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A Pedagogical Investigation Into the Teaching of Prominence to Advanced EFL Learners
Abstract
This qualitative paper reports the results of a teacher training study involving the teaching of prominence (Brazil, 1994) to three Syrian teachers of English, tracing their reported cognitive processes in their attempt to make sense of this feature. Using in-class learner interaction, learner notes, as well as reflective diary entries as data collection tools, this research confirms some of the claims made in the literature (e.g. Chapman, 2007) to the effect that prominent syllables are relatively feasible to identify in listening, while it also challenges other claims to the effect that prominence functions at a conscious level (e.g. Jenkins, 2000); arguing instead that an attempt to fully understand what prominence is and how it contributes to meaning can be more challenging even for advanced learners of English. Recommendations include a focus on the visualisation of non-linguistic features when teaching prominence.
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