EFL Teacher challenges in Using Prosodic stress | ||||
| مجلة کلية التربية - جامعة المنوفية | ||||
| Article 7, Volume 2017, Issue 2, June 2017, Page 2-22 PDF (422.06 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/muja.2017.108566 | ||||
 View on SCiNiTO | ||||
| Abstract | ||||
| Stress as a suprasegmental feature of pronunciation is important for clarity and accuracy of English. However, EFL teachers at public schools in Ismailia inconsistently lacked knowledge and production relating to this feature as evidenced at a workshop on Stress Teaching in Ismailia in 2015. This study aimed at intensively examining the situation of EFL teachers at the Educational Directorate of Ismailia in Egypt with respect to their knowledge and production of word stress, related types and patterns, and knowledge of other terms pertinent to the feature. The participants were ninety nine examinees working at public schools in Ismailia. The study also investigated fifteen EFL superiors’ and nine TEFL professors’ suggestions and recommendations for the situation. The study adopted the qualitative approach, so it held interviews with both teachers and experts. Findings revealed that both stress types and patterns (in addition to the terms of prosody and rhythm) were problematic to teachers. Moreover, findings also indicated that there were problems with stress uses. Expert suggestions and recommendations offered included pre-service preparation and in-service professional development. | ||||
| Keywords | ||||
| challenges; stress; prosodic features; EFL teachers; Egypt | ||||
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