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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.2
- 수록면
- 69 - 94 (26page)
- DOI
- 10.20988/lfp.2024.61..69
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초록· 키워드
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English lexical stress is one of the most important factors that determines one’s accent and can have an impact on communication accordingly. This paper presents a scoping review on how English lexical stress has been instructed to English learners in an EFL classroom. Thirteen peer-reviewed research articles from six countries were selected based on inclusion and exclusion criteria set by the authors. Then, five categories regarding the types of intervention given to EFL learners were identified. These categories were visual, aural, read/write, kinesthetic, and other/mixed intervention. Overall findings reveal that EFL learners’ English lexical stress always improved as a result of intervention. Additionally, there was no dominant intervention type observed to be effective; rather, every type of intervention was an effective methodology of helping EFL learners use English lexical stress in a more native-like manner. This finding suggests that a wide range of interventions can be adopted in an EFL classroom with various populations, granting a great level of flexibility for instructors as well.
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