Rationale
Vietnamese learners often prioritize fluency and vocabulary acquisition over accuracy in their English language studies This focus on speaking speed and word count can lead to neglecting proper stress and intonation in sentences To enhance their English proficiency, students should shift their awareness towards a more balanced approach that emphasizes the importance of accuracy alongside fluency and vocabulary.
English opens up numerous opportunities for success in life, yet many Vietnamese students struggle with incorrect stress placement Understanding the reasons behind these errors is crucial for helping students improve their communication skills To communicate effectively in English, learners must focus not only on vocabulary and grammar but also on mastering sentence stress Despite its significance, sentence stress often receives little attention from English learners, especially among HPU English majors Recognizing the impact of sentence stress on communication is essential for enhancing language proficiency.
The title of the graduation paper, "The Role of Sentence Stress in Enhancing English Speaking Competence of HPU English Majors," reflects the author's motivation drawn from various reasons to explore how sentence stress contributes to improving the speaking skills of English majors at HPU.
Aims of the Study
Sentence stress is a challenging aspect of English that often confuses learners, including those majoring in the language Many students struggle with placing the correct emphasis on words within a sentence, leading to misunderstandings in communication.
Giving the understanding on sentence stress and English speaking competence
Showing the relationship among sentence stress, rhythm and intonation along with the relationship between sentence stress and speaking competence
Raising English majors‘ awareness of the existence of the sentence stress and the effective using in enhancing English speaking competence
Identifying the sentence stress placement.
Methods of the study
Because of the above aims, the following methods are used in the studying process:
Having discussion with supervisors, teachers, friends, etc
Reading reference books and documents
Selecting typical examples of related authors.
Scope of the study
Stress plays a crucial role in sentence meaning and interpretation Numerous resources and studies exist on this topic, but my personal experience is limited Consequently, my graduation paper concentrates on the importance of sentence stress and its connection to speaking competence in improving English speaking skills.
Design of the study
This paper provides a clear organization consisting three main parts that help an easy exploration and practical benefits gained for readers as well
Part I is the Introduction, which includes Rationale, Aims, Methods and
Part II is the Development, which consists of two chapters as following:
Chapter 1 provides a theoretical background on stress, focusing on key definitions and the concept of sentence stress It explores the features of sentence stress and its significant relationship with English speaking competence Additionally, the chapter highlights the crucial role of sentence stress in enhancing overall speaking proficiency, emphasizing its importance in effective communication.
Chapter 3: Findings and discussion which consists of three parts: findings, some possible problems in enhancing English speaking competence and some suggested solutions for improvement after studying sentence stress
In conclusion, this article emphasizes the significant role of sentence stress as discussed throughout the three chapters, highlighting its impact on communication and comprehension Additionally, it offers a suggestion for future research avenues to further explore the intricacies of sentence stress and its implications in language use.
DEVELOPMENT
Definition of stress
Stress on word syllable is an extra force used when pronounce a particular word or syllable (Peter Roach, 1990)
Stress in language refers to the increased muscular energy used when articulating certain words A syllable or word is considered stressed when it is pronounced louder, longer, at a higher pitch, or with greater emphasis, resulting in its prominence in speech.
Stress refers to the emphasis placed on specific syllables or words in speech, making them more noticeable than others Syllables that receive this emphasis are known as stressed or accented syllables, while those that do not are termed unstressed or unaccented syllables.
What is ―an English sentence‖?
There are a number of sentence definitions given by different grammarians: According to L.G Alexander (1988), a sentence is defined as ―a complete unit meaning‖
When we speak, our sentence may be extremely involved or even unfinished, yet we can still convey our meaning through intonation, stress, facial expression, etc
Roloff and Brosseit in the book “Sentence” (1973) wrote ―sentence is a group of related words that expresses a complete and meaning thought; a statement, a question, a command or an exclamation‖
―A sentence may alternatively be seen as comprising five units called elements of structure: subject, verb, complement, object and adverbial‖
(Randolph Quirk and Sidney Greenbaum).
What is ―sentence stress‖?
Sentence stress is the music of spoken English Like word stress, sentence stress can help you to understand spoken English, especially when spoken fast
Sentence stress is essential for creating the rhythmic "beat" of English While word stress refers to the emphasis placed on a single syllable within a word, sentence stress involves emphasizing specific words within a sentence.
(http://www.englishclub.com/pronunciation/sentence-stress.htm)
Many linguists offer valuable insights on sentence stress, which can greatly benefit learners of English as a second language However, some students struggle to identify the patterns of stress within sentences Sentence stress refers to the arrangement of strong and weak syllables throughout a sentence, playing a crucial role in effective communication.
Sentence stress refers to the emphasis placed on certain words or syllables in connected speech, which occurs when words combine to form phrases and sentences This relative force highlights the importance of specific terms within the context, enhancing overall communication and clarity.
Before finding out information about sentence stress patterns, we have to find out what stress is In linguistics, stress is the relative emphasis that may be
English is a stress-timed language characterized by its rhythmic quality, stemming from the interplay of strong and weak stresses in words and sentences In verbal communication, suprasegmental features like stress, intonation, duration, and juncture play crucial roles in expressing metalinguistic information, including the speaker's emotions and identity.
Sentence stress is a crucial yet often overlooked aspect of spoken English that poses challenges for both learners and teachers It significantly impacts learners' speaking and listening skills, particularly when it comes to understanding fast-paced English Gaining knowledge about sentence stress is essential for improving comprehension and fluency in spoken English.
What is ―English speaking competence‖?
―Speaking‖, as Harris (1977:81) says, ―is a complex skill requiring the simultaneous use of different abilities developed at the different rates‖
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Burn and Joyce, 1997)
Chomsky's concept of "competence" refers to a native speaker's implicit understanding of grammaticality, which encompasses their ability to determine whether specific sentences belong to their language and the structural relationships involved.
Speaking competence is regarded the measure of knowing a language (John,
Levels of stress
In linguistic analysis, a basic distinction exists between stressed and unstressed syllables, typically involving a two-level approach to stress However, it is often necessary to identify additional immediate levels of stress for a more nuanced understanding.
Unstressed syllables featuring the vowels /ə, i, u/ or a syllabic consonant are less pronounced compared to those with other vowel sounds This observation suggests a potential for further categorizing stress levels, introducing additional levels of stress differentiation.
- It is the strongest level of stress
- Primary stress gives the final stressed syllable
- Primary stress is very important in compound words
- Secondary stress is weaker than primary stress but stronger than that of unstressed
- Secondary stress gives the other lexically stressed syllables in a word
- Secondary stress is important primarily in long words with several syllables
It includes the fully unstressed vowels An unstressed vowel is the vowel sound that forms the syllable peak of a syllable that has no lexical stress
Vowel reduction is a phonetic phenomenon involving alterations in the acoustic properties of vowels These changes are influenced by factors such as stress, sonority, duration, loudness, articulation, and the vowel's position within a word.
Sentence stress is essential in spoken English, and students should be encouraged to incorporate it into their learning As a stress-timed language, English relies on intonation and rhythm, characterized by strong and weak stresses in words and sentences To help students identify sentence stresses, it is important to understand the basic rules governing stress in neutral sentences, which lack special emphasis.
In every sentence, there are two types of words: content words and function words Content words carry the meaning of the sentence, while function words serve grammatical purposes For students to achieve the correct stress patterns and intonation in English sentences, it is essential for them to identify which words are stressed and which are not.
English words can be divided into two groups: content words and function words
Content words are those words that express independent meaning Included in this group are:
5 Question words (why, when, what)
6 Demonstratives (this, that, these, those)
Content words are always stressed
Function words are words that have a little or no meaning in themselves, but which express grammatical relationships Function words include:
4 Pronouns (her, him, it, them)
6 Relation pronouns (that, which, who)
Function words, often unstressed in speech, play a crucial role in ensuring grammatical correctness in sentences While they lack intrinsic meaning on their own, they are essential for conveying the overall message when combined with content words.
Native English speakers tend to focus on content words in a sentence while subconsciously processing function words Strong stresses are placed on content words, which are pronounced with greater emphasis, volume, and slower pace, whereas function words receive weak stresses This distinction in stress patterns is crucial for understanding spoken English.
The time between the stressed content words is the same, regardless of how many function words there are between them
4 General rules in sentence stress
Sentence stress typically emphasizes the content words that capture the listener's attention, known as the information focus This stress often occurs on the final content word of the sentence, highlighting the key message being conveyed.
(Maureen McNerney and David Mendelsohn, 1997)
Sentence stress does not always align with the last content word, as the information focus can vary This variation can be effectively demonstrated through a series of questions and answers.
He went to Ottawa (Maureen McNerney and David Mendelsohn, 1997)
If this exchange were followed by:
How did he get there?
The answer would not be:
He drove (Maureen McNerney and David Mendelsohn, 1997:190)
Here, the place, Ottawa, is no longer the information focus and so does not receive the major sentence stress The focus is now on the means of transportation
Similarly, the following two sentences convey very different meanings:
Harry went to Barbados, which is a straightforward statement However, emphasizing Harry in the sentence shifts the focus, highlighting that it was specifically him, and not anyone else, who made the trip to Barbados.
Traditionally, pronunciation practice focused on the mechanical production of sentences by shifting the placement of sentence stress, allowing learners to understand how emphasis can change meaning.
My uncle from Calgary’s a dentist
My uncle from Calgary’s a dentist
My uncle from Calgary’s a dentist
My uncle from Calgary’s a dentist ( Maureen McNerney, 1997: 191 )
Neutral or normal stress rules apply to speech, but they may not suit all communication goals Occasionally, speakers emphasize words typically considered structure words to clarify or correct information.
Your car is outside, is it? (Quirk, 2001: 3)
Considering another example: stress fall overall words:
The use of the pronoun "he" emphasizes that no one else shares the same hatred for the dogs The auxiliary verb "does" is stressed to highlight the intensity of this hatred Additionally, the definite article "the" indicates that both the speaker and the listener are aware of the specific dog being referenced.
Partly, such exceptions of stress expressed the speaker‘s emotion that was told in the part of chapter three-functions of intonation.
Sentence stress, rhythm, and intonation
Stress, rhythm, and intonation are intricately linked to the perception of relative prominence in speech According to Peter Roach (1997), stress refers to the emphasis placed on specific parts of a word or a longer utterance, distinguishing them from other elements.
All students will need practice in English stress, rhythm, and intonation These are key elements of English pronunciation and, if mastered, can greatly increase the comprehensibility of learner‘s speech
The word ‗like‘ is stressed in the following sentence:
Does he like it? (Peter Roach, 1997)
At RHYTHM, we analyze the patterns created by stresses, which are perceived as prominent peaks or beats occurring at regular intervals These recurring beats are essential as they complete a cycle, contributing to the overall structure and flow of the rhythm.
English is characterized by a 'stress-timed' rhythm, which creates a consistent rhythmic identity in sentences, especially when the syllable count remains relatively uniform.
The professor’s in London this evening (Peter Roach, 1997)
Intonation refers to the relative prominence associated with pitch, which we perceive as 'high' or 'low.' In this context, the term 'intonation nucleus' highlights the key part of a sentence that carries this prominence.
The man has gone (Peter Roach, 1997)
The English sound system consists of segmental elements, such as consonants and vowels, and suprasegmental features, including rhythm, stress, and intonation This article explores the patterns of rhythm, stress, and intonation in English phrases and sentences, along with the modifications in segments that arise from these patterns For English majors aiming to achieve fluent and natural speech, understanding these pronunciation aspects is crucial for producing connected speech effectively.
5.1 The stress-timed rhythm of English
English is classified as a stress-timed language, where stressed syllables occur at regular intervals, making the duration of spoken sentences depend on the number of stressed syllables rather than the total syllable count In contrast, many other languages are syllable-timed, meaning that the length of time taken to articulate a sentence is determined by the total number of syllables, irrespective of stress patterns.
Sentence stress is essential for creating rhythm in speech, which is crucial for fluent English communication Think of a metronome setting the pace; the stressed syllables function like its beats—consistent and prominent.
The stress pattern in this sentence alternates between stressed and unstressed syllables, creating a rhythmic flow: stressed – unstressed – stressed – unstressed – stressed – unstressed Pronouncing this sentence rhythmically is straightforward, as the consistent alternation of stressed and unstressed syllables makes it easy to replicate.
In our rhythm, we have one or more unstressed syllables between the stressed ones, maintaining equal time for each interval The stressed syllables must occur regularly, similar to a metronome's beats Additionally, since the sentence is relatively short, noticeable pauses between thought groups are unnecessary.
5.2 Placement of stress in sentences
In every sentence, content words are emphasized, but one word typically stands out with greater stress, known as major sentence stress Generally, this primary stress is placed on the last content word of the sentence, highlighting its significance in conveying meaning.
Consider the pronunciation of the sentences below:
Susan bought a new sweater at Creeds
I walked home in the rainstorm
Peter likes your suggestion (Peter Avery and Susan Ehrlich, 1997)
In each of these sentences, the stressed syllable of the final content word receives the major sentence stress
Within individual words, we distinguished between three levels of stress: major, minor, and unstressed
With sentences, we must distinguish between four levels of stress: major sentence stress, major word stress, minor word stress and unstressed
Thus, in the sentence: “I walked home in the rainstorm”
‗I‘, ‗in‘, and ‗the‘ are function words and are unstressed; ‗walked‘, ‗home‘ and ‗rainstorm‘ are content words and receive major word stress; and
In the phrase "rainstorm," the word "rain" carries the primary stress, making it both louder and longer than the words "walked" and "home." As a compound word, "rainstorm" emphasizes "rain," while "storm" receives less stress This distinction highlights the importance of word stress in conveying meaning within a sentence.
In certain instances, the primary sentence stress may not be placed on the final content word's major stressed syllable Instead, when a speaker intends to emphasize a different content word, that word will receive the main stress For example, in a dialogue, this shift in stress can redirect the listener's attention effectively.
Speaker A: What did you buy at Creeds?
Speaker B: I bought a new sweater at Creeds
(Peter Avery and Susan Ehrlich, 1997)
Notice that the second sentence does not receive major sentence stress on
In the sentence, the information focus is highlighted by the stressed syllable of the word "sweater," which Speaker B emphasizes to direct Speaker A's attention Typically, the major sentence stress falls on the stressed syllable of the content word that represents this information focus Generally, the information focus appears at the end of the sentence, reinforcing the key point being communicated.
Intonation is often called the melody of language since it refers to the pattern of pitch changes that we use when we speak (Peter Avery, Susan Ehrlich, 1997)
Peter Roach (1991) emphasizes that while a fully satisfactory definition of intonation remains elusive, it is essential to acknowledge that voice pitch is the most critical element in understanding this concept.
Intonation refers to the way speakers express themselves through tone, rather than just the words they use It plays a crucial role in conveying emotions and intentions, as the "melody" of speech is essential for understanding the underlying meaning of the words.
Secondly, intonation is also the system of levels (rising and falling) and variations in pitch sequences within speech
Functions of sentence stress
- Sentence stress organizes separate words into sentences by making content words stressed and function words unstressed
- Sentence stress makes the utterance understandable to the listener by making the important words in the sentence stressed, clear, and higher in
- Sentence stress organizes the words in the sentence rhythmically, making the stressed syllables occur at regular intervals and jamming together the unstressed syllables between the stressed syllables
Sentence stress organizes words into logical thought groups by linking unstressed syllables to the main stressed syllable, often marking the end of each group with a brief pause.
- If necessary, sentence stress singles out the most important word in the sentence by giving it emphatic stress
- Sentence stress marks the end of the sentence by giving the strongest stress to the last stressed syllable with the help of falling or rising intonation.
The relationship between sentence stress and English speaking
Many students mistakenly believe that speaking a language equates to knowing it, often defining success as the ability to engage in conversation, as noted by Nunan (1991) Consequently, if students do not focus on developing their speaking skills or lack opportunities to practice, their overall language competence may suffer It is essential to reevaluate the connection between sentence stress and English speaking proficiency, as this relationship can significantly influence language acquisition and communication effectiveness.
Sentence stress plays a crucial role in spoken English, yet it can be challenging for students, especially those whose first language does not emphasize stress Many may not even realize they are applying stress patterns or be able to articulate the rules unless they have specifically studied the topic However, lacking proper sentence stress can hinder comprehension, making even grammatically correct and engaging speech difficult to understand, which can be frustrating for learners Additionally, grasping the concept of sentence stress enhances students' listening skills, allowing them to better comprehend spoken English.
Sentence stress plays a crucial role in English communication by highlighting essential words that aid in understanding Native speakers pay close attention to stressed words, as they convey significant information The absence of even one content word can hinder comprehension, and misunderstanding can also arise when important words are not stressed or when function words receive the emphasis instead.
Unstressed function words play a crucial role in ensuring grammatical accuracy in sentences While they may not convey significant information on their own, their meanings can often be inferred from the context within the sentence Even if certain function words are not clearly understood when spoken quickly, the overall meaning of the sentence remains comprehensible.
The role of sentence stress in enhancing English speaking competence
Sentence stress plays a crucial role in connected speech, where individual words have their own stress when spoken in isolation As words form thought groups and combine into sentences, content words maintain their stress while function words tend to lose it This distinction highlights the importance of understanding which words carry the most significance in spoken language.
Intonation is not only to conveying meaning in spoken English but is also important in conveying the attitude of the speaker towards what is being said
The word "oh," when spoken with varying intonations, can convey a wide array of emotions and meanings, including complicity, shock, disbelief, surprise, disappointment, and frustration, as well as expressions of unawareness.
Sentence stress is a fundamental aspect of English rhythm, similar to word stress, and it enhances comprehension of spoken English, even at fast speeds Additionally, sentence stress contributes to the distinctiveness of the English accent, making the language more appealing and encouraging its global popularity.
In sentence, stress patterns also will help us hear the difference between similar sentences
Verbs with the negative “-n’t” are consistently stressed, which aids in distinguishing between “can” and “can’t.” This difference in stress patterns is evident in the contrasting sentences, highlighting the importance of vocal emphasis in understanding meaning.
Students must grasp the function of intonation in conveying attitude and be able to recognize the difference between different intonation contours:
Final falling intonation is the predominant pattern in English sentence construction, commonly found in statements and wh-questions In contrast, final rising intonation is mainly utilized in yes-no questions, signaling to the listener that the speaker is uncertain about the answer.
Tag questions can be formed with either rising or falling intonation When a tag question is delivered with falling intonation, it functions as a rhetorical question, indicating that the speaker does not seek an answer but rather expects simple agreement For instance, the statement "It's hot" anticipates a response, while "It's payday, isn't it?" allows for a possible reply such as "No, payday is tomorrow."
Special kinds of questions can be produced by using rising intonation on a declarative sentence (e.g ‗She‘s going to Japan?‘), in echo questions (e.g
Expressions of surprise or disbelief, such as "She's going where?" or "an accident?" often serve as requests for confirmation These phrases are rarely taught in English classrooms, likely because they do not conform to standard grammatical rules.
We believe that they should be taught, as students should be made aware of the flexibility of spoken English
In English, the pitch of your voice typically rises at the major sentence stress, such as the first syllable of the word "sweater," and then falls on the second syllable This variation in pitch, known as stress in combination with intonation, creates a rising-falling pattern This intonation pattern is commonly found in simple declarative sentences, commands, and questions that start with wh-words like "who," "what," "when," "where," "why," or "how." Practice saying sentences while focusing on the pitch change at the word that receives the major stress.
He wants to go home
She gave him five dollars for it
What do you want to do with it?
(Peter Avery and Susan Ehrlich, 1997)
In speech, the pitch typically rises at the key stress point of a sentence and then descends throughout the rest of the phrase This drop in pitch can be quite sudden, particularly when it occurs over a single syllable, as seen with the word "home" in the initial example A complete drop to the lowest pitch often signifies the end of the speaker's statement.
Did Susan buy a new sweater?
Pay attention to how your voice pitch rises at the major sentence stress Unlike the rising-falling intonation pattern, which features a sharp decline in pitch after the stressed syllable, this pattern maintains a continuous rise This rising intonation is typical of questions that expect a straightforward yes or no response.
In order to familiarize with this pattern, say the following sentences, concentrating on the pitch of your voice We present this intonation pattern with a rising stressed words
Does he want to go home?
Did she give him five dollars for it?
Couldn’t she have seen him?
(Peter Avery and Susan Ehrlich, 1997)
Do you want to give it to him?
Do you think he wants it?
(Peter Avery and Susan Ehrlich, 1997)
Rising intonation is used to express doubt, indicating that the speaker is uncertain about the answer and seeks clarification By employing this intonation pattern, a straightforward statement can be transformed into a yes/no question.
John left town (Peter Avery and Susan Ehrlich, 1997)
With a rising intonation in stressed word, we are not making a statement We are expressing some doubt regarding the truth of the statement, indicating to
Complex sentences often have two separate intonation patterns An example of such a sentence is provided below:
Because of his athletic ability, he was given a scholarship
Here the pitch rises and falls on the word ‗ability‘, and also on the word
In the context of 'scholarship,' the pitch tends to drop significantly, whereas 'ability' maintains a more stable pitch The intonation pattern in the first half of the sentence exhibits a non-final rising-falling contour Subsequent sentences typically feature two distinct intonation contours in their second halves.
We illustrate these contours with distinct representations, highlighting stressed words and directional arrows Notably, the arrow for the non-final contour does not extend as far down as the arrow for the final contour To indicate the presence of two separate contours, we use the notation //.
When John left the house // it was raining
(Peter Avery and Susan Ehrlich, 1997)
The man you say you met yesterday// has left town
(Peter Avery and Susan Ehrlich, 1997)
After we have dinner// we’ll go to a movie
(Peter Avery and Susan Ehrlich, 1997)
A significant drop in pitch at the end of a sentence signals that a thought is complete, while a less pronounced drop suggests that more information is forthcoming This is crucial for educators to consider when evaluating students' pronunciation, as an inadequate pitch drop can lead native speakers to anticipate additional comments Such misunderstandings may result in awkward silences and communication failures.
Susan bought a new sweater, new shoes, and a new dress
The intonation contour known as a continuation rise is commonly utilized in lists, where the pitch of the voice increases slightly with each noun, signaling that the speaker has not yet concluded Upon reaching the final noun, a familiar rise-fall pattern is observed Practice the following sentences to become familiar with this intonation pattern.
He bought apples, peaches, pears, and oranges
(Peter Avery and Susan Ehrlich, 1997)
I’ll have two pencils, a black pen, and some ink
(Peter Avery and Susan Ehrlich, 1997)
I saw Esther, Jane, Neil, and Susan
(Peter Avery and Susan Ehrlich, 1997)
Some complex sentences display a continuation rise on the first half rather than a rise-fall
If you want to get ahead, you have to work hard
In this sentence, the intonation may rise slightly on the word ‗ahead‘ Following a slight pause, we find the rising-falling contour on the next clause
Methodology
This section aims to detail the research methodology employed in this study, ensuring adherence to established procedures It will clarify the rationale behind the chosen method and offer a comprehensive overview of the research process.
Purpose of the survey questionnaires
The main purpose of survey is to do research students‘ attitude toward the role of sentence stress in enhancing English speaking competence
There are 6 questions conducted in order to study about their general attitude toward sentence stress (importance, effectiveness, frequency)
The survey is the basic for my study ―The role of sentence stress in enhancing
English speaking competence of HPU English majors”
A survey conducted at HPU aims to gather and analyze data on the recognition and utilization of sentence stress among students The study seeks to understand students' attitudes toward the necessity of improving their English speaking competence and to assess English Language (EL) majors' awareness of the significance of sentence stress in effective communication.
The findings are served as the cornerstone for the technique suggestions in the next chapter.
Data analysis based on students‘ survey questionnaires
Question 1: Students’ English learning time them has learnt English for 1-3 years, there are only 7.5% of the students who have been studying for 3-5 years Whereas, the percentage of students studying English more than 7 years is five times higher than those students, 67.5% The rest of these students with 25% have spent around 5-7 years studying From the figures, it is clear to see that almost students have been acquired to study English for quite a long time, from the secondary school Very few students have just started learning English It is likely that there would be some differences in their proficiency
Figure 1: Students’ English learning time
Question 2: The most favourite lesson of English majors
The chart illustrates students' preferences for lessons, revealing that a significant 70% favor speaking lessons, while only 12.5% prefer writing lessons These statistics indicate a strong focus on productive skills among students Despite writing not being prioritized in high school, this study shows that many students now recognize its importance.
Figure 2: Students’ interest in learning English skills
Question 3: Students’ attitude towards sentence stress
According to Chart 3, a significant 32.5% of English major students frequently neglect sentence stress while speaking, indicating a lack of awareness In contrast, only 10% of students pay close attention to this aspect of their speech This data suggests that even among English majors, there is still uncertainty regarding the importance of sentence stress in effective communication.
Question 4: The importance of sentence stress
Figure 4: The importance of sentence stress in enhancing speaking competence
Students' favorite lessons and their perceptions of speaking competence significantly influence their attitudes toward sentence stress The data reveals that 42.5% of students acknowledge the crucial role of sentence stress, while 22.5% believe it enhances their speaking skills.
All participants recognize the significance of sentence stress in their studies, with only 10% believing it to be neutral This indicates that HPU majors understand the crucial role sentence stress plays in effective communication.
Question 5: Students’ opinion in producing accurate sentence stress
Figure 5: The effectiveness of producing accurate sentence stress
A significant portion of students, approximately 50%, strongly agrees on the importance of accurate sentence stress in effective communication They recognize that proper sentence stress is essential for conveying meaning However, there exists a gap between their positive attitudes and actual application of sentence stress in speaking Therefore, it is crucial to assess their efforts in learning and implementing sentence stress to enhance their speaking competence.
Question 6: The frequency usage of English sentence stress
The chart reveals that 32.5% of respondents never utilize sentence stress while speaking, while 12.5% often incorporate it in their communication, representation, and reading Additionally, 25% rarely apply sentence stress in their English speaking skills, and 22.5% sometimes use it The participants indicated that their focus is primarily on grammar rather than sentence stress.
Figure 6: The frequency of using sentence stress in English speaking
CHAPTER THREE: FINDINGS AND DISCUSSION
The limited scope of the survey, conducted among a small group of students, may not accurately represent the overall speaking competence of English majors at Haiphong Private University However, the findings and subsequent discussion aim to provide valuable insights into the situation.
Some possible problems encountered by English majors in enhancing
2 Some possible problems encountered by English majors in enhancing English speaking competence
English is recognized as a global language, primarily used in international transactions, yet many learners encounter significant challenges when mastering it as a second language Fear of communication often arises from difficulties in understanding spoken English, where learners may catch individual words but struggle to grasp the overall meaning of sentences A key aspect of spoken English is sentence stress, where emphasis is placed on important words Drawing from years of study and insights from both American and Vietnamese English teachers, this article outlines common difficulties faced by English majors and offers practical solutions to overcome these obstacles.
2.1 Misunderstanding of meaning caused by wrong placement of stress
Stress placement in sentences lacks strict rules, making it a common challenge for English learners This difficulty often leads to mistakes in sentence stress, which is a typical hurdle for those studying the nuances of spoken English.
Some of our friends are studying and working in China
In a general positive statement, emphasis typically centers on our friends, studies, work, and China Conversely, if the intention is to highlight that friends are not ours but belong to others, the stress shifts to the pronoun "there." Additionally, transforming the sentence into a declarative form can alter the stress and determine the focal point of the statement.
2.2 Misunderstanding of meaning caused by changes in sentence stress
Proper stress in each sentence type is essential, as it follows specific rules If speakers neglect to emphasize the correct stress, listeners may misinterpret the intended meaning, particularly in interrogative sentences.
Example: Was he a famous actor in THÓSE days? [Quirk, R, 2003,192]
When the stress fall on THOSE that means ―I know he once a famous actor- but was it then or later?‖
Was he a FÁmous actor in those days?
When the stress falls on FAmous that means ―I know he was an actor in those days- but was he a famous one?‖
2.3 Communication breakdown caused by wrong use of stress
Speakers emphasize functional or notional words based on their attitudes and intended messages in their speech This stress on specific words plays a crucial role in conveying meaning effectively.
The Browns, I love so much
In spoken language, the article "the" is typically an unstressed word, but in certain contexts, it should be emphasized to convey the speaker's affection for all members of the Brown family Failing to stress "the" may lead listeners to mistakenly believe that the speaker is referring to the color brown instead of the family.
Some suggested solutions
3.1 Be aware of sentence stress
Unstressed words, including prepositions, articles, and pronouns, carry less weight and are often abbreviated in speech Unlike fixed word stress, sentence stress is flexible; learners can emphasize typically unstressed words to convey different meanings.
Firstly, learners have to be aware of the rules of sentence stress Thank to that rules they can realize what receive primary stress and what receive secondary one
Besides correct rule application of sentence stress, speaker expressed his attitude that listeners must
Secondly, it is important to concern about sentence stress that varies according to communicative purpose in order to gain what the speakers emphasize
3.2 Pay attention to the ways of speaking English
To effectively learn sentence stress and rhythm, it's essential to complement your pronunciation practice with appropriate textbooks that include listening materials While repeating sentences after a recorded speaker, be sure to identify sentence stress and recognize reduced unstressed words for better mastery.
Observing and listening to how foreigners, particularly native English speakers, articulate their words allows learners to recognize proper stress patterns, significantly enhancing their speaking skills To achieve this, there are several effective procedures to follow.
First, you can start by imitating the word stress
Then, you should pay attention to the sentence stress
After that imitate and repeat the sentence one after another
Finally identify the stress patterns yourself so that you can do it yourself the next item
To improve your understanding of stress patterns in speech, engage with foreign films and television shows, as they provide valuable conversational exposure Focus on recognizing sentence stress expectations, and remember that consistent practice is key to mastering these skills.
3.3 Keep a detailed knowledge of English grammar
By the way, learners can distinguish among all English word class such as verbs, nouns, adjectives, pronouns, etc That will help learners overcome the first difficulty
Moreover, whenever do learners study on sentence stress, they must concern about how many kinds of sentence stress are To tell about sentence stress, we
3.4 Express speaker’s attitude to their speaking
Effective communication can address the third challenge When speakers convey their attitudes during speech, they naturally emphasize the correct functional or notional words, thereby preventing stress misplacement within sentences.
Speaking practice is crucial for learners, as it not only helps them develop native-like speaking skills but also boosts their self-confidence.
Besides, learners are able to gain the rule of sentence stress easily instead of learning by heart all the above rules
The article presents effective strategies for mastering English sentence stress, aiming to enhance learners' understanding of this crucial aspect of the language By implementing these authentic solutions, Vietnamese speakers can gradually improve their English proficiency and work towards speaking as fluently as native English speakers.
CONCLUSION
This article highlights the significance of sentence stress within the context of English intonation patterns, as explored across three chapters.
Sentence stress is another golden key for speaking and understanding English With sentence stress, some words in a sentence are stressed (loud) and other words are weak (quiet)
The first chapter of the graduation paper, titled "Theoretical Background," provides a comprehensive overview of key concepts related to sentence stress, drawing from various perspectives It clearly identifies the functions of sentence stress and offers insights into English sentence stress, including general rules and patterns The chapter emphasizes the importance of understanding sentence stress patterns within major intonation types and explores the relationship between sentence stress and English speaking competence This focus aims to enhance learners' comprehension of speakers' attitudes and the critical role sentence stress plays in improving their English speaking skills.
The second chapter the writer just focus on research methodology
The final chapter of the study discusses the implications of the research, highlighting potential challenges learners face when using sentence stress patterns It also offers suggested solutions to enhance their understanding and application of these patterns, ultimately aiming to support learners in their language development.
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Teaching Pronunciation, Cambridge University Press
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This survey aims to assess your attitudes and expectations regarding English speaking competence Your responses will contribute to research for my graduation paper titled "The Role of Sentence Stress in Enhancing English Speaking Competence of HPU English Majors."
Thank you very much for your cooperation in completing this survey questionnaire!
Please answer the following questions by ticking () where appropriate
1 How long have you been learning English?
1-3 years 3-5 years 5-7 years More than 7 years
2 Among four these following skills which is the most difficult for you?
3 Do you attend to sentence stress while speaking?