Essay Sample on English Stress & Intonation: Enhancing Word Understanding

Introduction

Stress in English and, more specifically, phonology refers to a meaningful emphasis that is normally put on word syllable when articulating various words. Similarly, spelled words can be articulated differently through inserting stress at different levels of the syllables of the word'. The topic closely links up with intonation which also deals with word articulation at varying levels. Correct stressing and intonation of syllables in words enhances understanding of words. Some linguists have agreed that accent and stress can be used interchangeably to refer to one concept in phonology. However, accent mostly relates to the personal way of articulating words, and in most cases, the accent is influenced by the topographical location of an individual. This paper, however, unravels the contrary logic behind the topic stress as largely used in linguistics.

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Stress can be applied at the word level, phrase level or sentence level. (Sundara and Victoria Pg 105-116). In all the levels emphasis is normally defined by such features as vowel length, loudness, and pitch. In most cases, stress serves the function of differentiating actions from naming words. For this reason, emphasizing the first syllable of words or in the second-word syllable will give a glimpse as to whether an individual is referring to nouns or verbs. However, some word groups cannot be determined by incorporating the notion of stress. For these particular words, stress can be used variedly depending on the accent of a speaker. The English variety being used in such places, in most cases, determine how these words are articulated. For the second users of the English language, the articulation of these words is not standardized because such users only use the English language as a second language after their first language, which in most cases, is their mother tongue language.

However, learners who use English as their initial language normally have the privilege of understanding the standard way of exerting the correct stress on words that are a bit troubling to emphasis. These word-groups include adjectives, prepositions, adverbs among others. However, the Standard English languages such as Australian English, American English, and British English give a glimpse of how these words can be articulated without necessarily applying the principles of stress on them. The specific ways of transcribing these words give an idea of how thee group of words should be articulated correctly.

Even though linguists have stated specific levels of exerting stress in word syllables as well as sentence level, this rule can never be observed by all speakers of the English language. One of the core reasons why there must always be varying ways in stress use is that not all individuals using English use the language to the standard levels. ( Setter, Jane, and Boikanyego Pg 137-153) Most of the countries universally have adopted the English language only as a measure of international relations, and so even the most reputed heads of officials in these states perhaps are not perfect in language use. Countries found within the African continents more so Uganda, Nigeria among other countries found within the Western parts of the continent have a very peculiar way of stressing words and sentences in general.

Consequently, apart from topography, stress can be violated through various dialects and monolect. Both dialect and mololect strict English language users to adhere to the way of articulating words and sentences based on regional ways. Additionally, every person has specific ways of articulation, and this can also interfere with the established ways of stressing words and sentences. Some individuals have been considered to be the best speakers of the English language because they do not limit themselves to the realms of their regional backgrounds when communicating. In most cases, such individuals do observe language principles when articulating words.

Stress can not only occur with the communicated language. Many times good English speakers incorporate the prosodic features as well as the nonverbal signals to manifest stress of words and sentences. Prosody can be used to show stressed sentences and words when the correct pitches, intonation, and volume are observed. In most cases, when speakers raise their intonations or prolong the vowels in certain words, they try to emphasis those particular words. ( Dabouis and Quentin ). The use of high volumes in words is also an indication of stressed words in a sentence fragment. Consequently, stress can be determined by employing correct nonverbal cues of communication. Apart from the verbal cues of communication such as intonation, volume, and pitch, speakers of a language can use correct facial expressions, appropriate gestures, and correct body movements to indicate stressed words in their articulations. A typical way of showing stress through the nonverbal cues is by employing a kind of serious facial expression when articulating words. However, perfect synchronization of both the verbal and nonverbal cues means to manifest stress can enhance a better understanding of the intended meaning among the audience in all aspects.

Conclusion

To cap it up, stress is an undisputed concept in any language which determines a person's prowess in using that given language. In English, for instance, the concept of stressing majorly implies in nouns and verbs at the word level. Nouns and verbs are stressed differently on their syllables to differentiate them. Generally, nouns are preceded by articles, unlike the verbs. Speakers of the English language should thus consider the standard rules in English when articulating English words and sentences.

Works Cited

Dabouis, Quentin, et al. "Stress in English Long Verbs." 25eme Manchester Phonology Meeting. 2017.

Setter, Jane, and Boikanyego Sebina. "English lexical stress, prominence, and rhythm." The Routledge handbook of contemporary English pronunciation (2017): 137-153.

Sundara, Megha, and Victoria E. Mateu. "Lexical stress constrains English-learning infants' segmentation in a non-native language." Cognition 181 (2018): 105-116.