Duoduo Ren

Abstract: Effective communication relies on accurate speech sounds, yet pronunciation instruction has often been overlooked, particularly in stress acquisition. This study investigates stress-related pronunciation challenges among 45 eighth-grade students at one Junior Middle School in Linyi, Shandong Province. The research focuses on word and sentence stress, including disyllabic words, polysyllabic words, words with suffixation, and sentence stress patterns. Results reveal that: (1) participants struggle to differentiate between nouns and verbs in disyllabic words; (2) they shift stress to unstressed syllables in polysyllabic words with diphthongs or long vowels; (3) they apply stress to each word in compound nouns; and (4) they pronounce each word in sentences with equal emphasis, frequently using a falling tone. This study summarizes the phonetic patterns of stress acquisition among Linyi dialect speakers and examines the influence of negative language transfer on students’ pronunciation. Based on these findings, the paper suggests pedagogical strategies to support effective pronunciation instruction for Linyi students.

Keywords: word stress; sentence stress; pronunciation instruction; negative language transfer; Linyi dialect

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