ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
544
Samarkand State Institute of Foreign Languages
DIFFERENT TYPES OF STRESS IN LANGUAGES
Sadilloyeva Toliba Bahrullayevna
SamDChTI Ingliz 1 fakulteti
Xorijiy til va adabiyoti (ingliz tili) yo'nalishi
4-bosqich talabasi
Rahmatova Madina Sobirovna
SamDChTI “Ingliz tili tarixi va grammatikasi”
kafedrasi katta o’qituvchisi
Annotation:
This article is about the theoretical definition and views on word stress in
English and Uzbek, types of stress according to the phonetic nature, word stress in Uzbek
students learning English. the benefits of forming skills, the importance of effective methods of
teaching English word stress are highlighted.
Key words:
use of phonetic-phonological analysis, comparison, modeling, stylistic
analysis, morphemic analysis, orthoepic analysis, statistical analysis methods.
At the same time, we are living in the information age of globalization, and our time
demands that every citizen, especially young people, learn science in depth and become aware of
all scientific achievements in the world.
Today, when a lot of attention is paid to the teaching of foreign languages, especially English,
teachers and language learners face phonetic and phonological inferential errors, that is, the
influence of the mother tongue on pronunciation in teaching and learning a foreign language. the
issue of elimination is always relevant. In languages, the phenomenon that serves as the center of
the phonetic shell of words is word stress. Since accent norms do not have exactly the same
character in all languages, it is important to identify their special features.
After all, language learners need to know the similarities and differences between the accent
phenomenon in the local language and the accent of the language being studied. The need to
study the special aspects of English and Uzbek language accent marks shows that this research
topic is relevant. To shed light on the meaning of word stress in English and Uzbek languages, to
analyze the role and functions of stress in both languages, as well as to determine the priority
aspects of forming English word stress competence in Uzbek students and to give some
methodological recommendations on teaching word stress, to analyze the phonetic and
phonological aspects of word stress within the framework of English and Uzbek languages, to
compare different definitions and descriptions;
- classification according to the phonetic nature of word stress and analysis of specific features of
defined categories;
- clarifying the accent grading process; - getting acquainted with the positional characteristics of
word stress in English and Uzbek languages and highlighting the factors affecting it;
- study the functional classification of word stress in English and Uzbek languages; - determine
the use of word stress as a stylistic tool in English and Uzbek languages and prove it through real
examples;
- to analyze the beneficial aspects of forming word stress competence in Uzbek students learning
English;
- to create recommendations on effective methods of teaching English word stress.
Interest and effective research on word stress mainly dates back to the beginning of the 20th
century. Initially, in the experiments conducted in the 1920s, the degrees of stress in English
began to be clarified. In Uzbek linguistics, a number of research studies have been conducted
that prove the accent and its importance, the distinguishing function of the accent, and its wide
use as a stylistic tool.
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
545
Samarkand State Institute of Foreign Languages
Theoretical definitions and views on word stress in English and Uzbek languages. Syllables and
stress together are the structural system that makes up words. Accent is the center that keeps the
phonetic shell of a word in a whole (complex state), and it is a tool that helps to distinguish a
word from another word in the flow of speech. In contrast to written speech, the flow of spoken
speech consists of a sequence of sounds with a characteristic of divisibility, and a series of
sounds with such a divisibility is called a series of segmental units.
But our speech does not consist only of segment units. In addition to these, supersegmental units
superimposed on a series of sounds that are located in a row and have the property of division,
and these units ensure the effectiveness of our speech. Supersegmental units include emphasis,
pause, and other emotional coloring of speech (sign, question, command, emotion, etc.). Oral
speech is expressed through the interaction of segment and supersegment units. Among them,
accent is the most important supersegmental unit. In the process of speech, the accented and
unaccented syllables alternate and form the speech rhythm. According to Pouldauf, word stress is
the contrast of the accent or accents in the word (lexical unit, lexeme) with another accent or
accents in the word, taking into account the existing syllables.
A number of experiments conducted in order to determine how lexical stress is formed have
shown that different characteristics of the sound, mainly the vowel sound, are important for
understanding the stressed syllable. The reason is that the formation of syllables is closely related
to vowel sounds. Word stress is the lengthening and highlighting of a certain vowel (or syllable)
in a word. From the point of view of perception, the common feature of all stressed syllables is
that they are clearly distinguished from the rest of the unstressed syllables. At least four factors
are important for this clarity.
Many people feel the stress on the syllable that is spoken higher than the rest of the syllables. But
it is not possible to determine its clarity only by saying the syllable louder. Three features are
important in distinguishing stressed and unstressed syllables in the Uzbek language.
First, the stressed syllable is pronounced longer than the rest of the syllables, secondly, the
stressed syllable is pronounced more clearly than the unstressed syllable, and thirdly, the accent
an accented syllable is pronounced louder than another unstressed syllable. For example, the last
and second syllables of the words field, cotton, mother are pronounced longer, clearer and louder
than the first syllable. Due to its phonetic and phonological nature, English stress is a more
complex process than Uzbek word stress, and it has a higher level of importance in the language.
D. Crystal and Gimson agreed with this opinion and described the English language as a process
in which word stress is difficult to implement.
In conclusion: Based on the above points, foreign language teachers should take into account the
psychological individual characteristics of the student in English language teaching and organize
two or five-minute psycho-gymnastic exercises in English that are suitable for them. not only
increases the effectiveness of the lesson, but also focuses on forming positive emotional
relationships in students.
Uzbek word stress is characterized by general norms, unlike English word stress. Perhaps that is
why the authors provide very brief information about word stress and its special features in the
sources on the phonology and phonetics of the Uzbek language. Word stress and sentence stress
are interrelated. After all, both of them are important from a theoretical and practical point of
view within the demarcation function of word stress and sentence stress. Sentence stress usually
falls on the most relevant syllable in the word, on the syllable marked by word stress. Therefore,
the accentual structure of nouns and adjectives is the order of stress in the phrase. At the same
time, the accent pattern of the phrase is formed by semantic and syntactic factors. Words that are
always stressed in a phrase are words that have the meaning of adjectives.
In the field of teaching foreign languages, most of the problems that are constantly visible are
related to phonetics, in particular, the use of lexical stress. In English, word stress is a tool that
determines the pronunciation of more than 90 percent of words and their syntactic and semantic
correctness. Linguistic differences between languages cause students to misapply lexical stress in
English. Linguistic differences between languages cause students to misapply lexical stress in
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
546
Samarkand State Institute of Foreign Languages
English. That is why Uzbek students often use the head stress on the last syllable while saying
English words.
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