Improving recognition and production of emphatic and contrastive stress with electronic visual feedback as a means to focus on form
This classroom-based research study explored the question: Does the use of electronic visual feedback (EVF), as a means to focus on form, improve the ability of advanced adult English language learners (ELLs) to recognize and begin to produce contrastive and emphatic stress in English, as well as understand its effect on meaning? The results of the study indicate that EVF was helpful in addressing the listening discrimination and controlled practice elements of instruction in an individualized manner. However, the overall focus on form appeared to make the most difference to participant improvements. After the first and second five-week summer sessions, participants clearly demonstrated the ability to recognize emphatic and contrastive stress as well as begin to produce it and understand its effect on meaning.
Miller-Gore, Carlynn, "Improving recognition and production of emphatic and contrastive stress with electronic visual feedback as a means to focus on form" (2010). School of Education Student Capstone Theses and Dissertations. 405.
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