Chapter intensive Reading Introduce the topic

CONCLUSION
Using both the auditory and the acoustic method showed that both methods have strengths and shortcomings. The auditory method is very easy to carry out since there is little time expenditure. On the other hand, various studies have proved that this method is not very reliable and valid. Consequently, in order to achieve results that fulfill the quality criteria, the acoustic method should be executed although it is more time-consuming and demands expertise in the usage of the software and in the field of phonetic and phonological features at the suprasegmental level. Any work on aspects of pronunciation can take a long time to show improvements and be challenging for both the students and the teacher, but working on word stress can be fun and over time will help your students to be better understood and more confident speakers. English word stress is traditionally defined as dynamic, but in fact, the special prominence of the stressed syllables is manifested in the English language not only through the increase of intensity, but also through the changes in the vowel quantity, consonant and vowel quality and pitch of the voice.
The analytical question here, which attracted a great deal of attention in the middle decades of the twentieth century, is how many degrees of stress need to be recognized in order to account for all such contrasts, and to show the interrelationships between words derived from a common root, such as `telegraph, tele`graphic and te`legraphy. "Word stress can be defined as the singling out of one or more syllables in a word, which is accompanied by the change of the force of utterance, pitch of the voice, qualitative and quantitative characteristics of the sound, which is usually a vowel. In different languages one of the factors constituting word stress is usually more significant than the others. According to the most important feature different types, of word stress are distinguished in different languages.

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1^ Shavkat Mirziyoyev “On Uzbekistan’s Development strategy”.

2^ Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition.

3^ Goodwin, C. (2003). The body in action. In J. Coupland & R. Gwyn (Eds.), Discourse, the Body and Identity (pp. 19–42)

4^ Palgrave Macmillan. Leaver, B., Ehrman, M., & Shekhtman, B. (2005).

5^ Palgrave Macmillan. Leaver, B., Ehrman, M., & Shekhtman, B. (2005).