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A Contrastive Metrical Analysis of Main Word Stress in English and Cairene Colloquial Arabic.

By: Material type: TextTextPublisher: Newcastle-upon-Tyne : Cambridge Scholars Publishing, 2017Copyright date: ©2017Edition: 1st edDescription: 1 online resource (446 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781443896160
Subject(s): Genre/Form: Additional physical formats: Print version:: A Contrastive Metrical Analysis of Main Word Stress in English and Cairene Colloquial ArabicDDC classification:
  • 428.34
LOC classification:
  • PE1137.K435 2017
Online resources:
Contents:
Intro -- Table of Contents -- Acknowledgments -- Abstract -- List of Tables and Figures -- Main Abbreviations and Symbols Used in this Study -- Chapter One -- 1.1 Research Area and Definition of Terminology -- 1.1.1 Stress -- 1.1.2 Mistake and Error -- 1.1.3 Contrastive Analysis (CA) -- 1.1.4 Interference and Interlanguage -- 1.2 Aims and Justification of the Study -- 1.2.1 Aims of the Study -- 1.2.2 Justification of the Study -- 1.2.3 Contributions -- 1.3 Background to the Study -- 1.3.1 Linguistic Background -- 1.3.1.1 Dialect of the Study -- 1.3.1.2 The Cairene Learner of English -- 1.3.2 Theoretical Background -- 1.4 Methodology -- 1.4.1 Choice of Method -- 1.4.2 Elicitation -- 1.4.2.1 Elicitation Techniques Used in this Study -- 1.4.3 Data Collection -- 1.4.3.1 Pilot Study -- 1.4.3.2 Materials -- 1.4.3.2.1 Production Test -- 1.4.3.2.2 Description of Pictures -- 1.4.3.2.3 Linguistic Questionnaire -- 1.4.3.3 Sample -- 1.4.3.4 Tape Recording -- 1.4.4 Data Analysis -- 1.4.4.1 Linguistic Analysis -- 1.4.4.2 Statistical Analysis -- 1.5 Acquisition of L2 Stress -- 1.5.1 Introduction -- 1.5.2 Previous Studies on L2 Production of Stress -- 1.5.3 Summary and Conclusions of the Previous Studies -- 1.5.4 Predictions -- 1.6 Theories of L2 (Phonology) Acquisition -- 1.6.1 Contrastive Analysis Hypothesis (CAH) -- 1.6.2 Error Analysis (EA) -- 1.6.3 Markedness Theory -- 1.6.4 Universal Grammar (UG) -- 1.6.5 Monitor Theory -- 1.6.6 The Ontogeny Phylogeny Model (OPM) -- 1.6.7 Summary of L2 (Phonology) Acquisition Theories -- 1.6.8 Predictions -- 1.7 Chapter Summary -- Chapter Two -- 2.0 Introduction -- 2.1 Metrical Phonology -- 2.1.1 Metrical Theory of Stress -- 2.1.1.1 Origins of Metrical Theory -- 2.2 Footing and Stress Assignment -- 2.2.1 Parametric Footing -- 2.3 Extrametricality -- 2.3.1 Motivating Extrametricality -- 2.3.2 Constraining Extrametricality.
2.4 Syllable Weight and Metrical Accent -- 2.4.1 Rime Structure and Stress -- 2.5 Two Models of Metrical Theory -- 2.5.1 Halle and Vergnaud's (1987) Grid and Constituent Model -- 2.5.1.1 Lexical Stress Assignment -- 2.5.1.2 Constituent Construction Conditions -- 2.5.1.2.1 Exhaustivity Condition -- 2.5.1.2.2 Maximality Condition -- 2.5.1.2.3 Faithfulness Condition -- 2.5.1.2 .4 Recoverability Condition -- 2.5.1.3 Criticism -- 2.5.2 Hayes's (1995) Model -- 2.5.2.1 Universal Foot Inventory -- 2.5.2.1.1 Syllabic Trochees -- 2.5.2.1.2 Iambs -- 2.5.2.1.3 Moraic Trochees -- 2.5.2.2 Degenerate Feet -- 2.6 CCA Syllable Structure -- 2.6.1 Onset -- 2.6.2 Nucleus -- 2.6.3 Coda -- 2.6.4 Rime -- 2.7 CCA Syllable Types -- 2.7.1 Light Syllable -- 2.7.2 Heavy Syllable -- 2.7.3 Superheavy Syllable -- 2.7.4 Extraheavy Syllable -- 2.8 English Syllable Structure -- 2.8.1 Onset -- 2.8.2 Nucleus -- 2.8.3 Coda -- 2.8.4 Rime -- 2.9 English Syllable Types -- 2.9.1 Light Syllable -- 2.9.2 Heavy Syllable -- 2.10 Comparison of CCA and English Syllable Structures and Implications for L2 Acquisition -- 2.11 CCA Stress -- 2.11.1 The Stress Patterns of CCA -- 2.11.2 Stress and Syllable Structure -- 2.11.3 Stress and Syllable Weight -- 2.12 Footing in CCA -- 2.12.1 The Moraic Trochee -- 2.12.2 Minimality -- 2.12.3 Degenerate Feet -- 2.13 Metrical Parameters of CCA Stress -- 2.13.1 Metrical Analysis of CCA Stress -- 2.13.2 Extrametricality -- 2.13.3 Secondary Stress -- 2.13.4 Line Conflation -- 2.14 English Stress -- 2.14.1 Stress in English -- 2.15 Footing in English -- 2.15.1 The Moraic Trochee -- 2.15.2 Minimality -- 2.16 Metrical Parameters of English Stress -- 2.16.1 Syllable Nucleus Projection -- 2.16.2 Extrametricality -- 2.16.3 Location of Foot Head -- 2.16.4 Direction of Foot Construction -- 2.16.5 End Stress -- 2.16.6 Line Conflation.
2.17 Comparison of CCA and English Stress Parameter Settings and Implications for L2 Acquisition -- 2.17.1 CCA and English Stress Parameter Settings -- 2.17.2 Predictions -- 2.17.2.1 Hypothesis I -- 2.17.2.2 Hypothesis II -- 2.17.2.3 Hypothesis III -- 2.17.2.4 Hypothesis IV -- 2.17.2.5 Hypothesis V -- 2.18 Chapter Summary -- Chapter Three -- 3.0 Introduction -- 3.1 The Study -- 3.1.1 Experimental Items -- 3.1.2 Description of Pictures -- 3.1.3 Linguistic Questionnaire -- 3.1.4 The Subjects -- 3.2 Results -- 3.2.1 Results of the Production Test -- 3.2.2 Stress Error Patterns -- 3.2.3 Stress Error Totals -- 3.2.4 Ranking of Stress Error Patterns -- 3.3 Word Group I: English Stress Different from CCA -- 3.3.1 The Subjects' Overall Performance in Word Group I -- 3.3.2 Simple Main Word Stress -- 3.3.3 Class 1: Words Ending in an Unstressed V: or VV -- 3.3.4 Class 2: Words Ending in an Unstressed -CVVC -- 3.3.5 Class 3: Words Ending in an Unstressed -CVCC -- 3.3.6 Class 4: Words with the CV'CVCV(C) Pattern -- 3.3.7 Class 5: Words with Main Stress on the Preantepenult -- 3.3.8 Class 6: Main Stress and Vowel Reduction -- 3.3.9 Class 7: Stress Contrasts -- 3.3.10 Class 8: Words with an Unstressed Heavy Penult -- 3.3.11 Class 9: Compound Word Stress -- 3.3.12 Summary of the Subjects' Overall Stress Error Patterns: Word Group I -- 3.4 Word Group II: English Stress Similar to CCA -- 3.4.1 The Subjects' Overall Performance in Word Group II -- 3.4.2 Class 10: Words Ending in a Stressed V: or a VV -- 3.4.3 Class 11: Words Ending in a Stressed -CVVC -- 3.4.4 Class 12: Words Ending in a Stressed -CVCC -- 3.4.5 Class 13: Words with the 'CVCVCV(C) Pattern -- 3.4.6 Class 14: Words with Stress on the Heavy Penult -- 3.4.7 Summary of the Subjects' Overall Stress Error Patterns: Word Group II -- 3.5 Word Group III: The Sentences.
3.5.1 The Subjects' Overall Performance in Word Group III -- 3.5.2 Class 15: Stress Contrasts -- 3.5.3 Class 16: Compound and Phrasal Stress -- 3.5.4 Summary of the Subjects' Overall Stress Error Patterns: Word Group III -- 3.6 The Pictures -- 3.6.1 Words Ending in an Unstressed V: or VV -- 3.6.2 Words Ending in an Unstressed -CVVC -- 3.6.3 Words Ending in an Unstressed -CVCC -- 3.6.4 Words Stressed on the Preantepenult -- 3.6.5 Words Showing Main Stress and Vowel Reduction -- 3.6.6 Compounds with Initial Stress -- 3.7 The Questionnaire -- 3.8 General Discussion -- 3.8.1 The Metrics of CCA and English -- 3.8.2 Metrical Analysis -- 3.8.3 Word Group I: English Stress Different from CCA -- 3.8.4 Stress Parameter Resetting -- 3.8.4.1 Transfer of Extrametricality -- 3.8.4.1.1 Common Errors: Classes 2 and 3 -- 3.8.4.1.2 Uncommon Errors: Classes 2 and 3 -- 3.8.4.1.3 Within-Class Variation -- 3.8.4.1.4 Common Errors: Classes 5 and 14 -- 3.8.4.1.5 Uncommon Errors: Classes 5 and 14 -- 3.8.4.1.6 Within-Class Variation -- 3.8.4.1.7 Common Errors: Class 6 -- 3.8.4.1.8 Uncommon Errors: Class 6 -- 3.8.4.1.9 Within-Class Variation -- 3.8.4.1.10 Common Errors: Class 7 -- 3.8.4.1.11 Uncommon Errors: Class 7 -- 3.8.4.1.12 Within-Class Variation -- 3.8.4.1.13 Common Errors: Class 8 -- 3.8.4.1.14 Uncommon Errors: Class 8 -- 3.8.4.1.15 Within-Class Variation -- 3.8.4.2 Transfer of Directionality -- 3.8.4.2.1 Common Errors: Classes 4 and 6 -- 3.8.4.2.2 Uncommon Errors: Classes 4 and 6 -- 3.8.4.2.3 Within-Class Variation -- 3.8.4.3 Transfer of Extrametricality and Directionality -- 3.8.4.3.1 Common Errors: Classes 5 and 6 -- 3.8.5 Word Group I: English Stress Different from CCA -- 3.8.5.1 L1 Parameter Settings -- 3.8.5.1.1 Common Errors: Class 1 -- 3.8.5.1.2 Uncommon Errors: Class 1 -- 3.8.5.1.3 Within-Class Variation: Class 1 -- 3.8.5.1.4 Common Errors: Class 9.
3.8.5.1.5 Within-Class Variation -- 3.8.6 Word Group II: English Stress Similar to CCA -- 3.8.6.1 L1 Parameter Settings -- 3.8.6.1.1 Common Errors: Class 10 -- 3.8.6.1.2 Uncommon Errors: Class 10 -- 3.8.6.1.3 Within-Class Variation -- 3.8.6.1.4 Common Errors: Class 11 -- 3.8.6.1.5 Uncommon Errors: Class 11 -- 3.8.6.1.6 Within-Class Variation -- 3.8.6.1.7 Common Errors: Class 12 -- 3.8.6.1.8 Uncommon Errors: Class 12 -- 3.8.6.1.9 Within-Class Variation -- 3.8.6.1.10 Common Errors: Class 13 -- 3.8.6.1.11 Uncommon Errors: Class 13 -- 3.8.6.1.12 Within-Class Variation -- 3.8.6.1.13 Common Errors: Class 14 -- 3.8.7 Word group III: The Sentences -- 3.8.7.1 Class 15: Common Errors -- 3.8.7.2 Class 16: Common Errors -- 3.8.8 Pictures -- 3.8.8.1 Words Ending in an Unstressed V: or VV -- 3.8.8.2 Words Ending in an Unstressed -CVVC -- 3.8.8.3 Words Ending in an Unstressed -CVCC -- 3.8.8.4 Words Stressed on the Preantepenult -- 3.8.8.5 Words Showing Main Stress and Vowel Reduction -- 3.8.8.6 Compounds with Initial Stress -- 3.8.9 Comparison of the Subjects' Overall Performance -- 3.8.9.1 Questionnaire Items and Stress Errors -- 3.8.9.2 The Subjects' Grouped Performance -- 3.8.9.3 Cases of Unexpected Non-transfer -- 3.8.9.4 Factors Affecting L1 Interference -- 3.9 Studies on L2 Stress Production -- 3.9.1 Parameter Missetting -- 3.9.2 Lexical Acquisition of L2 Stress -- 3.9.3 Overgeneralisation of L2 Stress Rules -- 3.10 Theories of L2 Acquisition -- 3.10.1 Contrastive Analysis Hypothesis (CAH) -- 3.10.2 Error Analysis (EA) -- 3.11 Chapter Summary -- Chapter Four -- 4.1 Summary -- 4.2 Teaching Suggestions -- 4.3 Limitations of the Study -- 4.4 Suggestions for Further Research -- References -- Appendix (A) -- Appendix (B) -- Appendix (C).
Summary: This book analyses Cairenes' interlingual errors in English main word stress following Halle and Vergnaud's (1987) metrical model and Archibald's (1998) parameter resetting. The findings show the difficulty the research subjects had in stressing items with stress different from Cairene Colloquial Arabic (CCA) and with stress similar to CCA. The book also shows that the subjects' correct stress patterns were due to parameter resetting, and that English stress patterns that are both different and more marked than corresponding CCA stress patterns caused learning difficulties for the subjects.
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Intro -- Table of Contents -- Acknowledgments -- Abstract -- List of Tables and Figures -- Main Abbreviations and Symbols Used in this Study -- Chapter One -- 1.1 Research Area and Definition of Terminology -- 1.1.1 Stress -- 1.1.2 Mistake and Error -- 1.1.3 Contrastive Analysis (CA) -- 1.1.4 Interference and Interlanguage -- 1.2 Aims and Justification of the Study -- 1.2.1 Aims of the Study -- 1.2.2 Justification of the Study -- 1.2.3 Contributions -- 1.3 Background to the Study -- 1.3.1 Linguistic Background -- 1.3.1.1 Dialect of the Study -- 1.3.1.2 The Cairene Learner of English -- 1.3.2 Theoretical Background -- 1.4 Methodology -- 1.4.1 Choice of Method -- 1.4.2 Elicitation -- 1.4.2.1 Elicitation Techniques Used in this Study -- 1.4.3 Data Collection -- 1.4.3.1 Pilot Study -- 1.4.3.2 Materials -- 1.4.3.2.1 Production Test -- 1.4.3.2.2 Description of Pictures -- 1.4.3.2.3 Linguistic Questionnaire -- 1.4.3.3 Sample -- 1.4.3.4 Tape Recording -- 1.4.4 Data Analysis -- 1.4.4.1 Linguistic Analysis -- 1.4.4.2 Statistical Analysis -- 1.5 Acquisition of L2 Stress -- 1.5.1 Introduction -- 1.5.2 Previous Studies on L2 Production of Stress -- 1.5.3 Summary and Conclusions of the Previous Studies -- 1.5.4 Predictions -- 1.6 Theories of L2 (Phonology) Acquisition -- 1.6.1 Contrastive Analysis Hypothesis (CAH) -- 1.6.2 Error Analysis (EA) -- 1.6.3 Markedness Theory -- 1.6.4 Universal Grammar (UG) -- 1.6.5 Monitor Theory -- 1.6.6 The Ontogeny Phylogeny Model (OPM) -- 1.6.7 Summary of L2 (Phonology) Acquisition Theories -- 1.6.8 Predictions -- 1.7 Chapter Summary -- Chapter Two -- 2.0 Introduction -- 2.1 Metrical Phonology -- 2.1.1 Metrical Theory of Stress -- 2.1.1.1 Origins of Metrical Theory -- 2.2 Footing and Stress Assignment -- 2.2.1 Parametric Footing -- 2.3 Extrametricality -- 2.3.1 Motivating Extrametricality -- 2.3.2 Constraining Extrametricality.

2.4 Syllable Weight and Metrical Accent -- 2.4.1 Rime Structure and Stress -- 2.5 Two Models of Metrical Theory -- 2.5.1 Halle and Vergnaud's (1987) Grid and Constituent Model -- 2.5.1.1 Lexical Stress Assignment -- 2.5.1.2 Constituent Construction Conditions -- 2.5.1.2.1 Exhaustivity Condition -- 2.5.1.2.2 Maximality Condition -- 2.5.1.2.3 Faithfulness Condition -- 2.5.1.2 .4 Recoverability Condition -- 2.5.1.3 Criticism -- 2.5.2 Hayes's (1995) Model -- 2.5.2.1 Universal Foot Inventory -- 2.5.2.1.1 Syllabic Trochees -- 2.5.2.1.2 Iambs -- 2.5.2.1.3 Moraic Trochees -- 2.5.2.2 Degenerate Feet -- 2.6 CCA Syllable Structure -- 2.6.1 Onset -- 2.6.2 Nucleus -- 2.6.3 Coda -- 2.6.4 Rime -- 2.7 CCA Syllable Types -- 2.7.1 Light Syllable -- 2.7.2 Heavy Syllable -- 2.7.3 Superheavy Syllable -- 2.7.4 Extraheavy Syllable -- 2.8 English Syllable Structure -- 2.8.1 Onset -- 2.8.2 Nucleus -- 2.8.3 Coda -- 2.8.4 Rime -- 2.9 English Syllable Types -- 2.9.1 Light Syllable -- 2.9.2 Heavy Syllable -- 2.10 Comparison of CCA and English Syllable Structures and Implications for L2 Acquisition -- 2.11 CCA Stress -- 2.11.1 The Stress Patterns of CCA -- 2.11.2 Stress and Syllable Structure -- 2.11.3 Stress and Syllable Weight -- 2.12 Footing in CCA -- 2.12.1 The Moraic Trochee -- 2.12.2 Minimality -- 2.12.3 Degenerate Feet -- 2.13 Metrical Parameters of CCA Stress -- 2.13.1 Metrical Analysis of CCA Stress -- 2.13.2 Extrametricality -- 2.13.3 Secondary Stress -- 2.13.4 Line Conflation -- 2.14 English Stress -- 2.14.1 Stress in English -- 2.15 Footing in English -- 2.15.1 The Moraic Trochee -- 2.15.2 Minimality -- 2.16 Metrical Parameters of English Stress -- 2.16.1 Syllable Nucleus Projection -- 2.16.2 Extrametricality -- 2.16.3 Location of Foot Head -- 2.16.4 Direction of Foot Construction -- 2.16.5 End Stress -- 2.16.6 Line Conflation.

2.17 Comparison of CCA and English Stress Parameter Settings and Implications for L2 Acquisition -- 2.17.1 CCA and English Stress Parameter Settings -- 2.17.2 Predictions -- 2.17.2.1 Hypothesis I -- 2.17.2.2 Hypothesis II -- 2.17.2.3 Hypothesis III -- 2.17.2.4 Hypothesis IV -- 2.17.2.5 Hypothesis V -- 2.18 Chapter Summary -- Chapter Three -- 3.0 Introduction -- 3.1 The Study -- 3.1.1 Experimental Items -- 3.1.2 Description of Pictures -- 3.1.3 Linguistic Questionnaire -- 3.1.4 The Subjects -- 3.2 Results -- 3.2.1 Results of the Production Test -- 3.2.2 Stress Error Patterns -- 3.2.3 Stress Error Totals -- 3.2.4 Ranking of Stress Error Patterns -- 3.3 Word Group I: English Stress Different from CCA -- 3.3.1 The Subjects' Overall Performance in Word Group I -- 3.3.2 Simple Main Word Stress -- 3.3.3 Class 1: Words Ending in an Unstressed V: or VV -- 3.3.4 Class 2: Words Ending in an Unstressed -CVVC -- 3.3.5 Class 3: Words Ending in an Unstressed -CVCC -- 3.3.6 Class 4: Words with the CV'CVCV(C) Pattern -- 3.3.7 Class 5: Words with Main Stress on the Preantepenult -- 3.3.8 Class 6: Main Stress and Vowel Reduction -- 3.3.9 Class 7: Stress Contrasts -- 3.3.10 Class 8: Words with an Unstressed Heavy Penult -- 3.3.11 Class 9: Compound Word Stress -- 3.3.12 Summary of the Subjects' Overall Stress Error Patterns: Word Group I -- 3.4 Word Group II: English Stress Similar to CCA -- 3.4.1 The Subjects' Overall Performance in Word Group II -- 3.4.2 Class 10: Words Ending in a Stressed V: or a VV -- 3.4.3 Class 11: Words Ending in a Stressed -CVVC -- 3.4.4 Class 12: Words Ending in a Stressed -CVCC -- 3.4.5 Class 13: Words with the 'CVCVCV(C) Pattern -- 3.4.6 Class 14: Words with Stress on the Heavy Penult -- 3.4.7 Summary of the Subjects' Overall Stress Error Patterns: Word Group II -- 3.5 Word Group III: The Sentences.

3.5.1 The Subjects' Overall Performance in Word Group III -- 3.5.2 Class 15: Stress Contrasts -- 3.5.3 Class 16: Compound and Phrasal Stress -- 3.5.4 Summary of the Subjects' Overall Stress Error Patterns: Word Group III -- 3.6 The Pictures -- 3.6.1 Words Ending in an Unstressed V: or VV -- 3.6.2 Words Ending in an Unstressed -CVVC -- 3.6.3 Words Ending in an Unstressed -CVCC -- 3.6.4 Words Stressed on the Preantepenult -- 3.6.5 Words Showing Main Stress and Vowel Reduction -- 3.6.6 Compounds with Initial Stress -- 3.7 The Questionnaire -- 3.8 General Discussion -- 3.8.1 The Metrics of CCA and English -- 3.8.2 Metrical Analysis -- 3.8.3 Word Group I: English Stress Different from CCA -- 3.8.4 Stress Parameter Resetting -- 3.8.4.1 Transfer of Extrametricality -- 3.8.4.1.1 Common Errors: Classes 2 and 3 -- 3.8.4.1.2 Uncommon Errors: Classes 2 and 3 -- 3.8.4.1.3 Within-Class Variation -- 3.8.4.1.4 Common Errors: Classes 5 and 14 -- 3.8.4.1.5 Uncommon Errors: Classes 5 and 14 -- 3.8.4.1.6 Within-Class Variation -- 3.8.4.1.7 Common Errors: Class 6 -- 3.8.4.1.8 Uncommon Errors: Class 6 -- 3.8.4.1.9 Within-Class Variation -- 3.8.4.1.10 Common Errors: Class 7 -- 3.8.4.1.11 Uncommon Errors: Class 7 -- 3.8.4.1.12 Within-Class Variation -- 3.8.4.1.13 Common Errors: Class 8 -- 3.8.4.1.14 Uncommon Errors: Class 8 -- 3.8.4.1.15 Within-Class Variation -- 3.8.4.2 Transfer of Directionality -- 3.8.4.2.1 Common Errors: Classes 4 and 6 -- 3.8.4.2.2 Uncommon Errors: Classes 4 and 6 -- 3.8.4.2.3 Within-Class Variation -- 3.8.4.3 Transfer of Extrametricality and Directionality -- 3.8.4.3.1 Common Errors: Classes 5 and 6 -- 3.8.5 Word Group I: English Stress Different from CCA -- 3.8.5.1 L1 Parameter Settings -- 3.8.5.1.1 Common Errors: Class 1 -- 3.8.5.1.2 Uncommon Errors: Class 1 -- 3.8.5.1.3 Within-Class Variation: Class 1 -- 3.8.5.1.4 Common Errors: Class 9.

3.8.5.1.5 Within-Class Variation -- 3.8.6 Word Group II: English Stress Similar to CCA -- 3.8.6.1 L1 Parameter Settings -- 3.8.6.1.1 Common Errors: Class 10 -- 3.8.6.1.2 Uncommon Errors: Class 10 -- 3.8.6.1.3 Within-Class Variation -- 3.8.6.1.4 Common Errors: Class 11 -- 3.8.6.1.5 Uncommon Errors: Class 11 -- 3.8.6.1.6 Within-Class Variation -- 3.8.6.1.7 Common Errors: Class 12 -- 3.8.6.1.8 Uncommon Errors: Class 12 -- 3.8.6.1.9 Within-Class Variation -- 3.8.6.1.10 Common Errors: Class 13 -- 3.8.6.1.11 Uncommon Errors: Class 13 -- 3.8.6.1.12 Within-Class Variation -- 3.8.6.1.13 Common Errors: Class 14 -- 3.8.7 Word group III: The Sentences -- 3.8.7.1 Class 15: Common Errors -- 3.8.7.2 Class 16: Common Errors -- 3.8.8 Pictures -- 3.8.8.1 Words Ending in an Unstressed V: or VV -- 3.8.8.2 Words Ending in an Unstressed -CVVC -- 3.8.8.3 Words Ending in an Unstressed -CVCC -- 3.8.8.4 Words Stressed on the Preantepenult -- 3.8.8.5 Words Showing Main Stress and Vowel Reduction -- 3.8.8.6 Compounds with Initial Stress -- 3.8.9 Comparison of the Subjects' Overall Performance -- 3.8.9.1 Questionnaire Items and Stress Errors -- 3.8.9.2 The Subjects' Grouped Performance -- 3.8.9.3 Cases of Unexpected Non-transfer -- 3.8.9.4 Factors Affecting L1 Interference -- 3.9 Studies on L2 Stress Production -- 3.9.1 Parameter Missetting -- 3.9.2 Lexical Acquisition of L2 Stress -- 3.9.3 Overgeneralisation of L2 Stress Rules -- 3.10 Theories of L2 Acquisition -- 3.10.1 Contrastive Analysis Hypothesis (CAH) -- 3.10.2 Error Analysis (EA) -- 3.11 Chapter Summary -- Chapter Four -- 4.1 Summary -- 4.2 Teaching Suggestions -- 4.3 Limitations of the Study -- 4.4 Suggestions for Further Research -- References -- Appendix (A) -- Appendix (B) -- Appendix (C).

This book analyses Cairenes' interlingual errors in English main word stress following Halle and Vergnaud's (1987) metrical model and Archibald's (1998) parameter resetting. The findings show the difficulty the research subjects had in stressing items with stress different from Cairene Colloquial Arabic (CCA) and with stress similar to CCA. The book also shows that the subjects' correct stress patterns were due to parameter resetting, and that English stress patterns that are both different and more marked than corresponding CCA stress patterns caused learning difficulties for the subjects.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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