This study aims at investigating the problem that encounter university students to mastering English language stress; to investigate learners problem in mastering English language stress ,and to know the impact of using the audio- visual aids in teaching and learning English language stress .to achieve the objectives of the study ,the researcher designed and administered questionnaire for a sample of (30) of the MA students in English department .the researcher has followed the quantitative analytical method to analyze the results. The validity and reliability of the tool mentioned above were measured. The findings of the study revealed that students are face problems in mastering English stress, and the using of audio –visual aids affect in teaching and learning English language stress. Based on the findings the researcher recommended teaching the way of teaching and learning the rules of English stress .The researcher also recommended to investigating the phonological problems that face university students to learn English language. Finally, the researcher suggested studying the difference between listening and writing English language stress.

Table of contents

          subjects page i



Abstracts( English version)iv


1.0 Background 1

1.1 Statement of the problem 1

1.2 Significance of the Study 2

1.3 Objectives of the Study 2

1.4 Questions of the Study 2

1.5 Hypotheses of the Study 3

1.6 Methodology of the Study 3

1.7 Limits of the Study 3

Chapter Two: Literature Review and Pervious


2.1 Introduction 4

2.2 Phonology 4

2.3 Suprasegmental 5

2.4 Syllables 6

2.5 Languages Stress 7

2.5.1 Word stress 8

2.5.2 The placement of the stress 9

2.5.3 Words Stress in English 9

2.5.4 Stress and unstressed Syllables 10

2.6 The functions of the stress 11

2.7 Teaching and Learning words stress 11

2.7.1 Listening discrimination 16

2.8 The meaning of audio visual aids 17

2.8.1 Computer software 18

2.8.2 Internet 18

2.8.3 Audio 19

2.8.4 Video 19

2.9 Review of The previous Studies 20

2.9.1 The first Study 20

2.9.2 The second Study 20

2.9.3 The third Studies 21

CHPTER THREE :Methodology

3.0 Introduction 22

3.1 Method 22

3.2 Tools 22

3.3 Procedures 23

3.4 Validity 23

3.5 Reliability 23

3.6 Summery 23

CHAPTER FOUR: Data Analysis and Discussion of the Results

4.0 Introduction 24

4.1 Analysis and discussion of the Results 26

CHAPTER FIVE: Conclusions, Recommendations and Suggestions for

Further Studies

5.0 Introduction 37

5.1 Summery 37

5.2 conclusion 38

5.3 Recommendations 39

5.4 Suggestion for Further Studies 40

5.5 References 41

5.6 Appendix 42

Chapter one Introduction


As we know English language has become an international language, so the medium of communication through which people are connected to each other. In this study

The researcher have tried to present new techniques of teaching and learning stress in English language as a crucial part in mastering English language stress. Many students think that learning English depends solely on knowing English grammar and vocabulary. However, studying language is much depends on mastering all skills. On the other hand, oral skills primarily focus on having accurate pronunciation, in particular the phenomenon of stress subordination to the property of individual segments, but rather reflect a hierarchical rhythmic. After a long period of time the study of stress has become as subject of a considerable interest and received a large amount of attention. Many students think that learning English is about learning, consonant, vowels and vocabulary.

Statement of the problem

The problem which the present study attempts to investigate is that the students of Sudan University of Science and Technology college of Graduate studies MA programmed in ELT do not fully aware of using English stress and faces many difficulties to master English stress. Therefore, the study is conducted to carry out pedagogical theory of English stress.

Significance of the study

This study is considered a significant for the following reasons

1. The importance of this study comes from the necessity of mastering stress and English pronunciation as well.

2. Providing a new method to attain high position in teaching and learning English pronunciation.

3. It helps in providing the researchers with background information.

4. Encouraging the proficiency of using audio-visual aids as assistant tool in teaching and learning English stress.

Objectives of the study

The study tries to realize the following objectives:

1. Investigate on the major problem that hinds mastering English language stress.

2. Encourage using audio visual means in instructing English pronunciation as a whole and English rhythmic in a particular.

3. Test the hypothesis of a causal relationship variable in special groups.

4. Enlarge learners' capacity to understand English the use of English language stress.

Questions of the Study

The study will provide answers for the following questions:

1. What are the problems that encounter the university students in mastering the use of English language stress?

2. To what extent do the use of audio-visual aids affects positively on learners' performance and competence?

Hypotheses of the Study

The study has the following hypotheses:

1. Mastering English language stress is a difficult task to be used effectively by students without paying too much effort.

2. Using audio-visual aids as a medium of learning English pronunciation affect positively in language teaching and learning.

Methodology of the Study

The study will be analyzed by a descriptive analytical method in nature. The data will be collected via the following instruments A questionnaire for students of MA programmed in ELT The data will be analyzed by SPSS and the results are going to be presented in percentage so as to achieve the reliability and validity of the tests.

limits of the study

The study is limited to students of Sudan University of Science and Technology faculty of Graduate studies MA programmed in ELT Department of languages. In the academic year (2016) – (2017)


Summary, conclusions, recommendations and suggestions


This chapter will draw the threads of the study together by answering the research question and verifying the hypotheses. Data from chapter four will be accumulated under each questions and hypotheses also presents recommendations and suggestions for further studies.


the purpose of this study was investigate the affective of using the audio visual aids in teaching and learning stress in English language among attempted to explore the affective of using the audio visual in teaching and learning stress in English language ,the study also aimed to investigating that students using English stress and faces many difficulties to master English stress .the study provided prefect examples of audio visual aids that will be helpful to teach and learn stress, the researcher used the descriptive analytical method in this study ,the objective of study were to investigate the major problem that hinds mastering English language stress and encourage using audio visual means in instructing English pronunciation as a whole and English stress in a particular .to collect the required data ,the researcher designed questionnaire and administrated to MA students of English language department at Sudan university of science and technology ,it was contained multiple choice questions to facilitate the participants responses. The validity of the researcher tool was verified by consisting of two experts for the reliability of the questionnaire

.the researcher calculated it manually using a formula having assured the validity and reliability of the researcher tool.

The questions and hypotheses will be paired and data that relate to them will be assembled in order to answer the questions and check the hypotheses.

Question one and hypothesis one

Q1: what are the problems that hind the university students mastering to use of English language stress.

H1The first hypothesis which stated students face problems to master use of English language stress.

Qustion two and hypothesis two

Q2: to what extent do the use of audio –visual aids affects positively on teachers’ and learners’ performance and competences.

H2: which claimed that the use of audio –visual affects positively on teachers and learners’ performance and competences confirmed by the responses of students questionnaire .

It could generally be concluded that the present study assessed the way students English language major handle the difficulties to use English language stress.


Based on the results of the data analysis the study following results:

Regarding the first hypothesis which states that students are faces problems to use English language stress the results of the study show that majority of students are strong agree that audio –visual aids help them to use English language stress. The second hypothesis, the results show that this hypothesis is significant according to the score of the students in the questionnaire the second hypothesis was confirmed and accepted.

Accordingly, it could be concluded that:

1 Sudanese University students are facing problems to use stress in English language.

2 Use of audio visual aids develops learners and teachers performance and competence.

3 Phonology in general and suppraesmental in particular are considered a problem that hinders mastering English language stress.


In the light of findings of study the searcher recommends the following: 1- As mentioned, the area of phonology is difficult to understand. First learners must grasp the basic concepts of phonetics and their acoustic properties.

2 teachers need to be sure that students understand the rule of how to use English language stress by giving them several examples of stress patterns are provide as reinforcement.

3 oral performance enhances students understanding and also allows the learners review, control, assess, criticize pronunciation and English stress in particular.

4 the learners should be given sufficient time to drill and practice on English language stress depending on the level of grade such as repetition, expansion and substitution.

5 teachers should use pronunciation English language dictionary and train students to use it.

6 lerners must be encouraged to role-play which will build their confidence in their pronunciation.

7 Teachers feedback is necessary on every possible pronunciation errors.

8 technological and audio-visual aids used to reinforce the teaching and learning English language stress.

Suggestions for further studies:

The following line of this study, the researcher suggests the following further area of interest to prospective (MA) and (Ph.D.) researchers:

1-The ways to teaching rules of English language stress.

2 The differences between writing and listening English language stress.

3-The phonological problems facing English learners to learn English language.




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