Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3461
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dc.contributor.authorMenaa, Fahima-
dc.contributor.authorChaira, Farid-
dc.date.accessioned2018-06-25T10:58:04Z-
dc.date.available2018-06-25T10:58:04Z-
dc.date.issued2015-
dc.identifier.urihttp://hdl.handle.net/123456789/3461-
dc.description.abstractMany teachers are confused about the way pronunciation should be taught, and which technique should be adopted, to help students build their phonetic competence. The current study is concerned with investigating the acquisition of word stress.It focuses on pronunciation teaching, and aims to compare between the uses of explicit and implicit pronunciation teaching, to facilitate to the students the learning of word stress. This research is built on the following research hypothesis : First, if students receive pronunciation instruction explicitly, they will acquire word stress better than those who receive pronunciation instruction implicitly. In this research, a quasi-experiment was conducted for first year LMD students at Echadeli Ben Djidid, El-Taref University. Thirty students took part in this experiment (fifteen for explicit pronunciation instruction and fifteen for the implicit one ). The study showed that there is no significant difference between the uses of explicit and implicit pronunciation teaching on acquiring word-stress.ar
dc.language.isoenar
dc.publisheruniversity of Oum El Bouaghiar
dc.subjectTeaching : acquisition; word-stressar
dc.subjectTeaching : english : pronounciationar
dc.subjectEnseignement : langue (anglais) : prononciationar
dc.titleA Comparative study of the impact and implicit pronunciation teaching on the acquisition of word stressar
dc.title.alternativethe case of first year students of english at Chadli Ben Jdid university El-Tarefar
dc.typeOtherar
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