시각적 자료를 이용한 영어 강세 지도 방법의 효과성 고찰
The Effects of Visual Aid Use on the Teaching English Word Stress
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This study aimed to investigate the effect of English word stress instruction on Korean college students’ English improvement. 40 college students participated in this study and all participants’ speeches were recorded by a visual and auditory tool, Praat. The main results are as follows: (1) Both control and experimental groups didn’t pronounce the English word stress correctly in their pre-test. (2) There was a certain difference between the control group and the experimental group in their post-test results. The experimental group’s mean for accentedness was highly increased while the control group’s mean remained almost the same. (3) It was evident that shorter syllable words had the highest mean score for both pre- and post-tests. (4) The characteristics of Korean college learners’ English word speech were that they tended to place the stress on the first syllable and to give the same amount of stress on each syllable. In conclusion, Korean college learners could improve native-like accentedness by learning the English word stress with a visual and auditory tool. Moreover, learning English stress is not necessarily affected by learner’s age, rather affected by individual differences.
Abstract
This study aimed to investigate the effect of English word stress instruction on Korean college students’ English improvement. 40 college students participated in this study and all participants’ speeches were recorded by a visual and auditory tool, Praat. The main results are as follows: (1) Both control and experimental groups didn’t pronounce the English word stress correctly in their pre-test. (2) There was a certain difference between the control group and the experimental group in their post-test results. The experimental group’s mean for accentedness was highly increased while the control group’s mean remained almost the same. (3) It was evident that shorter syllable words had the highest mean score for both pre- and post-tests. (4) The characteristics of Korean college learners’ English word speech were that they tended to place the stress on the first syllable and to give the same amount of stress on each syllable. In conclusion, Korean college learners could improve native-like accentedness by learning the English word stress with a visual and auditory tool. Moreover, learning English stress is not necessarily affected by learner’s age, rather affected by individual differences.
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