Pedagogic Strategies for Teaching Word Stress : A Case Study of Primary School Students (Peshawar)

Abstract

Mastering suprasegmental features of English phonology has always been a challenging task for the non-native speakers of English. Despite the extensive research conducted on this phenomenon across the globe, the paucity of experimental research in the context of Pakistan behooves research to explore different strategies for improving learners’ pronunciation focusing on word-stress patterns. The current research paper discusses teaching the concept of word stress to primary school students and analyzing their voice recordings to evaluate the resulting impact on their pronunciation skills. The study aimed to investigate the idea that most primary school English learners lack the necessary knowledge of word stress and correct pronunciation. Utilizing a quasi-experimental research design, a pre and post-test was conducted to assess the production and perception of word stress among fifth grade learners. An intervention was conducted, including techniques like tapping and clapping, blackboard activities, and YouTube videos to improve learners’ ability to place correct stress. Data collected through post-test showed a significant improvement in learners’ ability to place stress correctly. The findings also revealed the importance of interactive teaching methods and the use of IT in primary classrooms. The study highlights the critical role teachers play in the learning process, emphasizing that they need to understand how interactive approaches make learning fun and efficient.