The Relationship between Stress Teaching and High or Low Achievers

• Main Authors: Feng-ju Kuo, 郭鳳茹
• Other Authors: Raung-fu Chung
• Format: Others
• Language: en_US
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/16127487202474792907

碩士 === 國立高雄師範大學 === 英語學系 === 92 === The purpose of this present study is to investigate the relationship between stress learning and high or low achievers. Besides their English pronunciation learning background, the attitudes of high or low achievers toward English stress learning were examined. Moreover, the present English stress teaching, students’ errors of English stress, or their problems in learning English stress were also observed. In this study, 93 students in the third grade were chosen as subjects from Cheiting Junior High School. The 93 subjects were divided into two classes. 47 students in the best Class A, are referred to the high achievers and 46 students in the middle Class B, are referred to the low achievers. First, all the students needed to answer the students’ questionnaires. Then, they marked the stress, read the oral reading text and were recorded. At the same time, the English teachers in Cheiting Junior High School had to answer the teachers’ questionnaire. The results of the two questionnaires were displayed in frequency and percentage to show the teachers’ and the subjects’ attitudes in teaching and learning English stress. The subjects’ perception and production of the word list were scored and collected. Then, the data were computed in statistical programs to investigate the relationship between the subjects’ English achievement and English stress perception and production. At last, the subjects’ misplacements of stress were classified. Based on the results of the data analysis, the findings of the present study are summarized as follows: 1. There was no obvious difference between high and low achievers’ learning attitude toward English stress. Most of them didn’t think it important and had little interest in learning it. Owing to this kind of attitude, students more or less considered English stress difficult to learn. 2. Most of the teachers paid little attention on English stress teaching. And the textbooks in junior high school now neither referred to anything about English stress nor provided any practice about it 3. Concerning the difficulties to teach or to learn English stress, the teachers admit that the patterns of English stress are too variable to present to students. Students think they can’t find good models to imitate and don’t work hard enough. 4. The statistical results reveal that the stress perception of the students in Class A and Class B is no prominent difference, and the stress production of the students in Class A is proved to be better than the students in Class B. 5. As for the statistical results on the relationship among the semester average grade, stress perception grade, and the stress production grade in Class A and Class B, the average grade and the perception grade, and the perception grade and the production grade are highly related in Class A, but there is no significant correlation in Class B. 6. The performance of stress production of either high or low achievers is much better than their stress perception. There is no significant discrimination of the stress perception between high and low achievers. In the production of English stress, all the students are easier to stress on the wrong syllable when they encounter new words and when the syllables of the words increase. Interfered by Mandarin, students stressed every word in sentences. Based on the study findings, it is suggested that students should take more active attitudes toward English stress learning. In addition, English teachers can focus on the errors of students at different levels, and promote their stress teaching more successfully and easily. Though there is still some room for improvement in this study, the results of this study provide English teachers with evidence that it is urgent and necessary to teach English stress in junior high school in Taiwan.