Publication: L2 Production of English Word Stress by L1 Thai Learners
Submitted Date
Received Date
Accepted Date
Issued Date
2020
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
13
Issue
2
Edition
Start Page
142
End Page
157
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
L2 Production of English Word Stress by L1 Thai Learners
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This research was aimed at investigating L1 Thai learners’ English word stress production in two aspects of English words – 1) English words with different suffixes: suffixes affecting stress shift, i.e. ‘-ic’ (e.g. ‘fantástic’), ‘-ity’ (e.g. ‘idéntity’) and ‘-tion / -sion’ (e.g. ‘eléction’) and suffixes demanding stress, i.e. ‘-oon’ (e.g. ‘typhóon’), ‘-eer’ (e.g. mutinéer) and ‘-ee’ (e.g. foresée) and 2) compound words: compound nouns (e.g. bédroom) and compound verbs (e.g. look fór). In total, 10 intermediate learners and 10 advanced learners participated in this study. The participants completed two production tasks: “Reading English Word Stress in Isolation” and “Reading English Word Stress in Sentences”. The results showed that the advanced learners had better English word stress production than the intermediate learners in both tasks. It was assumed that the errors made were caused by interlingual errors as the word stress assignment rules of the two languages were different. This led to negative transfer which interferes with L1 Thai learners’ acquisition of English word stress. The results contribute to second language acquisition with respect to English word stress of L1 Thai learners and also provide pedagogical implications for English pronunciation.