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.
