ABSTRACT
This chapter explores the essential information about how differences exist between stresses that occur in individual words and those that occur in connected speech, and how these aspects operate at sentence level. It focuses on the collaborative role in shaping the rhythm of English speech. Rhythm arises from the occurrence of similar or like events. The concept of musical rhythm is perhaps even more established than speech rhythm and would be an appropriate starting point to talk about the concept of rhythm. The chapter examines how early research highlighted the difficulties in adopting the typological rhythmic classifications of stress-timing, syllable-timing and mora-timing for the world's languages. In order to discuss the implications of rhythmic research on pronunciation practice that is teaching and learning, it is necessary to consider some of the more relevant findings. The chapter ends with some suggestions about how to incorporate some of these ideas in pronunciation teaching in English as an international language, EIL pronunciation classroom.
