An assessment of stress in burudian learners' pronunciation and spelling of english
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University of Burundi
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Institute for Applied Pedagogy
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Anglais (langue)
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Orthographe
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Enseignement primaire
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Ndava ( Commune)
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Burundi
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Mémoire
| Item type | Current location | Call number | Copy number | Status | Date due | Barcode |
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Memoire
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Bibliothèque Centrale | 372.880.20 NSH. (Browse shelf) | 1 | Not For Loan | 5010000239244 |
A thesis submitted in Partial fulfilment of the requirements for the award of the degree "Licencié en Pédagogie Appliquée, Agrégé d' Enseignement Secondaire en Anglais"
This research on assessment of stress awareness in Burundian learners' pronunciation and spelling of English aims at finding out stress impact on pronunciation in order to achieve accurate communication.
Indeed, pronunciation shortcomings for university students and other educated people, who supposedly know English have origins in the teaching of English language int he secondary schools. Stress unawareness is at hte basis of this situation. The research carried out shows that stress impact exists :
- At hte world level as in [ ente'tern ] pronounced [ entetern ] due to the influence of what is referred to in this work as Germarnic Stress ;
- At the phrase leve as in ['ekspc:t 'taeksiz ] pronounced [ek'spc:taeksiz ], which makes the statement sound meaningless ;
- At the sentence level as in I don't think he should get that job :contrastive stress emphasizing the idea of being worthy of.
As far spelling is concerned, the research proved that lerners cannot recognize the simple past and -ing form of some English verbs such as comit, remit, prefer, compel, begin, etc. Since they do not know where the stress occurs.
In order to overcome learners' problems resulting from stress unawareness in pronunciation and spelling of English, important recommendations were made to different stakeholders in Burundi educational system.
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