The Effect of Consciousness-Raising Activities and Instruction on Improving Algerian EFL Learners’ Perception and Production of Complex Word Stress

Abstract

The present work, a whole of five chapters including an experimental programme, aimed to shed light on the role of classroom instruction and awareness activities in improving Algerian EFL learners’ abilities of perceiving and producing stress in morphologically complex words. Through an experiment conducted on second year students at the department of English, University of Algiers, we attempted to test the effect of the instructional programme based on the consciousness-raising activities on learners’ perception and production of complex word stress. Twenty two students participated in the experiment. They were divided equally into an experimental group and a control group. In order to accomplish the aim of the present research, data was gathered using pre-treatment and post-treatment questionnaires, and pre-treatment and posttreatment tests. The results obtained indicated a positive improvement in the ability to perceive and produce complex word stress among the members of the experimental group. The positive findings of the present experiment are aimed to be applied in the teaching of word stress, in general, and in teaching complex word stress, in particular for EFL learners.