techniques of teaching word strees in comparison with uzbek

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pdflar.uz; contents introduction………………………………………………………………3 chapter i theroetical foundations of word stress…..6 1.1. word stress and meaning stress in the studied language…………………..6 1.2. comparative analysis of the word stress in the english and uzbek languages………………………………………………………………….10 chapter ii techniques of teaching word strees in comparison with uzbek………………………………………………16 2.1. the peculiarities of word stress in uzbek, karakalpak and english language.16 2.2. stress variations in the uzbek and english interrogative sentences………….22 conclusion…………………………………………………………………26 glossary…………………………………………………………………....27 references…………………………………………………………………29 introduction this course paper explores the intricacies of teaching word stress in english as a foreign language (efl), specifically focusing on comparative techniques relevant to uzbek-speaking learners. the unique phonological systems of english and uzbek present distinct challenges and opportunities for educators. understanding these differences is crucial for developing effective teaching methodologies that cater to the specific needs of uzbek students. president shavkat mirziyoyev, in his address to the nation on the importance of foreign language acquisition, emphasized the critical role …

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dle. the absence of a comparable stress system in uzbek creates a learning gap that requires targeted pedagogical interventions. this course paper addresses this gap by examining current research on teaching word stress and proposing adapted techniques tailored to the needs of uzbek speakers. the study's relevance extends beyond the classroom, impacting the overall communicative competence of uzbek english learners and their ability to navigate international collaborations and opportunities. the growing demand for english language proficiency in various professional fields within uzbekistan further reinforces the urgency of this research. the subject of this course paper:the subject of this course paper is the comparison of effective techniques for teaching english word stress to uzbek-speaking learners. it analyzes the phonological differences between english and uzbek stress patterns, identifies common errors made by uzbek learners, and evaluates various teaching methodologies designed to overcome these challenges. the main object of this course paper:the main …

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of the stress systems in english and uzbek, identifying key similarities and differences that are crucial for instruction. - identify and categorize the typical word stress errors made by uzbek learners of english. - conduct a systematic review of existing methodologies for teaching word stress in english as a foreign language, evaluating their strengths, weaknesses, and overall effectiveness. -adapt and modify selected teaching methodologies to better suit the specific needs and learning styles of uzbek learners. - evaluate the effectiveness of the adapted methodologies through practical application in the classroom setting (or through simulated classroom scenarios). practical value of the course paper:this course paper offers practical value to efl teachers working with uzbek students by providing a targeted and evidence-based approach to teaching word stress. used methods of the course paper: qualitative methods: these will include a thorough review of existing literature on teaching word stress and the phonology of …

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a, m., brinton, d. m., and goodwin, j. m. (1996).teaching pronunciation: a reference for teachers of english to speakers of other languages. new york: cambridge university press] grain - grain grower, cotton - cotton grower. since in many words the stress is on the last syllable, the word stress of the uzbek language is considered dependent stress. there are also many words in the uzbek language where the stress falls on the first or middle syllable. such words are observed in the following categories: 1. in adverbs: new, now, always, always; 2. to pronouns: all, all, something, but, something; 3)-in modal words; certainly, perhaps, apparently; 4) in some auxiliary words; but, but, even, maybe. there are elements in uzbek that are not stressed. in this case: -ku, -u, -yu, mi, chi loadings can be indicated; sen-ku, gordim-ku, let me tell you, what about you, are there. besides these, some adverbs …

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bridge university press.] the change that occurs as a result of the interaction of the sounds in the word in the process of speech is called sound changes. for example: sounds are pronounced not individually, but in a certain order in the structure of the word. this causes the sounds to change. for example: in the word university, when added to the word university, the sound (t) at the end of the word affects the consonant (d) in the suffix, turning it into (t); to be written at the university, from the university = to be spoken at the university, like from the university. sound changes are divided into two types: a) combinatorial changes; b) positional changes. a change in the structure of a word that occurs as a result of the interaction of one or another sound during pronunciation is called a combinatorial change. combinatorial changes are divided into …

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pdflar.uz; contents introduction………………………………………………………………3 chapter i theroetical foundations of word stress…..6 1.1. word stress and meaning stress in the studied language…………………..6 1.2. comparative analysis of the word stress in the english and uzbek languages………………………………………………………………….10 chapter ii techniques of teaching word strees in comparison with uzbek………………………………………………16 2.1. the peculiarities of word stress in uzbek, karakalpak and english language.16 2.2. stress variations in the uzbek and english interrogative sentences………….22 conclusion…………………………………………………………………26 glossary…………………………………………………………………....27 references…………………………………………………………………29 introduction this course paper explores the intricacies of teaching word stress in english as a foreign language (efl), specifically focusing ...

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