NATIONAL UNIVERSITY “SANTIAGO ANTUNEZ DE MAYOLO”

"YEAR OF THE UNIVERSALIZATION OF HEALTH"

PROFESSOR: Simon Antuco Pablo.

FACULTY: FCSEC.
SCHOOL: Lengua Extranjera Inglés.
TOPIC: Acentuación y ritmo en el idioma inglés.
Members:
 Limas Bolivar Gema.
 Mendoza Huamán Maycol.
 Loli Cadillo Lipní.
 López Sáenz Célica.
 Méndez Sáenz Diana.

HUARAZ - 2020
 INTRODUCTION

In this work, important points will be touched on the basis of accentuation and rhythm in the
English language. The concept of pronunciation, which refers to the production of the sounds
of the language, actually implies other skills much more related to the written language than
to the oral language: pronouncing implies reading, and the teaching of pronunciation is
conceived from the support written to be pronounced. That is, after reading and writing
knowledge, the pronunciation of sounds becomes that of letters, syllables or written words.
However, even when pronouncing correctly, the student usually stumbles over the wall of
intonation.

The teaching of intonation presents more obstacles; therefore, we are relatively concerned
with the pronunciation of words, but not with their integration into speech. Because there is
no speech without intonation, and because intonation is the first phonic phenomenon that the
listener and the student encounter. Although teaching has improved, students or adolescents
still have difficulties expressing themselves and understanding native speakers, especially
when their contact with the foreign language is reduced to three hours of class per week.

Despite the advances and innovations that have occurred in the teaching of foreign
languages, we believe that pronunciation continues to be neglected and that it does not
receive adequate treatment. This is partly due to the fact that teachers do not know how to
integrate the teaching of pronunciation into the communicative approach or in the most
recent task-based approach, because, on the one hand, they lack materials and there have
been no proposals for integrating the pronunciation in these approaches and on the other
hand, the existing manuals and activities do not separate pronunciation from phonetic
correction and therefore, its integration into the communicative class is impossible and can
only be presented as an annex or appendix that does not bear any relation to the
development, content and focus of the classes. Consequently, pronunciation continues to be
the pending subject of foreign language teaching.

Given the current situation in which the didactics of pronunciation is found, the possibility of
promoting and favoring the acquisition of phonic competence through teaching based on
communication should be studied.
 SUMMARY
We must take into account the definition of "accent" which is the mechanism by which one
syllable is highlighted over the others.
Perhaps when we think about pronunciation and, specifically, about the objectives that
should be set different ideas come to mind: pronunciation of sounds, intonation, native
accent, understandable speech, etc. We may also have the feeling of not knowing exactly
where to start, what goals to set or prioritize, or what to do to help our students improve
pronunciation.
The foreign accent can have certain advantages because it informs the interlocutor that they
are dealing with a non-native speaker. The interlocutor then tends to be more tolerant and to
adapt his oral production so that the foreigner can easily understand the message.
Intelligibility first and native accent rather extreme are two very general goals. As more
specific and necessary objectives to achieve comfortable intelligibility, the following is
considered:
- Oral comprehension.
- Oral fluency.
- Rhythm and intonation.
Rhythm and intonation are essential to achieve the goal of understanding but also that of
fluency. Rhythm, intonation, and fluency are seen as parallel goals.
When the expression is fluent, this phenomenon generally does not represent any
inconvenience for the speaker or her interlocutor. In some cases it can even be attractive,
depending on the language that is sensed through it.
The students' interest in achieving a "good" pronunciation is fundamental. Likewise, exposure
to the language and contact with interlocutors are determining factors in the more or less
accelerated phonic acquisition of the learner.
 ACCENTUATION AND RHYTHM IN THE ENGLISH LANGUAGE

ACCENTUATION IN THE ENGLISH LANGUAGE

The accent is a phenomenon of prominence that allows to highlight some sounds on

others: some vowels on each other. The tonic vowels are highlighted in front of the
atonous vowels. This prominence is manifested, first, in that the tonic vowels have a
higher tone than the atonous vowels (hence the names "tonic" and "atone"). Also, in that
the tonic vowels are longer than the atones and have a higher intensity. The tonic vowels
are so different from the atones, and so important in comparison, that in many languages
the phenomenon of "vowel reduction" occurs: the atonic vowels lose their own timbre,
their own sound nature, and become indistinct vowels, very brief, that even disappear at
times. This is the case in English, whose 19 vowels become a single neutral vowel when
they are atones; you can also see the phenomenon in French, Portuguese, Catalan, etc.
In Spanish there is no clear vowel reduction, but there is an obvious relaxation in the
atonous vowels, and in sloppy style they also disappear.

RHYTHM IN ENGLISH LANGUAGE

Rhythm is defined as "a strong pattern of sounds, words or musical notes that is used in
music, poetry and dance". The rhythm of the English language depends on two types of
accents. When we say "accent," it means that we emphasize or say a syllable more
strongly than the other parts of a word or sentence, which makes these accented
syllables and words appear louder and notice them more, even if they don't have the
graphic accent, since English doesn't use them.

The intonation of the English language depends on the English-speaking country. That is,
the accentuation, accent and rhythm of English will be different depending on the
geographical situation. The English accent is not the same as Scottish, Australian or
American accents. All accents are different. All accents are taught in English classes.
However, the most prevalent is the one called a "standard accent".
TYPES OF ACCENTUATION
 Syllabic accentuation
The syllabic accent refers to a syllable (or segment of a word) that is accentuated
more than the other syllables in the word. While it's intuitive for English speakers,
students can see patterns that will help them remember which parts of the word to
accentuate. Because in English the accent is never graphic (i.e., it is not seen when
writing a word, even if that word is accentuated) the patterns of silabic accent in
English are not as regular as in other languages and memorizing the rules requires
patience and a lot of listening practice! In addition, knowing how to read the phonetic
version of a word (found in dictionaries or pronunciation guides) is very useful for
English learners, as the phonetic pronunciation guide will also indicate which syll
record the accent wears. An example of a silabic accent with the part that bears the
accent highlighted in bold:
 Happy birthday!
 English student
 Identification

In each of these cases, the speakers say the bold parts much louder and with more
emphasis. If you put stress on the wrong syllable (if, for example, you say "Happy
birthday!") People will probably understand you, but they will notice that your
pronunciation is strange.

 Prosodic accentuation
Prosodic stress refers to a word (or parts of a word) that is stressed more than others
in a sentence. Some words are accented for different reasons. Sometimes, it is
because they are important for the meaning of the sentence, because they are an
interrogative word or because they clarify or distinguish something. For example:
 What time is it?
 I’m going to a birthday party.
  Would you like coffee or tea?

FEATURES
 The lexical accent, which in many languages is phonologically relevant and helps
segment a sentence into words. In languages like Spanish, where the lexical accent is
phonologically relevant, 1 only one syllable of each word has a primary lexical accent
(ˈ), in long words there may be secondary lexical accents (ˌ), as in simultaneously
([si.mul. ˈTa.ne.a.ˌmen.te]). These types of accent are phonologically predictable.
 The sentence accent, which has to do with the phenomena of intonation and
topicalization. And it is not a characteristic of the word itself but of the complete
sentence or the statement. It can be influenced by pragmatic factors.

The term "prosodic accent" is therefore ancient. In English and most of the scientific
literature the term prosodic stress is increasingly used as a synonym for sentence stress.
On the other hand, the term lexical stress is reserved for the phonologically relevant
accent of words.

 Standard accent: Basically, the standard accent is based on accentuating the

keywords of the sentence. All sentences have semantic loaded words that give the
information. For example, in the sentence “I have bought a new car” the keywords are
“bought” (bought) and “car” (car). When we say this phrase, we have to emphasize
those keywords by stressing the stressed syllables: “He has bought (booot) a new car
(caaar)”.
 Accent of vowel and consonant sounds: This characteristic of the English language
is the same for all accents. It is a typical feature of English. Consonants are joined or
connected with vowels, the same vowel sounds and the same consonant sounds. That
is, when a word ends in a consonant it is joined with the next word if it begins with a
vowel. For example, if we say the phrase "He has bought a car" we join the final "T" of
bought with the "A". When the final vowel of one word matches the initial of the next,
the sounds are also joined. In the example, "The iglu is made from ice" we make the
 link with the sound "I" for "the" and the letter "I" for iglu. When the consonant sounds
match, we also make the connection. Example, in the sentence "My teacher talked to
me" we connect the sound "T" from the "ed" of "talked" and the letter "T" from "to".

HOW TO HAVE A GOOD PRONUNCIATION IN ENGLISH

To pronounce well in English, you need to be aware of these new sounds, nuances, different
intonations, tonic accent and the rhythm of the language. Teaching English in school tends to
place great importance on written competence and not on oral or pronunciation. However,
pronunciation and phonetics are far more important than grammar to make themselves
understood in English. It is not easy to practice oral prowess in a class with many scattered
students, but we are in the ideal situation and you can say that it is not entirely impossible,
with a good method and doing exercises at home you can have a very good accent
Stage 1: Learn a minimum of English phonetics
The English phonetic alphabet allows us to identify all sounds in English. The sounds are
different from those we have in Spanish and there are even many sounds that we do not
have in our phonetics. This is why learning English phonetics is one of the first steps to
speaking English well.
 Why learn a minimum of English phonetics?
 Be aware of all the sounds in English that do not exist in Spanish (very often,
not even our brain distinguishes those sounds).
 Be aware of the different intonations, the tonic accent and the rhythm of the
language.
 Train our ears (or, even more, our brain) to distinguish these new sounds and
train our oral apparatus to reproduce them.
Stage 2: Learn the correct pronunciation of the base vocabulary
Re-learn basic vocabulary in English that you already know, but concentrating on
pronunciation. To do this, you can use audio resources recorded by native speakers to
help you work on pronunciation.
 This helps to automatically optimize your learning, as you learn vocabulary while working
on correct pronunciation.
Stage 3: Listen
Without a doubt, listening daily English is an essential step in the study, as you get used
to the hearing aid listening to English very often. In this way, it is easier for each sound to
look at our long-term memory and we can speak English much more correctly.

 Suggestions
 Listen to many resources in English concentrating on pronunciation.
 Listen to English through English movies or television series.
Stage 4: Practice
How to practice English pronunciation?
 Sing songs in English: You can make a list of your favorite songs by accessing
the best platforms to learn English with songs, sing children's songs in English.
 Recite poems and texts from English literature
 Talk to English speakers: You can chat with native speakers or find people to talk
to in English.
 CONCLUSION
In conclusion, in the ability to acquire an expert pronunciation of a foreign language there are
large individual differences, conditioned by both linguistic and affective factors and, therefore,
it is possible for the teacher to use a well-informed eclecticism when teaching pronunciation
to his students. Likefully, the fact that the teacher knows and master’s concepts such as
accent, rhythm and intonation is nevertheless a condition in understanding the mechanisms
of possible interference in the pronunciation of the student to, from adequate information on
the various strategies, facilitate the integration of the sounds of the foreign language.
Rhythm and intonation are essential to achieve the goal of understanding, but also that of
fluency. Rhythm, intonation and fluency are considered parallel targets.
 BIBLIOGRAPHIC REFERENCE

Cantero, F. J. (1994). La cuestión del acento en la enseñanza de lenguas. Problemas y

Métodos de La Enseñanza Del Español Como Lengua Extranjera. Actas Del IV
Congreso Internacional de La Asociación Para La Enseñanza Del Español Como
Lengua Extranjera. {M}adrid, 7-9 de Octubre de 1993, 247–256. Retrieved from
http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/04/04_0247.pdf

Rigol, M. B. (2005). La pronunciación en la clase de lenguas extranjeras. Phonica, 1(0), 1–

27.

SETHI, J., SADANAND, K., & JINDAL, D. V. (2004). a Practical Course in English
Pronunciation. 4, 2(jw), 232. Retrieved from http://books.google.com/books?
id=nqIEVFF5WM8C&pgis=1