5. Differences in the position of stress in English, Kazakh and Russian.

In linguistics, stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllables. The word "accent" is often used with this sense, but it may be used for other kinds of prominence; stress specifically may thus be called stress accent or dynamic accent. The stress placed on syllables within words is called word stress or lexical stress. The stress placed on words within sentences is called sentence stress or prosodic stress. The latter is one of the three components of prosody, along with rhythm and intonation. If a syllable is made especially prominent, it is said to be stressed, or accented. The correlation of varying prominences of syllables in a word is understood as the accentual structure of the word or its stress pattern. Dynamic & musical stresses.1) If prominence in an accented syllable is given through the in`tensity of articulation, such type of stress is called dynamic, or force stress. It is observed in English, Russian, Kazakh. (2) If special prominence is achieved through the change of pitch or musical tone, such accent is called musical or tonic. It is typical for Japanese, Chinese, Korean.

Place of stress. Languages are also differentiated according to the placement of word stress. The traditional classification of languages concerning place of stress in a word is into those with a fixed stress and those with a free stress. In English and Russian word accent is free, i.e. it may fall on the first syllable (mother, father), on the second syllable (exam, ignore), on the final syllable (expense, correspond). Shifting stress. At the same time stress in English and Russian can be shifting; it may shift from one syllable to another in different parts of speech (import –to import, ignore – ignorant). Languages with fixed stress are French (on the last syllable, Polish – on the prefinal syllable).

Both in Kazakh and in English, every sentence is made a certain type of tone. It is a necessary component of oral speech. Intonation of concrete sentences may be different for different people, who pronouncing it and it depends on the individual speaker. Yet from this variety it can be identified these intonation types, that are selected characters and carry out communicative, syntax, logic, evaluation and stylistic functions.

When we speak about the communicative value of intonation (i.e its role in communication), we used four types: narrative, question the motivation and exclamation. Their intonation structure is considered in close connection with the lexical and grammatical features of the sentences.

When teaching English pronunciation in Kazakh school each group of sounds and intonation patterns should be considered separately by the teacher, depending on the difficulty of perception and articulation, as well as depending on the similarity of the sound phenomena of the Kazakh language. This makes it possible to determine, taking into account any difficulties should be based learning English pronunciation in Kazakh schools. For example, learning by students of Kazakhs English sound [a:] is a difficulty. Students are apt to replace the English long back vowel [a:] (in the words of garden, star) qualitatively and quantitatively different from Kazakh vowels (a) (in the words of the kaz. bala – eng. child). Consequently, over the sound [a:] teacher has to work longer and hard to prevent the influence of the corresponding sound of the native language learners.

Comparison of the sound structure, stress and intonation of English and Kazakh languages enable brighter revealing their characteristics, their identity and gives the teacher a basis for methods of working on an English accent for the effective exercise of speech.