Restricted Access Thesis
This study used pop music as a tool in the ESL classroom in order to improve student recognition and use of thought group level stress and pausing. Students were initially taught about stress and pausing. Next, the students applied their knowledge to three different songs where they read for meaning, found stress and pauses, and sang the song using the stress and pauses. Students were then assessed on their ability to find, identify, and use stress and pause in written and spoken assessments. Most students improved both their production and recognition of stress and pausing. The increased noticing of stress and pausing may lead to better pronunciation by students.
Ditter, Katherine, "Pop music as a teaching tool: increasing recognition and use of suprasegmental features" (2013). School of Education Student Capstones and Dissertations. 509.