Résumé:
The present study aims at investigating the major word stress’ types of errors experienced
by EFL students. The study was based on the hypothesis that if students were aware of
learning English word stress rules and used a variety of strategies when learning stress
placement, they would not experience serious word stress difficulties. In order to achieve
the aforementioned aim, the research opted for a test and a questionnaire for students. Both
the test and the questionnaire were administered to 30 third year students out of 270 at the
department of English, university of Mohammed Seddik Ben Yahia/ Jijel. The results
revealed that the students are unaware of learning English word stress rules, therefore their
word stress errors is high. The analysis of the research findings supported the hypothesis of
the present research work: The learners experience word stress types of errors because they
are not aware of learning word stress rules. Based on those findings, some pedagogical
recommendations are suggested for minimizing and overcoming word stress problems
