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  • Accentuation

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    Soledad Alvarez Elgart
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    The document discusses stress, accent, and prominence in pronunciation. It explores how these terms relate to loudness, pitch, length, and quality of syllables. While stressed syllables are louder, higher in pitch, and longer, not all syllables in words are stressed or prominent. The perception of stress differs from its actual articulation. Factors like the position of a syllable in a word and the surrounding phonetic context help determine which syllable should receive stress or accent.

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    The document discusses stress, accent, and prominence in pronunciation. It explores how these terms relate to loudness, pitch, length, and quality of syllables. While stressed syllables are louder, higher in pitch, and longer, not all syllables in words are stressed or prominent. The perception of stress differs from its actual articulation. Factors like the position of a syllable in a word and the surrounding phonetic context help determine which syllable should receive stress or accent.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    35 views24 pages

    Accentuation

    Uploaded by

    Soledad Alvarez Elgart
    The document discusses stress, accent, and prominence in pronunciation. It explores how these terms relate to loudness, pitch, length, and quality of syllables. While stressed syllables are louder, higher in pitch, and longer, not all syllables in words are stressed or prominent. The perception of stress differs from its actual articulation. Factors like the position of a syllable in a word and the surrounding phonetic context help determine which syllable should receive stress or accent.

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    © All Rights Reserved
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    of 24

    ACCENTUATION

    Stress = Accent = Prominence =


    Loudness?

    Cruttenden, A. (2014). Gimson’s Pronunciation of English (8th ed.). London and New York. Routledge. pp. 24-25.
    Roach, P. (2010). English Phonetics and Phonology (4th ed). CUP. p. 79.
    So, WHAT IS ‘STRESS’, ‘ACCENT’,
    ‘PROMINENCE’?

    Dale, P. and Poms, L. (2005).English Pronunciation Made Simple. Pearson Education. p. 84.

    Underhilll, A. (1998). Sound Foundations. Macmillan Heinemenn. p. 65


    (Dale and Poms p. 84)

    (Underhill p. 52)
    (Cruttenden p. 241)
    Finch, D. and Ortiz Lira, H. (1982). A Course in English Phonetics for Spanish Speakers. London. Heinemann. p.87

    (Cruttenden p. 241)
    What are the characteristics of
    stressed/accented/prominent syllables?

     Pitch
     Loudness/Stress
     Quantity/Length
     Quality
    (Cruttenden p. 242)

    (Roach p. 74)
    (Cruttenden p. 243)

    (Roach p. 74)
    (Cruttenden p. 243)
    (Roach p. 74)
    Are ALL syllables in a word
    stressed/accented/prominent?

    (Underhill p. 53)
    Kenworthy, J. (1988). Teaching English Pronunciation. Longman Handbooks for Language Teachers.

    (Finch and Ortiz Lira p. 88)

    Ponsonby, M. (1982). How Now, Brown Cow? Prentice-Hall International English Language Teaching.
    (Roach pp. 74-75)

    (Finch and Ortiz Lira p. 89)


    (Cruttenden p. 244)
    How does ARTICULATION of
    Accent/Stress/Prominence differ from PERCEPTION?
    (Roach pp. 73-74)
    Which syllable shall be ACCENTED?

    (Underhill p. 55)
    (Roach p. 76)
    (Cruttenden p. 244) Kelly, G. (2000). How to teach Pronunciation. Pearson Education Limited.

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