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This thesis is written with a view to doing three things: (ⅰ) to review various theories about the stress, intonation and rhythm of the English Language, (ⅱ) to adopt a theoretical background which is indispensible for teaching stress, intonation and rhythm, and (ⅲ) to devise an improved method for teaching the students who studies English in the general culture course.
I propose (ⅰ) 10 ordered steps for teaching beginning learners, (ⅱ) 5 ordered steps for intermediate learners and (ⅲ) 5 ordered steps for advanced learners. Because stress, intonation and rhythm are very directly connected to the focus of discourse in English, these 20 ordered steps should help the students to improve their command of these suprasegmental features.
Reviewing the trends of English education tell us that the area of stress, intonation and rhythm is allotted a smaller part of time and is taught later than the semantic or syntactic areas. In this respect I conclude that we must establish a systematic teaching method of stress, intonation and rhythm in advance and improve the method continually in order for this area to be integrated into the whole English teaching program. After that we have to place communicative emphasis on the relations between speakers and listeners.