The Effect of Teaching Stress vs. Rhythm on Iranian EFL Learners’ Speaking Fluency

The purpose of the present study was to explore the effect of teaching stress and rhythm on ELF learners' speaking fluency. To this end, a sample of ۶۰ male Iranian EFL learners were selected from a population of ۱۰۰ learners, studying English at Pardis Language Institute, Hamadan, Iran via double-stage sampling. The sample of the study was randomly divided into three groups (stress group, rhythm group and control group). The participants in the stress group were treated based on teaching the stress to the learners whereas the participants in the rhythm group were treated based on teaching the rhythm to them. The control group received instruction based on the repeating the sentences. Running ANCOVA statistics, the results of the study demonstrated that teaching stress and rhythm has a significant effect on the Iranian EFL learners’ speaking fluency. The results also disclosed that there was no significant difference between the effect of teaching stress and teaching rhythm on the Iranian EFL learners’ speaking fluency.

کلیدواژه ها:

Stress ، rhythm ، speaking fluency