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Synonyms for Stress-free. (2016). Retrieved 2023, April 13, from https://thesaurus.plus/synonyms/stress-free

Synonyms for Stress-free. N.p., 2016. Web. 13 Apr. 2023. <https://thesaurus.plus/synonyms/stress-free>.

Synonyms for Stress-free. 2016. Accessed April 13, 2023. https://thesaurus.plus/synonyms/stress-free.

Stress in English is often said to be “fixed and free”, by which is meant that for each word it is fixed, but that there is no fixed position in the word where it must occur, unlike Czech, Finnish or Hungarian, for instance, where it is invariably on the first syllable of a word, or Polish, where it is (with very few exceptions) on the penultimate.

However, the ‘fixed’ part of this statement has to be hedged around with all sorts of caveats. The stress placement on individual words can change over time,and one of the most frequent complaints made by older people about ‘the young’, is that they mispronounce words by putting the stress in the wrong place.

For most of the twentieth century, there was an argument over the placing of the primary stress in controversy: should it be on the first or second syllable? Advocates of initial stress claim that as it comes from the Latin CONTRA and VERSIA, clearly this is the ‘right’ place to put it. Unfortunately, etymology is never a safe argument to use. If we take the series photograph, photography, photographic, photogravure, the primary stress moves progressively later through the word: first, second, third, and fourth syllable (or, starting from the end: antepenultimate, antepenultimate, penultimate, final), and yet they all begin with the Greek-origin prefix photo-.

Stress has been shifting like this for a very long time. Balcony was, until the middle of the 19th century, stressed on the second syllable. Vagary and quandary were shown in dictionaries until well after the 2nd World War as being stressed on the second syllable, although  it is difficult to find even very elderly people who don’t smile if you suggest this pronunciation to them. Decade is another word that has changed: from /ˈdekəd/ in the early 20th century to /ˈdekeɪd/ (my pronunciation) and now more and more often /dəˈkeɪd/

The cases of balcony, vagary and quandary suggest that the Germanic tendency to stress initial syllables is working here, but controversy and decade show an opposite movement – perhaps in these instances treating the first syllable as an unstressed prefix. Integral, /ˈɪntəgrəl/ is also moving to /ɪnˈtegrəl/. Likewise preferable and combatant. Other examples, such as contribute, distribute, may indicate that the Germanic pull is stronger than that of the prefix (initial stress is taking over from the traditional 2nd syllable stress), but if that is so, what are we to make of communal, where second syllable stress is increasing in frequency (the Longman Pronunciation Dictionary gives a ratio of 68% to 32% in favour of initial stress for British speakers, but that was in 1990 – the newest edition repeats the figures, although I suspect, on no evidence apart from my own ears, that it is now nearer 50-50)?

Many nouns are traditionally distinguished from the identically spelt verb by stressing the two differently. For example contrast (initial stress – noun; final stress – verb). But there are also many cases where there is traditionally no stress difference (e.g. practice/practise, where the spelling does not affect the pronunciation; and dispute – 2nd syllable stress in both noun and verb). These patterns are also changing: the dispute type is joining the contrastive stress group (again 68% to 32% preference for the traditional pattern according to LPD), while the contrastive group is losing the contrast by stressing the first syllable in both noun and verb (e.g. import and export).

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.

  1. If special prominence in a stressed syllable or
    syllables is achieved mainly through the intensity of articulation,
    such type of stress is called dynamic
    or force stress.

  2. If special prominence in a stressed syllable is
    achieved mainly through the change of pitch, or musical tone, such
    accent is called musical, or tonic.
    It is characteristic of the Japanese, Korean and other oriental
    languages.

  3. If special prominence in a stressed syllable is
    achieved through the changes in the quantity of the vowels, which
    are longer in the stressed syllable than in the unstressed ones,
    such type of stress is called quantitative.

  4. Qualitative type of stress is achieved through the changes in the quality of the vowel under stress.

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.

Stress can be characterized as fixed
and free. In languages with fixed type of stress the place of stress
is always the same.
For example, in
Czech and Slovak the stress regularly falls on the first syllable, in
Italian, Welsh, Polish it is on the penultimate syllable.

In English, Russian and Ukrainian word stress
is free, that is it may fall on any
syllable in a word.
There is some
controversy about degrees of the word-stress terminology and about
placing the stress marks. Most of British phoneticians term the
strongest stress primary,
the second strongest secondary,
and all the other degrees of stress weak.
American descriptivists (B.Bloch,
G.Trager)
distinguish the following
degrees of word-stress : loud, reduced
loud, medial, weak.

H.A.Gleason defines
the degrees of stress as primary,
secondary, tertiary weak.

H.Sweet distinguishes
weak, medium, or half-strong, and
extrastrong, or emphatic stress.

V.A.Vassilyev, D.Jones, K.Kingdon consider
that there are three degrees of word-stress in English:
primary – strong, secondary – partial, weak – in unstressed
syllables.

In spite of the fact that word-accent in the
English stress system is free, there are certain factors that
determine the place and different degree of word-stress.
V.A.Vassilyev
describes them as follows:

  1. Recessive tendency, 2. Rhythmic tendency, 3.Retentive tendency and 4. Semantic factor.

  1. recessive tendency
    results in placing the word-stress on the initial
    syllable, or the second syllable,
    e.g.
    mother, begin;

  2. rhythmic tendency results
    in alternating stressed and unstressed
    syllables, e.g.
    assimilation;

  3. retentive tendency consists
    in the retention of the primary

accent on the parent
word, e.g. as ‘similar
–similar, recommend – recommendation;

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Wondering how to teach English pronunciation more effectively? Here are definitions, examples, techniques and activity ideas for the classroom that may boost your lessons and help your learners be more successful!

Word stress is the emphasis we place in a specific syllable of a word when pronouncing it. In English words that have more than one syllable, we usually don’t pronounce every syllable with the same weight, so each syllable in a word can be stressed or unstressed.

Stressed syllables are louder than the others — i.e. air comes out of our lungs with more power; but they might also be longer, or pronounced with higher or lower in pitch. Syllables that are not pronounced with such emphasis are usually referred to as unstressed syllables, and they are usually not pronounced as clearly as the others.

Some longer words may have more than one ‘strong syllables’, but one of them tends to stand out more than the other. They are referred to as primary and secondary stress, the former being the strongest.

Stress is usually represented in the phonemic chart and transcription by the symbol /ˈ/ placed before the stresses syllable. In words that have secondary stress, we include the symbol /ˌ/ before the appropriate syllable (e.g. everybody: /ˈev.riˌbɒd.i/).

Unlike sentence stress, that frequently changes position according to the speakers’ intention, word stress tends to be fairly invariable. As a result, even when we want to emphasise a word over all others in an utterance, we tend to stick to the usual word stress pattern, making the stressed syllable even longer, louder or more high-pitched.

Because of this relative invariability, mistakes in word stress may lead to more problems with intelligibility than other errors related to pronunciation, so it is crucial that students are made aware of how the word is usually pronounced. Luckily, the same regularity makes stress patterns fairly easy to teach, and it helps students recognise words with less effort.

Next time you’re teaching, consider using the tips below to include work on word stress in your lessons.

1) Draw students’ attention to word stress whenever you teach them a new word

Even though the English language does show some identifiable patterns and ‘rules’ when it comes to word stress, they tend to be rather abstract and might confuse rather than enlighten students. You may increase chances of internalisation of accurate pronunciation, however, if you deal with word stress as an essential characteristic of the new word when teaching it, just like meaning and spelling, for example.

Some patterns may be easier for students to cope with.

2) Make word stress visible

Not only can visual reference can be quite helpful to clarify the pronunciation of words, but it can also provide students with a model they can use to systematise or organise new vocabulary they learn in a more autonomous way.

Here are some examples of how you to illustrate word stress.

3) Correct mistakes in word stress often.

Given its generally invariable character, misplacing word stress may affect intelligibility (arguably, more so than mispronunciation of individual sounds in a word). Therefore, it is of really important that learners be not only taught, but also corrected when they misplace word stress.

Some useful techniques to correct mistakes related to word stress are:

  • Use one of the ways of recording stress above to draw students’ attention to the stress pattern and ask them to try it again.

  • Use different fingers to mark each syllable and point at the one that corresponds to the stressed one.

  • Say that the pronunciation of the word isn’t accurate and give the learner a second chance to get it right.

  • Tap on a surface or clap your hands in a way that illustrates the stress pattern (alternating stronger and weaker sounds).

  • Use drawings or different-sized objects to illustrate the appropriate stress patterns and ask the learner to try to produce it again.

4) Use playful activities to teach or practice pronunciation

Regardless of the age of the learner, activities that involve an element of fun can help lower learners’ affective filter, or anxiety levels, and increase opportunities for internatlisation.

The domino game below was designed for a vocabulary lesson in which pre-intermediate learners are being exposed to new lexis to describe professions and revisiting some occupations they already know.

Stage 1 — Lead-in

Students get in pairs and brainstorm jobs that are common now that weren’t common in the past.

Stage 2 — Language presentation and clarification

Meaning: Students analyse statements with the new lexis and match the highlighted words to definitions.

Example:

«I’m an intern now, but I want to keep working here after I graduate from Uni.

Definition: someone who is finishing their training for a job by getting practical experience.

Teacher than asks some CCQs to check students’ understanding.

Pronunciation: Teacher distributes dominoes and ask students to try to get rid of their pieces just as they would when playing regular dominoes. Instead of numbers, however, they are to match words with similar stress patterns.

Stages 3 and 4 — After this stage, students take part in controlled and less-controlled practice.

CLICK HERE to download a free PDF version of the domino.

CLICK HERE to donwload a blank PDF version of the domino, so you can use it in your lessons on any topic.

I hope this post has been useful to you! Let us know how you teach word stress and if you tried sny new things after reading this.

You can reach us at info@whatiselt.com or on Facebook, Instagram and Twitter @whatiselt.

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See you next time!

Word Stress in English
Word Stress in English
Word stress is your magic key to understanding
spoken English. Native speakers of English use
word stress naturally. Word stress is so natural
for them that they don't even know they use it.
Non-native speakers who speak English to native
speakers without using word stress, encounter
two problems:
1. They find it difficult to understand native
speakers, especially those speaking fast.
2.The native speakers may find it difficult to
understand them.
Understanding Syllables
To understand word stress, it helps to understand syllables.
Every word is made from syllables.
Each word has one, two, three or more syllables.
word
number of syllables
Dog
Dog
1
Green
Green
1
Quite
Quite
1
Quiet
Qui-et
2
Orange
Or-ange
2
Table
Ta-ble
2
Expensive
Ex-pen-sive
3
Interesting
In-ter-est-ing
4
realistic
Re-al-is-tic
4
unexceptional
Un-ex-cep-tion-al
5
Notice that (with a few rare exceptions) every syllable contains at
least one vowel (a, e, i, o or u) or vowel sound.
What is Word Stress?
In English, we do not say each syllable with the same force or strength.
In one word, we accentuate ONE syllable. We say one syllable very
loudly (big, strong, important) and all the other syllables very quietly.
Let's take 3 words: photograph, photographer and photographic. Do
they sound the same when spoken? No. Because we accentuate
(stress) ONE syllable in each word. And it is not always the same
syllable. So the shape of each word is different.
click word to hear
shape
total
syllabl
es
stressed
syllable
PHO TO GRAPH
3
#1
PHO TO GRAPH ER
4
#2
PHO TO GRAPH IC
4
#3
This happens in ALL words with 2 or more syllables: TEACHer,
JaPAN, CHINa, aBOVE, converSAtion, INteresting,
imPORtant, deMAND, etCETera, etCETera, etCETera
The syllables that are not stressed are ‘weak’ or ‘small’ or
‘quiet’. Native speakers of English listen for the
STRESSED syllables, not the weak syllables. If you use
word stress in your speech, you will instantly and
automatically improve your pronunciation and your
comprehension.
Try to hear the stress in individual words each time you listen
to English - on the radio, or in films for example. Your first
step is to HEAR and recognise it. After that, you can USE
it!
There are two very important rules about word stress:
1. One word, one stress. (One word cannot have two
stresses. So if you hear two stresses, you have heard two
words, not one word.)
2. The stress is always on a vowel.
Why is Word Stress Important?
Word stress is not used in all languages. Some languages, Japanese
or French for example, pronounce each syllable with eq-ual em-phasis.
Other languages, English for example, use word stress.
Word stress is not an optional extra that you can add to the English
language if you want. It is part of the language! English speakers use
word stress to communicate rapidly and accurately, even in difficult
conditions. If, for example, you do not hear a word clearly, you can still
understand the word because of the position of the stress.
Think again about the two words photograph and photographer.
Now imagine that you are speaking to somebody by telephone over a
very bad line. You cannot hear clearly. In fact, you hear only the first
two syllables of one of these words, photo... Which word is it,
photograph or photographer? Of course, with word stress you will
know immediately which word it is because in reality you will hear
either PHOto... or phoTO... So without hearing the whole word, you
probably know what the word is (PHOto...graph or phoTO...grapher).
It's magic! (Of course, you also have the 'context' of your conversation
to help you.)
This is a simple example of how word stress helps us understand
English. There are many, many other examples, because we use word
stress all the time, without thinking about it.
Where do I Put Word Stress?
There are some rules about which syllable to stress. But...the rules are
rather complicated! Probably the best way to learn is from experience.
Listen carefully to spoken English and try to develop a feeling for the
"music" of the language.
When you learn a new word, you should also learn its stress pattern. If
you keep a vocabulary book, make a note to show which syllable is
stressed. If you do not know, you can look in a dictionary. All dictionaries
give the phonetic spelling of a word. This is where they show which
syllable is stressed, usually with an apostrophe (') just before or just
after the stressed syllable. (The notes at the front of the dictionary will
explain the system used.) Look at (and listen to) this example for the
word plastic. There are 2 syllables. Syllable #1 is stressed.
example
phonetic spelling:
dictionary A
phonetic spelling:
dictionary B
/plæs'tIk/
/'plæs tIk/
PLAS TIC
Rules of Word Stress in English
There are two very simple rules about word stress:
1. One word has only one stress. (One word cannot
have two stresses. If you hear two stresses, you hear
two words. Two stresses cannot be one word. It is true
that there can be a "secondary" stress in some words.
But a secondary stress is much smaller than the main
[primary] stress, and is only used in long words.)
2. We can only stress vowels, not consonants.
Here are some more, rather complicated, rules that can
help you understand where to put the stress. But do not
rely on them too much, because there are many
exceptions. It is better to try to "feel" the music of the
language and to add the stress naturally.
1. Stress on first syllable
rule
example
Most 2-syllable nouns
PRESent, EXport, CHIna,
TAble
Most 2-syllable adjectives
PRESent, SLENder, CLEVer,
HAPpy
2. Stress on last syllable
rule
example
Most 2-syllable verbs
to preSENT, to exPORT, to
deCIDE, to beGIN
There are many two-syllable words in English whose meaning and
class change with a change in stress. The word present, for
example is a two-syllable word. If we stress the first syllable, it is a
noun (gift) or an adjective (opposite of absent). But if we stress the
second syllable, it becomes a verb (to offer). More examples: the
words export, import, contract and object can all be nouns or
verbs depending on whether the stress is on the first or second
syllable.
3. Stress on penultimate syllable
(penultimate = second from end)
rule
example
Words ending in -ic
GRAPHic, geoGRAPHic,
geoLOGic
Words ending in -sion and -tion
teleVIsion, reveLAtion
For a few words, native English speakers don't always
"agree" on where to put the stress. For example, some people
say teleVIsion and others say TELevision. Another example
is: CONtroversy and conTROversy.
4. Stress on ante-penultimate syllable
(ante-penultimate = third from end)
rule
example
Words ending in -cy, -ty, -phy and deMOcracy, dependaBIlity,
-gy
phoTOgraphy, geOLogy
Words ending in -al
CRItical, geoLOGical
5. Compound words (words with two parts)
rule
example
For compound nouns, the stress
is on the first part
BLACKbird, GREENhouse
For compound adjectives, the
stress is on the second part
bad-TEMpered, old-FASHioned
For compound verbs, the stress is
on the second part
to underSTAND, to overFLOW

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