@article{oai:hokuriku.repo.nii.ac.jp:00000677,
 author = {David A. , Isaacs and David A. , Isaacs},
 issue = {52},
 journal = {北陸大学紀要, Bulletin of Hokuriku University},
 month = {Mar},
 note = {English language learners (ELLs) during acquisition face challenges associated with
English word stress, sentence stress, and intonation since each language is unique in this
regard and has its own particular rhythmic system. Acquiring English language fluency is
more than the study of grammar, words, and sentences, but also involves the practice and
the perception of the emotional coloring of the utterances with correct pronunciation that
does not interfere with communication. Pronunciation strategies is an important element of
English fluency and can help mitigate miscommunication. Although making mistakes in this
area is very common, learners can still learn to avoid errors that can interfere with
communication when classroom instruction explicitly provides learners with the tools to
overcome them. Utilizing instructional methods that focused on word stress, sentence stress,
and intonation, first-and-second-year university students at a private university learned to
recognize, practice, and perform correct English word stress, sentence stress, and intonation
patterns using a novel approach to pronunciation instruction the researcher calls the rise-up
and flow-down method. The results of the classroom practice over a semester indicate that
there is a direct perceived improvement in the students’ ability to use English word stress,
sentence stress, and intonation that may lead to an overall improvement in English fluency.
The study hopes to add a valuable and practical classroom practice method to be used for the
instruction of pronunciation.},
 pages = {191--197},
 title = {Rise-Up and Flow-Down: Teaching Pronunciation},
 year = {2022}
}