Korean EFL Learners' Competency in Word-Stress and Pronunciation

Korean EFL Learners' Competency in Word-Stress and Pronunciation

The results of this study clearly point to the following conclusion: First, Korean EFL learners place correct word-stress with greater accuracy when they are presented with words that contain more familiar affixes. Second, when presented with irregular and less predictable word form, Korean EFL learners have more difficulty in pronouncing the word by accommodating its change in part of speech. Third, unless the words are irregular in form the Korean EFL learners performed better in correctly pronouncing words according to the change in part of speech than correctly “word-stressing” according to the change in the part of speech. We suggest that three communicative teaching methods should be applied in class to help Korean EFL learners to correct their word-stress and pronunciation patterns: aural distinction and oral practice, teacher demonstration and transcript analysis.