Abstract
The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the course of phonetics and phonology. As a result, no teacher is able to teach compound noun stress and no learner is able to practice this language item. Therefore, our practical suggestions are made of teaching and learning strategies, a set of exercises and a sample of a teaching card to encourage teachers to deal with compound noun stress. This study is an attempt to show the parallel between the techniques of teaching of reading and that of compound noun stress.
Highlights
The teaching and learning of English language are solely characterised by the top priority of grammar course adjoined by reading comprehension when the pronunciation remains a poor parent (Note 1)
The first specific objective is let learners be able to identify an English compound noun based on its morphology, form
This paper advocates the teaching of pronunciation focusing on the stress of compound nouns in English
Summary
The teaching and learning of English language are solely characterised by the top priority of grammar course adjoined by reading comprehension when the pronunciation remains a poor parent (Note 1). In recent literature (Ndongo Ibara 2015, 2016, Ondze Otouba 2015, 2016, Akariki 2018, etc.), there is a new tendency advocating the teaching of pronunciation to reinforce English language learning. In this respect, sounds, words, phrases, and sentences receive a particular attention.
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