1. Acoustic Properties of Taiwanese High School Students ’ Stress in English Intonation Advisor: Dr. Raung-Fu Chung Student: Hong-Yao Chen

2. Chapter One Introduction

3. Background and Motivation Speaking fluent English is a hot issue in Taiwan now Speaking fluent English is a hot issue in Taiwan now English stress is a key for English speech English stress is a key for English speech Without appropriate stress, English is like a musical instrument with only a single and boring melody. Without appropriate stress, English is like a musical instrument with only a single and boring melody. Most of the studies focus on vocabulary, grammar, and reading rather than English stress. Most of the studies focus on vocabulary, grammar, and reading rather than English stress. Mandarin and Southern Min are tone languages. Mandarin and Southern Min are tone languages. English is a stress language. English is a stress language.

4. If Taiwanese students do without their stress, they have no way to can not improve English. If Taiwanese students do without their stress, they have no way to can not improve English. Few studies have been concerned with suprasegmental concepts, such as stress, intonation, rhythm. Few studies have been concerned with suprasegmental concepts, such as stress, intonation, rhythm. Kuo (2004) indicated that high and low level students seem to have no different on cognition, but high level students did better than low ones on production performance. Kuo (2004) indicated that high and low level students seem to have no different on cognition, but high level students did better than low ones on production performance.

5. Purposes of the Study To compare the pitch contour produced by Taiwanese students and NS based on acoustic measurements. To compare the pitch contour produced by Taiwanese students and NS based on acoustic measurements. To understand TJH and TSH students’ attitude toward English stress learning and the concept of English stress. To understand TJH and TSH students’ attitude toward English stress learning and the concept of English stress. To know if Taiwanese EFL learners’ pronunciation performance can be improved from Junior to Senior High School. To know if Taiwanese EFL learners’ pronunciation performance can be improved from Junior to Senior High School.

6. Research Questions What is the difference between native speakers’ and Taiwanese EFL learners’ stress patterns at the sentence level? What is the difference between junior and senior high school students in terms of sentential stress? What is the role of stress concepts in EFL learners’ pronunciation?

7. Chapter Two Literature Review

8. Chapter Three Methodology

9. SubjectsNo.GroupGenderAgeGrade NS16 Group A Group B Male21-22sophomore JH12Male15-169th SH16 G Group I Group Male16-1711th

10. Instruments Questionnaire for Taiwanese students. Questionnaire for Taiwanese students. Oral reading text focused on subjects’ performance on English stress. Oral reading text focused on subjects’ performance on English stress.--------------------------------------------------------------------------- S1: My family bought some delicious seafood in the supermarket yesterday. S2: The teacher asked us to review the conversation taught today and preview a new one for tomorrow. S3: It is impossible for him to volunteer to help others. S4: Forty Americans came to visit Taiwan last Sunday. S5: I usually prepare some bananas and vegetables for my child in the afternoon.

11. Study Procedures

12. Intonation analysis

17. Chapter Four Stress: Results and Discussion

18. NS Group A 1.

19. my FAMily BOUGHT some deLIcious SEAfood in the SUpermarket YESterday. my FAMily BOUGHT some deLIcious SEAfood in the SUpermarket YESterday.

20. Comparing the average pitch contour of NS Groups A and B Both two groups had the prominent stress on the words, “ family, ” “ seafood, ” and “ supermarket. ” Both two groups had the prominent stress on the words, “ family, ” “ seafood, ” and “ supermarket. ”

21. JH Group

22. There was not a main focus prominence in the sentence. There was not a main focus prominence in the sentence. There was all equal pitch value in the contour without any fluctuation. There was all equal pitch value in the contour without any fluctuation.

23. The function word, “ him ” became the most prominent stress in this sentence which was intonation stress level. The function word, “ him ” became the most prominent stress in this sentence which was intonation stress level.

24. SH Good Group The pitch contour looks like fluctuation, but it ’ s irregular pattern. The pitch contour looks like fluctuation, but it ’ s irregular pattern. The function words, “ It ” and “ him ” shouldn ’ t be highlighted. The function words, “ It ” and “ him ” shouldn ’ t be highlighted.

25. Most of the content words had rising and falling tones. Most of the content words had rising and falling tones. However, all of them presented equal pitch value. However, all of them presented equal pitch value. There were no stress at the intonation level. There were no stress at the intonation level.

26. SH Inferior Group It was not so fluctuate, but there were some rising and falling tones. It was not so fluctuate, but there were some rising and falling tones. Most of the words seem to be focused with similar pitch value. Most of the words seem to be focused with similar pitch value.

27. Function words were focused in the sentence as intonation stress. Function words were focused in the sentence as intonation stress.

28. Comparing the Taiwanese SH Groups Two patterns seems almost the same. Two patterns seems almost the same. Good Group presented more higher than Inferior Group on pitch value. Good Group presented more higher than Inferior Group on pitch value.

29. The Reference Groups VS JH Group Group A has great fluctuation in pitch contours, and Group B and JH Group seem to present the flat pitch pattern. Group A has great fluctuation in pitch contours, and Group B and JH Group seem to present the flat pitch pattern.

30. The Reference Groups VS SH Groups Native speakers put the stress on the syllable, “ PRE. ” However, both of SH groups produced the prominence on the syllable, “ VIEW. ” Native speakers put the stress on the syllable, “ PRE. ” However, both of SH groups produced the prominence on the syllable, “ VIEW. ”

31. JH Group VS SH Groups Although the word, “ teacher ” looks like the most prominent in the sentence, the movements among those content words always show at the same pitch. Although the word, “ teacher ” looks like the most prominent in the sentence, the movements among those content words always show at the same pitch. There is no the most focus syllable in the sentence. There is no the most focus syllable in the sentence.

32. Comparing all groups of participants Taiwanese high school students presented much flat pitch contour in comparison with the reference group. Taiwanese high school students presented much flat pitch contour in comparison with the reference group. EFL students seem to be lack of English stress knowledge. EFL students seem to be lack of English stress knowledge.

33. Conclusion Group A produced prominent pitch contours with correct rising and falling tones. Group A produced prominent pitch contours with correct rising and falling tones. Though Group B didn ’ t have fluctuation pitch contours, they had the same stress placement as Group A. Though Group B didn ’ t have fluctuation pitch contours, they had the same stress placement as Group A. Taiwanese high school groups seem to lack sufficient awareness of English stress because they highlighted the function words, produced with flat contours, and uttered with almost the same pitch value on each syllable. Taiwanese high school groups seem to lack sufficient awareness of English stress because they highlighted the function words, produced with flat contours, and uttered with almost the same pitch value on each syllable.

34. Chapter Five Stress based on Questionaires

35. Participants Background and English Stress Learning Students should get authentic sounds from teaching CDs rather than English teacher whose L1 is Mandarin. Students should get authentic sounds from teaching CDs rather than English teacher whose L1 is Mandarin. Due to the neglect by English teachers, students pay less attention to English stress learning. Due to the neglect by English teachers, students pay less attention to English stress learning. According to the questionnaires, students think that stress was a little important to speak good English. According to the questionnaires, students think that stress was a little important to speak good English. To speak native-like English, English teachers and students should concentrate on English stress teaching and learning. To speak native-like English, English teachers and students should concentrate on English stress teaching and learning.

36. Chapter Six Concluding Remarks

37. Summary of the Findings JH and SH students ’ pitch contour: flat and no focus; NS Group B seems flat, but similar with Group A. JH and SH students ’ pitch contour: flat and no focus; NS Group B seems flat, but similar with Group A. Taiwanese students focus on function words. Taiwanese students focus on function words. According to acoustic observation, junior and senior high school students speak English with the same way. According to acoustic observation, junior and senior high school students speak English with the same way. According to the questionnaire, no matter which groups, they still think that English stress is difficult for them. According to the questionnaire, no matter which groups, they still think that English stress is difficult for them.

38. Theoretical Implications Native speakers ’ stress is not regularly confined to the patterns revealed in the textbooks. Native speakers ’ stress is not regularly confined to the patterns revealed in the textbooks. Two types of stress patterns are identified: flat, fluctuate, according to my studies here. Two types of stress patterns are identified: flat, fluctuate, according to my studies here. The theory of Stress Griding is not always working for pronunciation teaching. The theory of Stress Griding is not always working for pronunciation teaching.

39. Pedagogical Implications In Taiwan, pronunciation tests haven ’ t involved into senior high school and university entrance exams, so teachers might ignore pronunciation instruction. In Taiwan, pronunciation tests haven ’ t involved into senior high school and university entrance exams, so teachers might ignore pronunciation instruction. If Taiwanese English teachers are concerned with pronunciation issues, most of the teachers will focus on the segmental field (i.e., consonant and vowel) rather than suprasegmental (i.e., stress, intonation, and rhythm). If Taiwanese English teachers are concerned with pronunciation issues, most of the teachers will focus on the segmental field (i.e., consonant and vowel) rather than suprasegmental (i.e., stress, intonation, and rhythm). According to Fan (2010), teaching prosodic features helps student improve English speaking. According to Fan (2010), teaching prosodic features helps student improve English speaking.

40. Thanks for Your Attention