This would negatively impact the listener’s ability to find the spoken word in their mental dictionary, which relies heavily on the sounds of consonants, particularly for high functional load consonants.Īs a result, word stress errors can easily cause listeners to be unable to identify the word the speaker is saying and therefore perhaps unable to identify the boundary between words. English word stress is highly patterned, as can be seen by searching all words whose spelling matches a student’s problem word from its stressed vowel to the end of the wordĪdditionally, where ordinarily stressed syllables beginning with /t/, /p/, or /k/ are instead pronounced unstressed, L1 English listeners are likely to hear the those sounds as /d/, /b/, or /g/, respectively. Students’ basic strategy of using the known to figure out the unknown is not the problem.Some students’ word stress errors are due to modeling their pronunciation on similarly spelled words that are pronounced differently.
Most word stress errors are made because of modeling a word’s pronunciation on one of its more frequent cognates.
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