1. Literature Review (11)
3. Bisyllable verbs and adjectives put stress one the syllable that is the historical word ‘root’ from which verbs and adjectives are derived.
(1) If the ‘root’ is the first syllable, stress falls upon the first syllable.
Verbs: cèover, hèamper, pèolish.
Adjectives: mèodern, rèapid, hèealthy
(2) The stress falls upon the second syllable if the ‘root’ is the second syllable.
Verbs: prepèare, enjèoy, transfèer.
Adjectives: corrèect, distèinct, corrèupt.

2. Literature Review (12)
4. Bisyllable nouns and verbs which are spelled the same are contrasted by stress.
The noun carries the stress on the first syllable while the verb has stress on the second syllable. Note that the vowel is reduced when stress shifts from the first
syllable to the second one (Lado, 1988).
Nouns: cèonduct /A/, pèrogress /A/, rèecord /E/.
Verbs: condèuct /´/, progèress /´/, recèord /I/.

3. Literature Review (13)
5. Bisyllable verbs which end with -ate is stressed on the -ate, and the -ate is pronounced /et/. e.g. relèate, negèate, debèate.
6. A majority of three-syllable nouns and adjectives have primary stress on the first syllable.
(1) Nouns: tèele-phone, dèia-log(ue), pèhoto-graph, rèefer-ence, lèitera-ture,
hèospit-al, mèurder-er, aèlphab-et, fèormul-a, eènerg-y.
(2) Adjectives: hèorr-ible, pèosit-ive, rèegu-lar, uèsu-al, aèccur-ate.

4. Literature Review (14)
7. Adjectives and nouns of more than three syllables ending with -ate are stressed on
the third syllable from the end, but the -ate is pronounced /´t/ or /It/.
e.g. delèiberate, appèropriate, gèraduate (adj.& n.)
8. Verbs of three or more syllables whose endings are -ate and -ize (-ise) have the
stress on the third syllable from the end. The ending -ate is pronounced /et/.
-ate: oèperate, ièllustrate, evèaluate.
-ize (-ise): eèxercise, cèentralize, commèercialize.

5. Literature Review (15)
9. Nouns of more than three syllables ending with -phy are also stressed on the third
syllable from the end.
e.g. philèosophy, bioègraphy, autobioègraphy.
10. In general, when a suffix is added to a basic word to form a derivative, the derived
word is stressed on the same syllable as the basic word, such as agèree &
agèreement, hèappy & hèappily, attèain & attèainable. The polysyllabic words ending
with the special noun suffixes and the special adjective suffixes almost always
have primary stress on the syllable preceding the suffixes (Lado, 1988).

6. Literature Review (16)
(1) Noun words: conversèa-tion, decèi-sion, superioèr-ity, socèi-ety, physèic-ian, relèig-ion, technèo-logy.
(2) Adjective words: accidèent-al, artifèic-ial, indivèid-ual, effèic-ient, econèom-ic,
polèit-ical, pecèul-iar, infèer-ior, spontèan-eous, mystèer-ious, aèrd-uous.

7. Literature Review (17)
(1) Noun words: conversèa-tion, decèi-sion, superioèr-ity, socèi-ety, physèic-ian, relèig-ion, technèo-logy.
(2) Adjective words: accidèent-al, artifèic-ial, indivèid-ual, effèic-ient, econèom-ic, polèit-ical, pecèul-iar, infèer-ior, spontèan-eous, mystèer-ious, aèrd-uous.
11. Some special suffixes are stressed on the suffixes themselves. e.g. employ-eèe, volunt-eèer, techn-ièque, bamb-oèo, ball-oèon, my-sèelf or our-sèelves,
six-tèeen.

8. Literature Review (18)
12. Compound nouns, which are made up of two nouns, or an adjective plus a noun, functioning as one noun, have the stress on the first noun or the adjective. e.g. The Wèhite House (the US presidential residence), a gèreen-house (a special house for growing plants), an aèpple tree (a tree producing apples).
Note. Compared with the adjective-noun phrase, the noun receives the stress in the adjective-noun phrase. e.g. a white hè ouse (a house white in color), a green è house (a house green in color), a gold pè in ( a pin made of gold).

9. Literature Review (19)
13. Two-word verbs, which made up of one verb and an adverb, receive the stress on the adverb. e.g. put oèn, make uèp, call oèff.
14. In the verbs followed by prepositions, the verb carries the stress. e.g. lèook at, sèeek for, tèhink about
15. In the compound verb which is made up of an adverb plus a verb and written as
one word, the stress usually falls on the verb.
e.g. undersètand, overlèook, outrèun

10. Literature Review (20) Sentence Stress
In normal or "neutral" sentence stress contours, the basic rules are: 1) Content words are stressed while function words are unstressed. 2) The time between stressed words is always the same. 3) The last content word in the last phrase of the sentence is said to receive the primary stress (Schmerling, 1976). Content words and their examples are listed in Table 2.2 and the function words and their examples are
classified in Table 2.3.

11. Literature Review (21) Sentence Stress
In normal or "neutral" sentence stress contours, the basic rules are: 1) Content words are stressed while function words are unstressed. 2) The time between stressed words is always the same. 3) The last content word in the last phrase of the sentence is said to receive the primary stress (Schmerling, 1976). Content words and their examples are listed in Table 2.2 and the function words and their examples are classified in Table 2.3.

12. Content words and examples
Literature Review (22)
Content words and examples
Table 2.2(1)
Content words (often stressed)
Examples
Nouns
bicycle, music, Peter
Main verbs
buy, tell, employ
Adjectives
exciting, brown, basic
Possessive pronouns
mine, theirs, yours
Demonstrative pronouns
this, that, those

13. Content words and examples
Literature Review (23)
Content words and examples
Table 2.2-2
Content words (often stressed)
Examples
Interrogatives
who, why, which
Not/Negative contractions
can’t, aren’t, won’t
Adverbs
usually, seriously, really
Adverbial particles
‘back’ in come back, ‘down’ in break down

14. Content words and examples
Literature Review (24)
Content words and examples
Table 2.2(2)
Content words (often stressed)
Examples
Noun substitutes
one, ones
Infinitive to
Prepositions
on, at, for
Conjunctions
and, because, if

15. Literature Review (25) Content words (often stressed) Examples
Tone in Mandarin
Table 2.4(1)
Content words (often stressed)
Examples
Interrogatives
who, why, which
Not/Negative contractions
can’t, aren’t, won’t
Adverbs
usually, seriously, really
Adverbial particles
‘back’ in come back, ‘down’ in break down

16. English Stress Teaching
Literature Review (26)
English Stress Teaching
Teaching Stress
Bailey & Savage (1994) gave a suggesting procedure as below: 1. Prepare a list of polysyllabic words, containing two, three, four, or five syllables, within the students’ vocabulary range.
2. Clearly mark the words to indicate the stressed syllables. Teachers may use capitals, boldface, bubbles, accents, underling, etc (Celce-Murcia, Briton, & Goodwin, 1996).
3. Explain that a stressed syllable is longer, clearer, stronger, and often higher in pitch than an unstressed syllable.

17. English Stress Teaching
Literature Review (27)
English Stress Teaching
Teaching Stress
4. Pronounce each word on the list, exaggerating the stressed syllable slightly and then ask students to repeat after teachers.
5. Use activities to enhance students’ impression of stress, such as standing up or clapping while pronouncing the stressed syllables and sit down or stop tapping on the unstressed syllables.

18. Literature Review (28) ˇ ． ma 1rst 2nd 3rd 4th 5th yinping yanping
Tone in Mandarin
Table 2.4(2)
Sample
Tone
Chinese
name
Description
Mark
character
English
meaning ma
1rst
yinping
high-level
(level tone) － 媽
Mother
2nd
yanping
high-rising
(rising tone) ‵ 麻
numb
3rd
Shang sheng
low-dipping
(falling-rising tone) ˇ 馬
horse
4th
Chiu sheng
high-falling
(falling tone) ˋ 罵
scold
5th
extremely light and short, other pitches
may be used ． 嗎
Particle
indicating a
question

19. How? Methodology(Survey)
The Distribution of Participants Table 3.1
Note. M-average＝male average grade of English for five semesters；
F-average＝female average grade of English for five semesters；
T-average＝Total average grade of English for five semesters.
Class
Male No.
Female
No.
Total No.
M-average
F-average
T-average
Class A 27 20 47 89
Class B 19 46 75 77 76

20. Participants
all the students chosen from junior high. None of them had ever lived abroad. 80 students (86%) spoke Southern Min while 13 students (14%) spoke Mandarin as their first language.
86 students (92%) had contacted English at elementary school for about 1.6 years and 73 students (78%) spent 2.1 years learning English in cram schools.
On average, they received stress teaching no more than fifteen minutes a week..

21. Study Procedures The Recording
The Questionnaires
The Recording
The Correcting
The subjects were asked to mark the stress of the words and the sentences on the text and handed over the text after the recording.
The recording of each subject was listened and evaluated by four non-native English teachers, including the researcher.
The subjects were also urged to answer the questions in terms of their own opinions and attitude.

22. Evaluation The data were computed in statistical programs, a t- test
and a Pearson’s Product-Moment Correlation test of the
SPSS for Windows.
The subjects’ misplacements of stress were classified into
five types:
(a ) erroneous stress placement of bi-syllable words ,
(b) erroneous stress placement of other two-syllable words ,
(c) erroneous stress placement of three-syllable words ,
(d) erroneous stress placement of more than three-syllable
words,
(e) and erroneous stress placement of sentences

23. The End Thanks for your listening !