Abstract
Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Stress as a suprasegmental feature, more specifically, poses its own problems, specially when suffixes are added to words. There are different types of suffixes, two of which are neutral (with no effect on word stress) and stress-moving (changing stress pattern). This research study intends to investigate the students’ awareness of stress patterns when (stress-moving and neutral) suffixes are added to words. Thirty freshmen participated in this research. Their voices are recorded and analyzed. The use of Matched T-test shows that there is a significant difference in the level of difficulty of these two types of suffixes for the learners.
Highlights
The usefulness of teaching pronunciation is a widely debated subject in the language teaching world
There is some research that indicates the teacher can make a noticeable difference if certain aspects of pronunciation such as stress are explicitly taught to the learners
As Richards and Renandya, (2002, p.178) stated: Irrelevant in the grammar translation approach, pronunciation grew in prominence with the rise of the Direct Method and Audiolingualism, only to be pushed again to the sidelines with the ascendency of communication Language Teaching (CLT) and the Natural Approach
Summary
The usefulness of teaching pronunciation is a widely debated subject in the language teaching world. Morley states the need for the integration of pronunciation with oral communication, a change of emphasis from segmental to suprasegmentals. With the emphasis on meaningful communication and Morley's premise, that Intelligible pronunciation is an essential component of communication competence' teachers should include pronunciation in their courses and expect students to do well in them. Morley (1991, p.496) supports Kenworthy's view: The goal of pronunciation should be changed from the attainment of perfect pronunciation to the more. Realistic goals of developing functional intelligibility, communicability, increased self-confidence, the development of speech monitoring abilities and speech modification strategies for use beyond the classroom. Morley (1991) states that 'intelligible pronunciation is an essential component of communication competence'
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