The idea of a hierarchy for English word stress errors is very intriguing. It's exciting to see substantive work on prosody that may affect my teaching directly.
Yes, definitely the English word stress error gravity hierarchy concept is intriguing. Although my dissertation was primarily theoretical, the psycholinguistics findings it presents are very important for us to take into account in order to maximize the effectiveness of our English word stress training in the classroom. You should be able to download my dissertation via either your library's access to "ProQuest Dissertations & Theses" or the Iowa State University Digital Repository at https://lib.dr.iastate.edu/etd/16001/
I would love to hear about any classroom applications you develop based on my dissertation findings! (Will you be attending PSLLT – the Pronunciation in Second Language Learning & Teaching conference – this year? I would love to chat with you there if you are –http://psllt.org/index.php/psllt/2018)
Monica
I plan to be there, hopefully as early as Thursday noon, but I'm supposed to be teaching then, so it's a bit tricky... Anyway, I'd also love to meet and speculate about where it could lead.
It's too early to say how I would use this idea in the classroom (if at all), but at least it serves (could serve?) to back up my intuitions about the importance of reductions and stress errors for comprehensibility, as well as sociolinguistic impacts. I'm not in a position to do such a complete and technically savvy study (I found your diss. right after I sent the question, and read most of it) at my institution, so I'm dependent on other people who have the funding and institutional backing.
I was actually half-hoping the hierarchy could help to solve the problem of assessing and evaluating L2 pronunciation, but I now don't see a clear way to use it for that.
Anyway, thanks for doing all of that work. I hope to see you in September.
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