Different mehods in teaching foreign language

CONCLUSION
In English, a language with free lexical stress, words have different stress patterns. The stress placement of a word can be detected with the auditory and the acoustic method. In order to investigate words or utterances with the acoustic method, the speech analysis software Praat can be used. With the help of Praat, words and utterances can be recorded and subsequently analysed. The duration of a syllable or vowel can be measured as well as the intensity, the pitch height or the formants.
In a mini-project both the auditory and the acoustic method were tested. Speakers had to read out words that differ in RP and GA regarding their stress placement. Subsequently, the speakers had to state which variant of English they prefer. The aim was to state whether the investigated speakers are consistent in their usage of the chosen variety in the case of the recorded words. Both the auditory and the acoustic method showed that the speakers show only a slight tendency to use the stress pattern characteristic of their preferred variety. There are various reasons why German speakers of English are not always consistent in their usage of the chosen variant. These reasons are suitable for a further analysis. For instance, the varying input of English through teachers and lecturers as well as through the media can be investigated through questionnaires. Further analyses can also investigate to what extent the L1 (German) influences the stress placement of L2 speakers of English.
It should be considered that within the limits of the mini-project, only 16 speakers were investigated and 6 words per speaker were analysed. In a broader study, more speakers can be recorded and at best, utterances or sentences instead of words should be recorded so that the artificial speaking situation is mitigated.
Using both the auditory and the acoustic method showed that both methods have strengths and shortcomings. The auditory method is very easy to carry out since there is little time expenditure. On the other hand, various studies have proved that this method is not very reliable and valid. Consequently, in order to achieve results that fulfill the quality criteria, the acoustic method should be executed although it is more time-consuming and demands expertise in the usage of the software and in the field of phonetic and phonological features at the suprasegmental level. Any work on aspects of pronunciation can take a long time to show improvements and be challenging for both the students and the teacher, but working on word stress can be fun and over time will help your students to be better understood and more confident speakers. English word stress is traditionally defined as dynamic, but in fact, the special prominence of the stressed syllables is manifested in the English language not only through the increase of intensity, but also through the changes in the vowel quantity, consonant and vowel quality and pitch of the voice.
The analytical question here, which attracted a great deal of attention in the middle decades of the twentieth century, is how many degrees of stress need to be recognized in order to account for all such contrasts, and to show the interrelationships between words derived from a common root, such as `telegraph, tele`graphic and te`legraphy. "Word stress can be defined as the singling out of one or more syllables in a word, which is accompanied by the change of the force of utterance, pitch of the voice, qualitative and quantitative characteristics of the sound, which is usually a vowel. In different languages one of the factors constituting word stress is usually more significant than the others. According to the most important feature different types, of word stress are distinguished in different languages.