英语论文网

本文是一篇英语论文，笔者认为学生在多音节单词上比在双音节单词上更容易出错。换句话说，音节的数量会影响重音发音的错误率。对于不同词性的单词，学生更容易在形容词中犯错误。这表明学生在英语重音发音方面并不熟练，而重音发音受到单词长度和词性的影响。他们不掌握重音分配的规则，对音节划分的理解不足。

Chapter One Introduction

1.1 Research Background

With the continuous expansion of economic globalization, as a global language, English has been studied intensely by more and more countries and regions as a critical foreign language. English plays an important role both as a school curriculum and in economic and trade transactions in China. With the deepening understanding of language education, traditional abilities, including listening, speaking, reading and writing cannot meet people’s requirements for English learning. A good English learner should also be able to communicate fluently with native speakers. Gui (1985) believed that pronunciation is English learners’ essential and fundamental language ability. If the pronunciation is not standard, it will affect the speaker’s expression. Thus, standard pronunciation is crucial for communication. From the perspective of English teaching, correct pronunciation can also help subjects remember words better and faster. In addition, in communication, pronouncing in the right way can avoid misunderstanding of the information that needs to be conveyed by the speaker. 

However, when Chinese subjects learn English stress, they still cannot get rid of the negative transfer of their mother tongue. Their spoken English has a noticeable “Chinese accent”, and they tend to pronounce each syllable with equal stress, making their words confusing and misleading. Even in the postgraduate stage, their English oral ability has not been greatly improved. In the past research, the postgraduate students were not highly mentioned, and related studies were much less than other groups. Therefore, this study focuses on the stress problems of postgraduate students and analyzes the stress errors of postgraduates in combination with the rules of word stress assignment and the relevant theories of second language acquisition, in the hope of providing some enlightenment for teachers’ spoken English teaching, especially for stress teaching and some suggestions for subjects’ stress learning.

1.2 Literature Review

EFL (English foreign learners) often make errors in the pronunciation of English word stress, which has been deeply studied by many language scholars at home and abroad.

1.2.1 Research Abroad

Most of the previous studies on second language acquisition of English stress abroad have considered the influence of learners’ mother tongue. Some studies focus on the acquisition of English stress in learners whose first language is also stressed and show evidence of first language transfer. Some studies focus on the acquisition of English stress by learners of non-stressed languages in their first language, mainly studying the problems they have in learning English stress and the negative transfer caused by their first language.

Mairs (1989) selected 23 Spanish English learners to conduct a phonetic experiment on the production of English stress. Marris observed that Spanish speakers exhibit a strong tendency in English to produce the same set of right and wrong stress patterns. Flege et al. (1989) also took Spanish learners as research objects and examined the word pairs they produced rel本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。