French Influence on Learning English Lexical Stress by French Learners of English (불어가 불어 원어민의 영어어휘강세학습에 미치는 영향 )

재스민 혜슉; YOON TAE JIN (윤태진)

French Influence on Learning English Lexical Stress by French Learners of English

Journal of Knowledge Information Technology and Systems
Abbr : JKITS
2010, 5(6), pp.75-84
Publisher : Korea Knowledge Information Technology Society
Research Area : Interdisciplinary Studies > Interdisciplinary Research
Published : December 31, 2010

재스민 혜슉 ¹, YOON TAE JIN ²

¹University of Victoria
²Mcmaster Univ.

Candidate

ABSTRACT

Lexical stress in English plays an important role in native speakers’ perception and processing of speech. However, French learners of English have a fixed, final-stress system which differs from the free, variable-stress system of English. This difference in stress systems between the two languages may result in interference by the native language stress system in the production of English stress by French learners of English. This experiment sets out to test the hypothesis of native language interference in stress production. One female native English speaker and one female French learner of English produced 50 initially-stressed, trisyllabic English words (balanced for word frequency) twice in a carrier phrase ‘I didn’t say __but you said __ yesterday.’ A 2 (language) × 3 (syllable position) repeated-measures ANOVA was conducted on the data for each parameter of stress: fundamental frequency, amplitude and duration. The results supported the hypothesis of native language interference for the French learner of English. Implications of further work on second language acquisition and pedagogy were discussed.

KEYWORDS

L1 influence, English Lexical Stress, French learners of English, trisyllabic words, prosodic transfer, negative transfer

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* References for papers published after 2023 are currently being built.

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