A Comparative Study of Private Sector Tenth Grade Learners' Ability in the Placement of Word Stress in Pronunciation
DOI:
https://doi.org/10.3456/q4wtp202Keywords:
word stress, pronunciation, Audio-Lingual Method, Communicative Language Teaching, Grammar-Translation Method.Abstract
This study investigated the effectiveness of different teaching methods in improving the ability of private sector tenth-grade learners to place word stress correctly in English pronunciation. The study was conducted at Dumfries High School of Excellence, Mandi Ahmad Abad, District Okara, Punjab. A quasi-experimental design was used with 120 students divided into four groups: Control, Grammar-Translation Method (GTM), Communicative Language Teaching (CLT), and Audio-Lingual Method (ALM). Pre-tests and post-tests consisting of written and oral sections were administered. The results showed no significant differences in the pre-test, but the post-test revealed significant improvement, with the Audio-Lingual Method group achieving the highest scores. The findings indicate that listening, repetition, and oral practice significantly improve learners’ word stress placement.
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