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oai:www.ideals.illinois.edu:2142/80324 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

1999 1999 Wayne B. Dickerson Hahn, Laura Diane 2015-09-25T19:56:32Z 2015-09-25T19:56:32Z 10000-01-01 While some differences among experimental groups were more robust than others, the consistent patterns in these results provide some evidence supporting the general hypothesis that native speakers process, understand, and respond more positively to non-native English speech when primary stress is used correctly compared to when it is not. Practical implications include suggestions for incorporating the teaching of English prosody as a component of communicative competence for international teaching assistants and other non-native speakers. Made available in DSpace on 2015-09-25T19:56:32Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944870.pdf: 9557974 bytes, checksum: 5be13c952f5a468231c23595081350a0 (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81606 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 195 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80324 (MiAaPQ)AAI9944870 eng Language, General Native Speakers' Reactions to Non -Native Stress in English Discourse text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.