and learning English word stress
Despite achieving advanced proficiency in English, many learners struggle with oral communication due to low intelligibility A significant factor affecting intelligibility is word stress According to Avery and Ehrlich (1992) and Kenworthy (1987), all second language learners face challenges related to this aspect of pronunciation.
18 need practice in English word stress Besides meaning of words, word stress is also an essential part which must be paid attention to in teaching vocabulary
2.6.1 Some tips for introducing word stress in classroom
Emma Pathare presented some valuable tips to introduce word stress in the article Word Stress submitted by TE Editor in 2005 (available on the website http://www.teachingenglish.org.uk/articles/word-stress)
Raising awareness and building confidence
Teachers should engage students with questions about word stress, such as its definition, significance, and rules, to enhance their awareness Utilizing diverse teaching methods can help students interact with English in various ways, ultimately improving their proficiency Furthermore, guiding students to recognize patterns and tendencies in word stress can boost their confidence in using the language.
Teachers must emphasize word stress when introducing new vocabulary, consistently applying stress markers for clarity Utilizing the big circle-small circle method (O o) effectively highlights stressed syllables and helps students recognize syllable count and stress placement Additionally, dictionaries often indicate word stress with an apostrophe ('), so it is crucial for students to understand this marker to independently verify word stress in reference materials.
Building blocks or cuisenaire rods
Teachers can effectively use small building blocks, such as Cuisenaire rods, to illustrate stressed and unstressed syllables These colorful blocks of varying sizes assist students in easily recognizing word stress, making the learning process more engaging and effective Utilizing different rods to represent word stress enhances students' understanding of syllable emphasis.
19 when building the words It is highly visual and fun for students; therefore, they can remember stress easily and longer
Integrating word stress into the lessons
Teachers should incorporate word stress into every lesson by teaching it alongside the meaning and spelling of vocabulary This approach involves eliciting the stress from students, marking it on the board, and having them practice it through drilling Increased focus on word stress during vocabulary instruction enhances student engagement and retention Additionally, students should organize vocabulary in their notebooks according to the number of syllables and the position of stress to reinforce their understanding.
Teachers can put the stress on different syllables of one word in turn to help students easily determine the correct word stress placement For example: o o 0 computer 0 o o computer o 0 o computer
Emphasizing different syllables in a word can assist students in identifying the correct pronunciation Additionally, teachers can utilize names to effectively highlight the importance of word stress, thereby enhancing students' attention and understanding.
2.6.2 Techniques in teaching word stress
Some techniques to teach word stress introduced on the website http://chifenchen.tripod.com/papers/paper-2.html by Chen et al were presented in the following part
Clapping hands is an effective method for helping learners identify syllables and word stress in language Teachers can emphasize stressed syllables by clapping louder, while activities like tapping on desks or using simple rhythm instruments, such as tambourines or toy hammers, reinforce the concept of strong and weak beats, highlighting the distinction between stressed and unstressed syllables.
Teachers utilize finger techniques to demonstrate disyllabic and three-syllable words, using two fingers for the former and three for the latter The longer finger signifies the stressed syllable, aiding students in easily identifying stress patterns in words.
Teachers begin by writing words on the board and having students read them multiple times Subsequently, they erase the unstressed syllables and encourage the students to reread the modified words.
Teachers present a list of words along with a table to categorize them based on syllable stress Each column represents the first, second, third, or fourth syllable stress As teachers read the words aloud, students are tasked with sorting them into the appropriate columns.
Visual effects: Teachers can also get students’ attention to the stressed syllables by thickening, capitalizing, underlining, circling, or coloring the stressed syllables today toDAY today today today
Teachers can use visual cues, such as a dot for unstressed syllables and a line for stressed syllables, to indicate which syllables should be lengthened Additionally, they can differentiate between stressed and unstressed syllables by using a small dot for unstressed and a larger dot for stressed syllables, highlighting the stronger beat of the stressed syllable These visual effects aid students in recognizing stress patterns in words, helping to prevent errors in word stress usage.
Teachers can effectively use rubber bands to visually and kinesthetically demonstrate the varying lengths of syllables in words By stretching the rubber band with two thumbs during stressed syllables and keeping it short for unstressed ones, students gain a clear understanding of syllable stress This method helps Vietnamese students, who often struggle with equal syllable length, to improve their pronunciation Numerous activities utilizing rubber bands are detailed in Gilbert’s "Clear Speech," providing practical applications for this technique For example, the word "today," which has two syllables, can be illustrated using a rubber band to show the difference in stress.
Figure 2.3 An illustration of using rubber band to teach word stress (Adopted from Gilbert, 1993, Clear Speech , 2nd ed., p 54)
The stress matching game is an engaging classroom activity that helps students enhance their understanding of word stress In this game, students work in groups or as a whole class, with one member tapping or clapping the rhythm of a word from a provided vocabulary list The other students listen carefully and attempt to identify the word that matches the rhythm they hear, then they vocalize the word This interactive game aims to improve students' ability to discriminate and produce correct word stress, making it a valuable tool for language learning.
Stress and Meaning: Students work in pairs Student 1 says one of the two sentences, (a) or (b) The word stress in (a) and (b) is put in different places Student
Listening attentively to identify the stressed syllable allows students to make informed guesses and provide suitable responses to heard sentences This exercise enhances their understanding of the connection between stress and meaning It is particularly beneficial for advanced students who can effectively engage in this activity.
1 (a) Is it elementary? No, it’s advanced
(b) Is it a lemon tree? No, an orange tree
2 (a) What’s for rain? An umbrella
3 (a) Is that Europe? No, it’s China
(b) Is that your rope? No, it’s hers
Previous studies
Segmental elements, including vowels and consonants, significantly influence native speakers' accents, as highlighted by Flege (1993) and Munro, Flege & MacKay (1996) Despite this, suprasegmental elements—such as stress, intonation, tone, and pitch accents—have received insufficient attention from researchers (Davis & Kelly, 1997; Guion et al., 2004; Guion, 2005) Magen (1998) and Trofimovich & Baker (2006) argue that errors in suprasegmental production have a greater impact on foreign accents than segmental inaccuracies Understanding the two types of stress—word stress and sentence stress—is crucial, as stress enhances comprehension for both speakers and listeners, especially in fast-paced conversations.
Ha (2005) examined the prevalent pronunciation challenges faced by Vietnamese learners of English, identifying sound omission as the most frequent error Additionally, sound confusion complicates their ability to perceive English accurately The /tr/ combination poses particular difficulties for many students, while mispronouncing sounds like /s/ to /ʃ, ʒ/ or vice versa often stems from carelessness or lack of effort Another significant issue is sound redundancy, which can lead to miscommunication The study also highlighted that several English sounds are absent in the Vietnamese language, contributing to these pronunciation difficulties.
23 addition, the way to produce ending sounds in English is quite different from the one to pronounce Vietnamese ones
Chen (1996) discovered that many students overlooked the stress patterns inherent in English Due to their familiarity with equal stress on syllables in their native language, Chinese students often apply the same level of strength, length, and pitch to each syllable in English Consequently, this leads to a pronounced difficulty in their English pronunciation skills.
Studies on word stress placement among second and foreign language learners of English reveal that learners' mother tongues significantly impact their proficiency Misplacement of word stress can lead to misunderstandings in oral communication.
English word stress is crucial for effective communication, as highlighted by Benrabah's (1997) study on Algerian speakers of English He recorded their spontaneous speech and found that native English speakers often misinterpreted the words due to incorrect stress placement by nonnative speakers For instance, when the word "suitable" was stressed on the second syllable, it was misheard as "the level." This study concluded that misunderstandings in oral communication stem from improper stress placement, emphasizing the need for English learners to focus on word stress Benrabah's findings underscore the importance of word stress in helping native speakers recognize and comprehend spoken language.
Incorrect stress placement significantly impacts word meaning in speech, as highlighted by Hahn (2004) In his study, Hahn examined how native speakers responded to nonnative speech, involving three groups of 30 undergraduate North American students each, who were presented with the same lecture under varying conditions.
A study involving 24 speakers revealed that proper word stress placement significantly enhances speech comprehension Participants who listened to a lecture with correct word stress understood the content more clearly than those exposed to incorrect or no stress placement This indicates that errors in word stress can severely impact the ability to comprehend spoken English, potentially leading to communication breakdowns.
Nguyen and Ingram (2005) investigated the acquisition of English word stress among Vietnamese learners by examining three groups: ten beginning-level learners, ten advanced-level speakers, and a control group of two native Australian English speakers Participants read the sentence "Say the word again," using twenty minimal pairs of nouns and verbs for the study Among these, five pairs included three-syllable words like "document" vs "document," while the remaining fifteen pairs consisted of two-syllable words such as "present" vs "present." Each pair was integrated into the prompt for the reading task.
1 a Say the word “conduct” again b Say the word “conduct” again
2 a Say the word “present” again b Say the word “present” again
The study examined the production of word stress among Vietnamese speakers learning English, highlighting the marked stress on vowels in noun and verb forms The findings revealed that both native English speakers and advanced Vietnamese learners consistently produced longer stressed syllables compared to their unstressed counterparts Conversely, beginning-level Vietnamese learners did not demonstrate a significant difference in duration between stressed and unstressed syllables, indicating a lack of recognition of syllable duration contrast and vowel reduction, as duration is not perceived as a functional element in their speech.
Nguyen and Ingram (2005) found that learners can effectively perceive duration contrasts in Vietnamese tonal distinctions Consequently, English teachers should emphasize the importance of duration contrast to their students and offer explicit training during the initial stages of acquiring English word stress.
Intonation is crucial in English teaching and learning, as highlighted by Nguyen (2008), and its misuse can lead to misunderstandings Vietnamese learners often struggle with intonation due to differences between Vietnamese and English, such as incorrect stress on content words and uniform length and volume in utterances The influence of their mother tongue impacts their ability to produce correct English intonation While grammar and vocabulary receive significant focus, intonation is often overlooked in English learning Factors like course focus, students' proficiency levels, and curricular goals also play a role in intonation challenges To address these issues, Nguyen recommends that teachers help students recognize intonation, limit intonation pattern options, integrate intonation with other language aspects, and create targeted practice activities.
METHODOLOGY
Introduction
This chapter presents the research methodology employed in this study The research participants, data collection tools as well as data analysis are also described.
Research approach
Combining qualitative and quantitative research methods enhances the value of studies, as noted by Vockell and Asher (1995) Qualitative methods, such as observations and interviews, allow researchers to gather flexible primary data on how learners acquire English word stress and their associated challenges In contrast, quantitative methods utilize questionnaires to ensure high reliability in data collection The integration of these approaches not only improves the reliability and validity of research findings but also provides a comprehensive understanding of the subject matter (McMillan & Schumacher, 1995).
In 1999, it was noted that the most effective research design is a mixed-method approach that combines qualitative and quantitative research Consequently, this study utilized both qualitative and quantitative methods for data collection.
Participants
This study involved 90 Grade 11 students aged 16 to 17 from Long Binh High School, each with varying levels of English proficiency All participants began learning English at the age of 12 using the grammar translation method, which emphasizes vocabulary and grammar for test preparation Occasionally, a communicative approach was incorporated into speaking lessons.
Data collection tools
The data were collected using questionnaires, classroom observations and interviews Data collected from questionnaire surveys were analyzed by the excel program
According to McMillan & Schumacher (1993) a questionnaire is always the most widely used technique for collecting information from subjects Therefore, questionnaires were employed as a data collection tool for this study Gillham
Questionnaires offer several advantages, including low costs in both time and money, making them an efficient data collection tool for researchers They allow for the gathering of information from large participant groups quickly Additionally, respondents can complete questionnaires at their convenience, free from time pressure, which contributes to the reliability of the collected data.
The questionnaires, tailored for Long Binh High School students, aim to gather data on their attitudes toward learning English word stress Comprising 20 rank-order questions (refer to Appendix 1), the survey seeks to uncover students' learning methods, the challenges they face, and their proposed solutions regarding word stress These questions are grounded in the three research inquiries outlined in Chapter 1.
All of these questions were designed in form of multiple choices Respondents can tick more than one appropriate choice for nine questions 2, 4, 7, 8,
The data collected from questions 11, 14, 15, 16, and 17, along with responses to the open-ended "Others" option, were analyzed using Microsoft Excel to ensure a comprehensive understanding of respondents' opinions.
Observations allow researchers to vividly describe current situations through the use of the five senses, creating a detailed "written photograph" of the studied context (Erlandson, Harris, Skipper, & Allen, 1993) High-quality observational data can significantly enhance the understanding of the subject matter.
Observation is a valuable research method that allows researchers to gather direct information without relying on respondents, enabling them to witness natural interactions In this study, classroom observations were conducted at Long Binh High School, where six English teachers permitted the researcher to observe their classes during various activities, including reading, speaking, listening, writing, and language focus The observations aimed to evaluate how teachers introduced word stress and to assess students' learning in this area An observation sheet was utilized to systematically record findings, and subsequent feedback was provided to identify students' challenges in mastering word stress.
Interviews are a commonly used method in qualitative research, providing a two-way communication and observation platform (Roger & Bouley, 1996; Patton, 2002) They offer control over the response situation, allowing the interviewer to dictate the time, place, and sequence of questions, while also enabling modifications to fit the study's purpose Although interviews can be time-consuming, they yield rich and rewarding data as interviewees share diverse ideas and feelings (Patton, 2002) Additionally, interviews accommodate respondents who may struggle with the native language or written communication, allowing them to express themselves in their mother tongue or through gestures, leading to more comprehensive responses.
Semi-structured interviews were chosen This type of interview gave the researcher opportunities to probe for views and opinions of the interviewee
According to Kajornboon (2005), semi-structured interviews allow for flexibility, enabling interviewers to ask additional questions as needed Corbetta (2003:270) highlights that this format empowers interviewers to guide the conversation in a way they find suitable, using their own wording for questions This approach also allows interviewers to provide explanations and seek clarifications when responses are unclear, encouraging respondents to elaborate further when necessary.
Ninety students were interviewed in ten minutes to answer the questions in the interview sheets The interview sheet was designed with five main questions, as follows:
How often do you learn English word stress in class?
According to you, what is the role of word stress in oral communication?
How do you learn word stress in classroom?
According to you, what difficulties do you encounter in learning word stress?
What are your suggestions for improving learning English word stress?
Data analysis
The researcher analyzed data gathered from questionnaires, classroom observations, and interviews The questionnaire results were quantified using frequency and percentage, then visually represented in tables and charts Additionally, data from interviews and classroom observations were categorized into themes that addressed the research questions.
FINDINGS & DISCUSSION
Introduction
In chapter 4, the researcher analyzes the data collected from the questionnaires, classroom observations, and the interviews and discusses them in the light of the literature presented in chapter 2.
Students’ perceptions of English word stress
The following section presents data from the questionnaire and interview on students’ perceptions of the importance of English word stress
2 tudents’ perceptions of the importance of English word stress
Data from the questionnaire to examine the students’ perceptions of word stress were collected and the result is shown in the following chart
31.1% not very important not important neutral important very important
Figure 4.1 Students’ perceptions of the importance of learning word stress
The chart indicates that a significant majority of students recognize the importance of learning English word stress, with 71 students surveyed Among them, 31.1% emphasized that mastering word stress is very important This highlights a strong awareness among students regarding its significance in language learning A clear understanding of word stress motivates students to put in their best effort to learn it Conversely, 12.2% of students felt that word stress was not very important, while 8.9% were uncertain about its relevance.
Word stress plays a crucial role in various tests and final examinations, with some students admitting they focus on it primarily to achieve higher marks However, many students overlook its significance, viewing it as unimportant In reality, understanding word stress is essential for effective speech processing, and neglecting this aspect can hinder their learning and comprehension.
2 2 tudents’ perceptions of the role of English word stress in oral communication
The statistics of students’ perceptions of the role of word stress in oral communication was drawn from questionnaires and presented in Figure 4.2.
70% understand clearly produce a native- like accent express emotions no help
Figure 4.2 Students’ perceptions of the role of word stress in oral communication
According to Figure 4.2, a majority of students recognized the significance of word stress in enhancing listener comprehension Specifically, 34.4% of students acknowledged that word stress contributes to achieving a native-like accent, while 16.6% believed it aids speakers in conveying their emotions Overall, these findings indicate that students are largely aware of the critical role word stress plays in effective oral communication.
A significant 83.3% of interviewees believe that word stress is crucial for speakers to articulate their intended messages accurately, ensuring clear communication with listeners Furthermore, several students noted that word stress contributes to achieving a native-like accent, enhancing overall speech clarity and effectiveness.
Word stress plays a crucial role in reading vocabulary and performing well in tests and examinations It enables speakers to communicate fluently in English and is essential for expressing emotions such as anger, happiness, sadness, or disappointment Furthermore, proper word stress helps prevent misunderstandings in communication, highlighting its importance in effective language use.
Incorrect stress placement can alter the meaning of words in speech, highlighting its significance for both speakers and listeners Research conducted through questionnaires and interviews indicates that most students at Long Binh High School recognize the vital role of word stress, although some students still possess limited understanding of its importance in effective communication.
The questionnaire addressed whether improper word stress can cause misunderstandings in oral communication The findings, which reflect students' perspectives on the impact of incorrect word stress, are presented in Figure 4.3.
60% strongly disagree disagree neutral agree strongly agree
Figure 4.3 Students’ opinion of wrong use of word stress leading to misunderstanding in oral communication
According to Figure 4.3, a majority of students believe that incorrect word stress can result in misunderstandings during oral communication, with 11.2% disagreeing and 10% remaining uncertain.
The data show that not all of students at Long Binh high school fully understand the role of word stress
Interviews with students revealed a consensus on the impact of incorrect word stress in English, leading to misunderstandings and confusion in communication This finding aligns with the perspectives of Benrebah (1997) and Ur (2003), highlighting that misplacing word stress can significantly hinder oral communication Such issues are prevalent among Vietnamese learners of English, contributing to their challenges in effective speech Additionally, the students echoed the views of Avery and Ehrlich, emphasizing that misunderstandings often stem from improper word stress placement.
Word stress is crucial for identifying the profile of a word or phrase, as highlighted in research from 1992 Additionally, Hahn (2004) emphasizes that incorrect word stress placement can lead to misunderstandings of the intended message.
One more question was asked to find out students’ opinion of the ease of learning word stress The result from questionnaires is shown in the following chart
41.1% strongly disagree disagree neutral agree strongly agree
Figure 4.4 Students’ opinion of the ease of learning word stress
Figure 4.4 shows the responses of students to the questionnaires, revealing that over half of the participants do not find English word stress easy to learn Notably, among the 43 students surveyed, six strongly disagreed with the notion that acquiring word stress in English is straightforward.
Learning word stress can be challenging, as only 28.9% of students reported finding it easy The data presented in Figure 4.4 clearly indicates that many students encounter difficulties in mastering this aspect of language learning.
The interview results indicate that while some students find it easy to learn English word stress, a significant number struggle with it, citing its complexity as a challenge in their studies.
“There are so many exceptions of word stress that I can not remember all of them
Many students struggle with identifying word stress in polysyllabic words due to unfamiliarity with their pronunciation Some express that the Vietnamese language lacks stress patterns similar to those in English, leading to confusion in their spoken production.
Vietnamese is a monosyllabic language, where each word consists of a single syllable, each pronounced with a distinct tonal pattern This characteristic, along with the differences between Vietnamese and English, complicates the study of word stress for learners Overall, more interviewees found word stress to be both easy and difficult to master, compared to those who considered it easy to learn in English.
Another interesting characteristic of English language is position of word stress The result from ninety answers is presented in Figure 4.5 below
Figure 4.5 Students’ opinion of the position of word stress
Students’ difficulties in learning word stress
CHAPTER 4 FINDINGS AND DISCUSSION 4.1 Introduction
In chapter 4, the researcher analyzes the data collected from the questionnaires, classroom observations, and the interviews and discusses them in the light of the literature presented in chapter 2
4.2 Students’ perceptions of English word stress
The following section presents data from the questionnaire and interview on students’ perceptions of the importance of English word stress
2 tudents’ perceptions of the importance of English word stress
Data from the questionnaire to examine the students’ perceptions of word stress were collected and the result is shown in the following chart
31.1% not very important not important neutral important very important
Figure 4.1 Students’ perceptions of the importance of learning word stress
The chart indicates that a significant majority of students recognize the importance of learning English word stress, with 71 students surveyed Notably, 31.1% of these students rated it as very important, reflecting a strong awareness of its significance A clear understanding of word stress motivates students to prioritize their learning efforts Conversely, 12.2% of students perceived word stress as not very important, while 8.9% were uncertain about its relevance.
Word stress plays a crucial role in various tests and final examinations, yet many students overlook its importance, often viewing it merely as a means to achieve higher marks A student noted, “I just learn word stress to get marks when finishing these tests.” Consequently, those who disregard word stress may struggle more with learning and processing speech effectively Emphasizing the significance of word stress is essential for improving overall language comprehension and communication skills.
2 2 tudents’ perceptions of the role of English word stress in oral communication
The statistics of students’ perceptions of the role of word stress in oral communication was drawn from questionnaires and presented in Figure 4.2.
70% understand clearly produce a native- like accent express emotions no help
Figure 4.2 Students’ perceptions of the role of word stress in oral communication
According to Figure 4.2, a significant majority of students recognize the importance of word stress in oral communication, with 34.4% believing it aids speakers in achieving a native-like accent Additionally, while 16.6% of students feel that word stress contributes to emotional expression, the overall consensus highlights its crucial role in enhancing listener comprehension.
A significant 83.3% of interviewees believe that word stress is crucial for speakers to articulate their intended messages accurately, leading to clearer understanding for listeners Furthermore, several students noted that word stress contributes to a more native-like accent in speech, enhancing overall communication effectiveness.
Word stress plays a crucial role in reading vocabulary and performing well in tests and examinations Participants noted that proper placement of word stress enhances fluency in English, while over 8% of interviewees indicated that stress conveys emotions like anger, happiness, sadness, or disappointment Additionally, ten students emphasized that understanding word stress helps prevent misunderstandings in communication.
Incorrect stress placement can alter the meaning of words in speech, highlighting its importance for both speakers and listeners Research conducted through questionnaires and interviews indicates that the majority of students at Long Binh High School recognize the critical role of word stress, although some still possess limited understanding of its significance in effective communication.
The questionnaire explored whether incorrect word stress can cause misunderstandings in oral communication Figure 4.3 presents the findings from students' responses regarding the impact of misused word stress on effective communication.
60% strongly disagree disagree neutral agree strongly agree
Figure 4.3 Students’ opinion of wrong use of word stress leading to misunderstanding in oral communication
According to Figure 4.3, a majority of students believe that incorrect word stress can cause misunderstandings in oral communication, while 11.2% disagreed and 10% were uncertain about this viewpoint.
The data show that not all of students at Long Binh high school fully understand the role of word stress
Interviews with students revealed a consensus on the impact of incorrect word stress in English, leading to misunderstandings in communication Participants noted that misplacing stress on words could change their meanings, causing confusion for listeners This finding aligns with the perspectives of Benrebah (1997) and Ur (2003), highlighting that word stress misplacement can hinder effective oral communication Consequently, this serves as a significant reason why many Vietnamese learners struggle with spoken English, as even minor stress errors can lead to misinterpretation, echoing the views of Avery and Ehrlich.
In 1992, it was established that word stress is crucial for recognizing the profile of a word or phrase Additionally, Hahn (2004) emphasized that incorrect placement of word stress can render the intended message of speakers unclear.
One more question was asked to find out students’ opinion of the ease of learning word stress The result from questionnaires is shown in the following chart
41.1% strongly disagree disagree neutral agree strongly agree
Figure 4.4 Students’ opinion of the ease of learning word stress
Figure 4.4 shows that over half of the surveyed students found English word stress challenging to learn Out of the 43 participants, six strongly disagreed with the notion that acquiring word stress in English is easy.
Learning word stress poses challenges for many students, as only 28.9% reported finding it easy The majority of students expressed difficulties, indicating a need for improved strategies in teaching this aspect of language.
An interview conducted to assess students' ability to acquire English word stress showed that while some students found it easy to learn, a significant number reported difficulties in mastering this aspect of the language.
“There are so many exceptions of word stress that I can not remember all of them
Many students struggle with word stress in polysyllabic words due to their unfamiliarity with pronunciation They express confusion, noting that the Vietnamese language lacks the stress patterns found in English, making it challenging for them to produce the correct stress.
Vietnamese is classified as a monosyllabic language, where each word consists of a single syllable, and each syllable is pronounced with a distinct tonal pattern This fundamental difference between Vietnamese and English presents challenges for learners in mastering word stress Survey results indicate that a greater number of interviewees found word stress in English to be both easy and difficult, contrasting with those who believed it was simply easy to learn.
Another interesting characteristic of English language is position of word stress The result from ninety answers is presented in Figure 4.5 below
Figure 4.5 Students’ opinion of the position of word stress
Solutions
Students at Long Binh high school presented some ways to encounter these difficulties The result collected from questionnaires is shown in Figure 4.14
50% gues s ing word s tres s looking up in a dic tionary as king teac hers s tudying with friends s kipping others
Figure 4.14 How students solve their difficulties of learning word stress
To address challenges with word stress, nearly 48.9% of students opted to consult dictionaries Observations in class revealed that many students utilized portable dictionaries during their English studies They noted, "Dictionaries assist me in quickly finding word meanings, phonetic transcriptions, and understanding word stress."
However, some interviewees who are at high level of proficiency said, “They could not speak English naturally through dictionary It just helps them to solve some problems in exercises”
Approximately 43.3% of students indicated they guessed word stress, while 36.7% sought assistance from teachers, believing that teacher guidance would save time and provide clearer explanations Those who relied on guessing typically based their decisions on the root form of the word Additionally, around 30% of students overcame challenges related to word stress by studying with peers, while a small percentage (12.2%) chose to skip learning it altogether due to fatigue This suggests that many students neglect word stress due to a lack of knowledge and effective learning strategies, presenting a common challenge for both students and educators.
Students acknowledged facing challenges in mastering word stress In addition to previously mentioned solutions, further strategies were explored to enhance the learning of stress patterns The findings are summarized in Table 4.3.
Ways to improve word stress
Table 4.3 Ways to improve word stress
1 Sort words into groups according to their word stress and put them in a vocabulary notebook
2 Wall posters with lists of words following particular patterns and new words added to these lists when they arise
3 Practise listening activities via mass media (television, internet, videos, CDs)
4 Listen carefully to native speakers and try to develop a feeling for the rhythm of the language
A significant 43.3% of students reported that the most effective method for improving word stress is organizing words into groups based on their stress patterns and maintaining a vocabulary notebook Additionally, students find it helpful to create wall posters featuring lists of words that follow specific stress patterns, updating these lists with new words as they encounter them.
Students support Shirer's (2005) perspective that integrating computers, speech technology, and linguistics allows learners to hear native speakers proficient in standard English This synergy of technology significantly enhances the learning of pronunciation and stress.
Learners can enhance their language skills through specially designed software that offers exposure, practice, and interaction in the target language However, data from questionnaires reveal that only twenty students are utilizing these benefits These students reported engaging in listening activities through various mass media sources, including television, the internet, videos, and CDs.
Ten students reported that they listened to native speakers to develop an understanding of English rhythm, which is characterized by a mix of stressed and unstressed syllables Many interviewees emphasized the importance of vocalizing words to grasp their stress patterns, as English is a stress-timed language However, this method appears to be more beneficial for advanced learners Other students focus on classroom materials or consult dictionaries for word stress, while some study the rules governing stress placement or repeatedly read words to memorize their stress patterns.
Students emphasized the importance of learning stress patterns early in their education, as they were only introduced to these rules in high school Many interviewees reported that understanding these rules helped them acquire word stress more effectively They also highlighted the significance of engaging in word stress exercises and suggested that increased listening and speaking activities could enhance their ability to recognize word stress Some students appreciated focusing on stress during speaking practice, as it allowed them to memorize and use it more naturally Additionally, studying stress in vocabulary learning was a key concern among students.
The determination of stress in words is influenced by the number of syllables they contain A survey was conducted to assess students' awareness of this fact, with results illustrated in Figure 4.15.
70% strongly disagree disagree neutral agree strongly agree
Figure 4.15 Students’ opinions towards the need to determine the number of syllables
To effectively identify word stress placement, learners must first determine the number of syllables in words Research indicates that approximately 87.8% of students acknowledge this importance, with around 25.6% strongly agreeing on the influence of syllable count in stress placement One interviewee noted, “Stress can be easier to recognise when we know the number of syllables in words.” However, a minority of students remain uncertain or disagree on this topic.
The distinction between Vietnamese and English languages presents challenges for students in mastering word stress, which can often be difficult to identify As shown in Figure 4.16, the results of the questionnaires indicate varying levels of agreement among students regarding the impact of their native language on their ability to produce stress in English.
40% s trongly dis agree dis agree neutral agree s trongly agree
Figure 4.16 Students’ opinions towards the influence of Vietnamese on learning
Vietnamese learners of English face challenges with word stress due to the absence of a word-level stress system in their native language This often leads to incorrect placement of English word stress, as many believe that Vietnamese influences their learning Interestingly, 40% of students disagree with the notion that their mother tongue affects their English word stress placement, while 33.3% acknowledge its influence The remaining students did not express an opinion on the matter.
“Do you think Vietnamese language has stress?” nearly 90% of them answered,
Vietnamese stress shares similarities with English stress, particularly in high rising tones However, students often struggle with word stress due to their limited understanding of how their mother tongue influences this aspect of language learning Regardless of their interest, mastering word stress is essential as it is a crucial component of the curriculum and overall language proficiency.
With regards to whether students want word stress to be taught carefully in class, the result is presented in Figure 4.17
56 s trongly dis agree dis agree neutral agree s trongly agree
Figure 4.17 Students’ opinions of careful teaching word stress in class
A significant majority of students, 86.7%, believe that word stress should be taught carefully in the classroom, despite some considering it unimportant in English Consistent with questionnaire data, the same percentage of interviewees supports the careful teaching of word stress This highlights the crucial role of word stress in conveying meaning, emphasizing that learners aiming for effective communication must first master this aspect of language.