Teaching English Stress: Can Song-Lyric Reading Combined with Mobile Learning Be Beneficial to Non-English Majors?
Teaching English Stress: Can Song-Lyric Reading Combined with Mobile Learning Be Beneficial to Non-English Majors?
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2018
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Assumption University Press
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eng
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application/pdf
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15 pages
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The New English Teacher 12.2 (August 2018), 91-105
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Abstract
Although stress patterns in English and Chinese are strikingly different, most
English learners in China have overlooked or ignored this difference, resulting in poor
speaking performance. In an attempt to approach this issue, this study designs the mobile
assisted language learning (MALL) based instruction by integrating stress lessons on the
mobile application and adopting song lyric-reading as stress pattern training, aiming to
help college students improve their speaking performance in terms of English stress. Two
groups of Chinese freshman (N=60), non-English majors, participated in the study by
separately receiving the MALL-based lyric-reading instruction and the in-classroom lyric-
reading instruction. Both qualitative and quantitative methods were used to collect data.
Quantitative data comprise scores of both pre- and post-test, and qualitative data include an
interview used to gain participants’ insights after the experiment. The results suggest that
students with the former instruction achieve a better learning outcome. The study also
extends the theoretical sphere of English stress learning by providing empirical findings
such as stricter scoring rubrics for reading-aloud tests and the Chinese pronoun-
fossilization influence on stress acquisition.