What is word stress primary and secondary stress

In
linguistics, stress
is
the relative emphasis that may be given to certain syllables in a
word. It comprises five features:

It is l-o-n-g-e-r –
com-p-u-ter

It is LOUDER — comPUTer

It has a change in pitch from
the syllables coming before and afterwards. The pitch of a stressed
syllable is usually higher.

It is said more clearly. The
vowel sound is purer. Compare the first and last vowel sounds with
the stressed sound.

It uses larger facial
movements. Look in the mirror when you say the word. Look at your jaw
and lips in particular.

Degrees of word stress

English is
commonly believed to have three levels of stress – primary
stress

(in stressed syllable), secondary
stress (in half-stressed syllables), and weak (in unstressed
syllables).

The mark
(`) is used to indicate primary stress, secondary stress is marked by
(,).
A large group of polysyllabic simple words nave both primary and
secondary word stresses, eg ,conver`sation.

Position of the word stress

Word stress in English as well
as in Ukrainian is free, in the sense that the primary stress is not
tied to any particular syllable in all the words. But it always falls
on a particular syllable of any given word. The position of the word
stress is the product of its historical development.

Some ‘rules’ of word
stress

There are patterns in word
stress in English but, as a rule (!), it is dangerous to say there
are fixed rules. Exceptions can usually be found.

Here are some general
tendencies for word stress in English:

1. In a
monosyllabic
word

(a word that consists of a single syllable like cat) and most
disyllabic
words

(a word consisting of two syllables like monkey) the stress falls on
the initial syllable, eg `apple, `table, `happy (the exceptions are
ho`tel, la`goon).

2. In most
polysyllabic
words

stress falls on the third syllable from the end of the word, e.g.
`family, `cinema.

This stress pattern is
especially typical of polysyllabic words with suffixes:


ify classify, terrify, humidify, personify, solidify


ate operate, exaggerate, associate, integrate, certificate


ize apologize, criticize, recognize, computerize


logy biology, sociology, anthropology, psychology


graphy / grapher autobiography, photography, geographer


logist biologist

But exceptions are usually
found.

The stress falls on the second
syllable from the end of the word before the following suffixes:


ial memorial, financial, artificial, essential


ual visual, unusual, intellectual, individual


ian Canadian, vegetarian, pedestrian, politician


sion explosion, occasion, conclusion, permission


tion definition, production, situation, qualification


ient ancient, sufficient, efficient, deficient, proficient


cious delicious, conscious, suspicious, judicious


tious ambitious, cautious, superstitious, conscientious


ic academic, energetic, fantastic, terrific, realistic


ary secretary, necessary, contemporary, vocabulary


ous dangerous, mysterious, spontaneous, simultaneous


ible edible, flexible, incredible, impossible


ity ability, necessity, publicity, possibility, humidity


meter kilometer, parameter, speedometer, thermometer

The stress falls on the final
syllable by the following suffixes:


ee employee, refugee, trainee, referee


eer engineer, career, volunteer

— ese Chinese, Japanese,
Portuguese

— ique unique, antique,
technique

3. 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:

Noun

Verb

Example

record present conduct
suspect

desert

record

present
conduct

suspect

desert

The bank recorded a new
record yesterday.

He
presented his wife with a beautiful present.

They’re
conducting a study into his conduct.

The
suspect was suspected of robbing the bank.

The
desert is so dry that it is usually deserted

4. Most
words of more that four syllables have two stresses: primary
and secondary
.
The primary stress usually falls either on the third or second
syllable from the end.

In words
with the primary stress on the third syllable the secondary stress
usually falls on the first syllable, eg ,deco`ration.

If the
primary stress falls on the fourth or fifth syllable the secondary
stress is very commonly on the second syllable: ar,ticu`lation,
ex
,perimen`tation.

Consequently
the position of the secondary stress is often that of the primary
stress in the original word, i.e. in the word from which the
derivative word is formed: ‘possible
— possi`bility, ap`preciate — ap,preci`ation.

5. Some
English words have two
primary stresses
,
the second being the nuclear one.

The
following groups of words have two primary stresses:

(a)
polysyllables with separable prefixes haying a distinct meaning of
their own:


negative prefixes un-, dis-. non-, in- (and its variants ir-. il-,
im), eg: ,un’able,
,un’known,
,unem’phatic,
,unpre’pared,
,disap’pear,
,discon`nect,
,disbe’lief,
,non’smoker,
,non’final,
,non’union,
,incon’venient,
,in`artistic,
,in’accurate,
,il`literate,
,il’legal,
,imma’terial,
,ir`regular,
,ir`responsible.

re-
(meaning repetition), eg: ,re’wi’ie,
,re`organize,
,reu’nite

mis-
(meaning wrong), eg: ,misunder’stand,
,mis’print,
,mis’count

pre-
(meaning ‘before’, ‘earlier’), eg: ,pre’paid,
,pre-‘war,
,prehis’toric

ex-
(meaning ‘former’), eg: ,ex-‘minister,
,ex-‘champion,
,ex-‘husband

under-,
sub-
(meaning ‘subordinate’), eg: ,under`charge,
,under`secretary,
,sub`conscious,
,subdi`vide

inter-
(meaning ‘among’), eg: ,inter`course,
,inter`change,
,inter`view

— some
other rarely used prefixes like
anti-, vice», ultra-, out-,
eg antifascist,
vice-president, ultra-fashionable, outspread.

Note that
very
common words with these prefixes

sometimes lose the stress on
the prefix in everyday usage, eg; un’usual,
im’possibie, mis’take; the
stress on the prefix is also lost in words which are not used without
these prefixes, eg dis’
courage
(v), dis’dain.

(b)
numerals from 13 to 19 including (otherwise in oral speech they might
be easily mixed with such numerals as 30, 40,
50…
90).

(c)
compound numerals, eg ‘twenty-‘
three.

(d)
compound adjectives,
eg: ‘well-‘known,
‘absent-‘minded, ‘kind-‘hearted.

(e)
compound verbs consisting of a verb followed by a post-position or a
preposition-like adverb which changes the primary meaning of the verb
and as a result of it becomes very important and obtains a strong
stress, eg to ‘give
‘in, to ‘put ‘on, to ‘take ‘off, to ‘try ‘on.

6.
Word
stress in compounds (words composed of separable root morphemes)
depends on the semantic weight of the elements. When the first
element determines, restricts the second one or introduces some
contrast it is stressed while the second element of the compound
remains unstressed though the stressed vowel of the second element
retains its qualitative and quantitative prominence.

This is the
case with the majority of compound nouns. They are usually
single-stressed, eg: ‘reading-room,
‘writing-table, apple-tree, ‘suitcase, ‘raincoat, ‘music-hall,
‘blackboard, ‘fountain-pen, ‘deadline,
‘classroom,
‘software,
‘typewriter,
‘policeman,
‘airplane,
‘bus
station, ‘air
conditioner, ‘sports
car, ‘credit
card, ‘stock
market, ‘Great
wall.

This type
of word stress in compound nouns differentiates compounds from word
combinations in which every word has a stress, compare:

‘blackbird
— дрозд
‘blackboard
— классная
доска

‘goldfish
— золотая
рыбка

‘strong-box
— сейф

‘black
‘bird — черная
птица

‘black
‘board — черная
доска

‘gold
‘fish — рыба
золотого
цвета

‘strong
‘box — крепкий
ящик

Double-stressed
compound nouns are comparatively rare. In such compounds both
elements are equally important, eg ‘gas-‘stove,
‘gas-‘ring, ‘absent-‘mindedness, ‘ice-‘cream.

Compound
adjectives have generally two stresses for both elements are equally
significant in them, eg: ‘clean-‘shaven,
‘well-‘bred, ‘bare-‘footed, ‘broad-‘shouldered; ‘first-‘class,
‘home-‘made, ‘bad-‘tempered, ‘good-‘natured, ‘absent-‘minded,
‘clean-‘shaven, ‘close-‘shaded, ‘old-‘fashioned.

Compound
adjectives with only one stress on the first element occur when the
second element is semantically weak, and add little meaning to the
first element, eg ‘spring-like,
‘childlike, ‘oval-shaped, ‘square-shaped, ‘yellowish-looking,
‘bottle-shaped, ‘heavy- looking.

Compound
verbs have stresses on both elements as they are of equal semantic
significance, but more strongly on the second word, eg ‘give
‘in — ‘give ‘out, ‘turn ‘on — ‘turn ‘out.

Their noun equivalents have
stress on the first part, compare:

Noun:

Verb:

Here’s
the ‘printout.

She’s a
‘dropout.

Where’s
the ‘checkout
counter?

There
was a ‘holdup
at the bank. This clearly is a ‘setup.

He
,printed
it ‘out.

She
,dropped
‘out.

Can I
c,heck
it ‘out?

,Hold
up your ‘hand.

I’ll
,set
‘up
a meeting for you

Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]

  • #
  • #
  • #
  • #
  • #
  • #
  • #
  • #
  • #
  • #
  • #

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.

Don’t forget to subscribe to our Youtube channel!

See you next time!

We are moving beyond the phonetic sounds of English now. We’re going to focus on some other important parts of pronunciation:

  • stress
  • rhythm
  • intonation

A good way to practice these aspects of pronunciation is to do a practice called shadowing or parroting. The term “parroting” gets its name from how parrots copy human voices.

When you are practicing you should choose something a video to listen to and repeat everything they say about or or two seconds later.

Here is another video. The parrot doesn’t say much but the woman has an expressive voice. Try parroting her. I recommend that in the YouTube setting you change the playback speed to 0.5.

Review

Write the IPA for the following sentences.

Find the answer at the bottom of the lesson.

Words are divided into syllables. The vowel is the main unit of a syllable. If you count the separate vowel units then you know how many syllables there are.

One-syllable words

  • I
  • go
  • come
  • buy
  • thought
  • strengths

Two-syllable words

  • ago
  • seller
  • buyer
  • happen
  • thinking
  • strengthen

How many syllables are in these words?

Word Stress

In words with more than one syllable, some syllables are stressed and some are unstressed.

Stressed syllable

You put a stress mark in front of the stressed syllable. In both of the examples below, the second syllable is stressed.

  • a’bandon
  • un’tie

Stressed word

You can even have stressed words in a phrase.

  • ‘ball game
  • put ‘on

Primary stress and secondary stress

In longer words you often have a strong stress and a weak stress. The strong stress is called the primary stress and it uses a high mark ( ‘ ) before the strongly stressed syllable. The weak stress is called the secondary stress and it uses a low mark ( ˌ ) before the weakly stressed syllable.

  • ˌmultipli’cation
  • comˌmuni’cation

Stress Patterns

‘1-2

  • minus
  • judgment

1-‘2

  • disease
  • around

‘1-2-3

  • vigilance
  • emphasis

1-‘2-3

  • abandon
  • delicious

ˌ1-2-‘3

  • guarantee
  • overlook

‘1-2-3-4

  • memorable
  • personally

1-‘2-3-4

  • mechanical
  • catastrophe

ˌ1-2-‘3-4

  • education
  • economic

ˌ1-2-‘3-4-5

  • mathematical
  • indeterminate

1-ˌ2-3-‘4-5

  • communication
  • pronunciation

Multi-word stress rules

Compound nouns

If you have two nouns in a single word, then the first noun is stressed.

  • raincoat
  • policeman
  • classroom
  • birthday
  • bathroom

This is true even when the two words are separated:

  • train station
  • birthday party
  • apartment building

Phrasal verbs

If you have a verb plus an adverb, then the adverb is stressed:

Verb + Adverb

  • put on
  • look up
  • wash out

However, this may change if the verb takes an object.

Put ‘on your ‘coat. ‘Put your ‘coat on. ‘Put it ‘on.
Look ‘up the ‘word. ‘Look the ‘word up. ‘Look it ‘up.
Wash ‘out the ‘bowl. ‘Wash the ‘bowl out. ‘Wash it ‘out.

http://www.aepronunciation.com/wp-content/uploads/2021/04/11-20.mp3

http://www.aepronunciation.com/wp-content/uploads/2021/04/11-22-1.mp3

If you have a phrasal verb with a preposition, then the verb is stressed, not the preposition.

Verb + Preposition

  • look at  –  ‘look at the ‘bird
  • listen to  –  ‘listen to ‘music

Other compound words

Generally if you have an adjective plus a noun, both words are stressed:

  • blue car
  • big dogs
  • long legs

However, if the two words become a single meaning, then the first word is stressed. Compare the following examples:

a ˈwhite ˈhouse The ˈWhite House
a ˈblack ˈboard a ˈblackboard
a ˈgreen ˈhouse a ˈgreenhouse
a ˈdark ˈroom a ˈdarkroom
a ˈbig ˈbird ˈBig Bird

Check out this page for more.

Sometimes there are interesting differences in meaning when you stress different words:

  • English teacher
  • baby doctor

Homework

Find five more example words for each of the stress patterns above.

Answer to IPA dictation problem

dɛlə hæd bɛn seɪvɪŋ fɚ mʌnθs  bəd ɑl ʃi hæd wəz wʌn dɑlɚ ɛn eɪɾi sɛvən sɛnts

Word stress is the specific stressed syllable in the pronunciation of a particular word.

A great number of words in English only have one syllable (for example go, eat, wait, eight, house, prince, friends, thieves, straight, etc.). In these cases the stress can only be located in that syllable.

In longer words the stress can lie in any syllable:

  • First syllable: doctor; handicap; testimony; capitalism;
  • Second syllable: alone; important; comparison; sophisticated;
  • Third syllable: understand; controversial; university;
  • Fourth syllable: configuration; experimental; responsibility

While on the subject, as in all aspects of language, a constantly-evolving mode of communication among human beings, the stress on words can also shift over time.[1]

IPA symbol[edit | edit source]

In IPA the primary stress is marked with a small raised vertical line preceding the stressed syllable: doctor /ˈdɒktər/, hotel /həʊˈtel/, experience /ɪkˈspɪərɪəns/, professional /prəˈfeʃənəl/.

Secondary stress[edit | edit source]

Long words may have an extra stress, the second most stressed syllable in the word.

The secondary stress is marked with a small lowered vertical line preceding the stressed syllable: information /ˌɪnfərˈmeɪʃən/, understand /ˌʌndərˈstænd/, represent /ˌreprɪˈzent/.

Words with secondary stress are pronounced as if they were two different words, and one of them has the primary stress: infor-mation, under-stand, repre-sent. If a word has two secondary stresses it is pronounced as three small words: onomatopoeia /ˌɒnəˌmætəˈpiːə/ ono-mato-poeia; heterosexuality /ˌhetərəˌsekʃuːˈælətiː/ hetero-sexu-ality.

Some general rules[edit | edit source]

First syllable Second syllable
Nouns coffee — expert — water canal — hotel
Verbs argue — follow agree — complain — regret

Nouns, etc.[edit | edit source]

What is said here about nouns is also valid for other parts of speech, except verbs.

Two syllables[edit | edit source]

  • Two-syllable nouns often, but not always, have the stress on the first syllable:
Nouns: coffee — country — effort — engine — exit — expert — export — increase — level — morning — number — people — pepper — problem — record — rescue — second — sentence — system — water
Other parts of speech: after — any — central — little — many — mental — only — other — over — something — very

Exceptions:

Nouns: aˈmount — atˈtack — atˈtempt — caˈnal — conˈtrol — deˈfence — deˈmand — diˈsease — eˈclipse — efˈfect — exˈcept — exˈtinct — hoˈtel — Juˈly — maˈchine — poˈlice — reˈceipt — reˈply — reˈport — reˈsearch — reˈsult — sucˈcess — supˈport
Other parts of speech: aˈbove — aˈbout — aˈgain — aˈgainst — aˈhead — aˈlone — alˈthough — aˈmong — aˈround — aˈware — aˈway — beˈcause — beˈfore — beˈhind — beˈlow — beˈtween — eˈnough — perˈhaps — toˈday — unˈtil — uˈpon — withˈin — withˈout

Three syllables[edit | edit source]

  • Stress in the first syllable
animal — benefit — company — definite — ˈexerˌcise — family — general — gentlemen — government — handicap — recipe — secretaryBrEyesterday
  • Stress in the second syllable:
aˈnother — beˈhavior — comˈposer — Deˈcember — deˈparture — deˈtective — eˈmotion — eˈxample — exˈpensive — goˈrilla — reˈmainder
  • Stress in the third syllable:
ˌafterˈnoon — ˌanyˈmore — ˌengiˈneer — ˌguaranˈtee — ˌoverˈseas — ˌrefuˈgee — ˌsevenˈteen — ˌvolunˈteer

Four or more syllables[edit | edit source]

  • Stress in the first syllable
actually — ˈmiliˌtaryAmEnecessary — ˈsecreˌtaryAmEtelevision
  • Stress in the second syllable:
acˈtivity — exˈperience — deˈvelopment — poˈlitical — seˈcurity
  • In nouns ending -isation or -ization, we stress the /eɪ/:
ˈciviˌlise – ˌciviliˈsation; ˈimprovise – improviˈsation; organise – organiˈsation; privatise – privatiˈsation;
  • Stress in the third syllable:
ˌcateˈgorical — ˌcontroˈversial — ˌenterˈtainment — ˌindisˈtinguishable — ˌinforˈmation — ˌinterˈmittent — ˌreproˈducible — ˌuniˈversity
  • Stress in the fourth syllable:
ˌcharacteˈristic — conˌfiguˈration — ˌetymoˈlogical — matriculate

Verbs[edit | edit source]

Two syllables[edit | edit source]

  • verbs with two syllables often, but not always, have the stress on the second:
aˈgree — apˈply — arˈrive — beˈcome — beˈgin — beˈlieve — comˈpare — comˈplain — comˈply — deˈcide — deˈclare — deˈfy — deˈpend — disˈcuss — enˈjoy — exˈplain — exˈport — forˈget — imˈprove — inˈclude — inˈcrease — inˈvite — preˈpare — preˈtend — preˈvent — proˈvide — reˈceive — reˈcord — reˈfer — reˈfuse — reˈgret — reˈmain — reˈpeat — reˈply — reˈport — reˈspect — reˈsult — reˈturn — reˈveal — reˈwind — sugˈgest

Exceptions: answer — argue — cancel — centerAmE/centreBrEcolorAmE/colourBrEdiffer — edit — enter — exit — figure — follow — happen — issue — level — limit — matter — market — offer — open — order — question — reason — silence — study — value — visit

Three syllables[edit | edit source]

  • Stress in the first syllable
benefit — evidence — dominate — educate — hesitate — indicate — influence — multiply
Many verbs ending in «-iseBrE/-ize»: civilise/civilize — organise/organize — realise/realize — recognise/recognize
  • Stress in the second syllable
conˈtinue — conˈsider — deˈvelop — reˈcover — reˈmember
  • Stress in the third syllable
decomˈpose — recomˈmend — underˈstand

Four or more syllables[edit | edit source]

  • Stress in the second syllable
apˈpreciate — apˈpropriate — asˈsociate — coˈmunicate — exˈperiment — iˈdentify — exˈperience — eˈvaluate
Some verbs ending in «-iseBrE/-ize»: comˈmercialise/comˈmercialize — faˈmiliarise/faˈmiliarize — priˈoritise/priˈoritize
  • Stress in the third syllable
deconˈtaminate — ˌmanuˈfacture

The letter e[edit | edit source]

There are many words which have «e» in the first syllable. In many cases if you know the stress you can predict the pronunciation and viceversa

Stress in first syllable Stress in second syllable
/e/ general — level — yesterday technique
/ɪ/ pretty belief — prepare — refuse
  • Most words with the first e pronounced like /ɪ/ are stressed in the second syllable.
Nouns: belief — December — defence — demand — departure — detective — eclipse — ellipse — emotion — example — except — expensive — experience — extinct — receipt — report — research — result
Verbs: become — begin — believe — decide — declare — defy — depend — enjoy — evaluate — explain — experience — prepare — pretend — prevent — receive — recover — refer — refuse — regret — remain — remember — repeat — reply — report — respect — return — reveal — rewind
Other parts of speech: because — before — between
  • When the first e is the stressed syllable, it is usually pronounced /e/:
Nouns: beggar — benefit — celery — ceremony — effort — engine — exercise — exit — expert — general — gentlemen — level — mechanism — pepper — recipe — record — rescue — second — secretary — sentence — vegetable — yesterday
Verbs: detonate — edit — educate — enter — exit — hesitate — level
Other parts of speech: central — definitely — federal — mental

This is particularly noticeable in many verbs which have the same spelling for the noun; See Heteronym.

export (v.)export (n.); record (v.)record (n.);

Exceptions:

First syllable

/ɪ/: England — English — pretty
/iː/: decent — detail — even — female — legal — Peter — previous — recent — region — retail — secret — sequence — vehicle
Second syllable

/iː/: replay
/e/: technique
Third syllable

/e/: celebration

Heteronyms[edit | edit source]

Many heteronyms have a difference in stress. In many cases a noun is stressed in the first syllable and a verb is stressed in the second.

Noun-verb
  • ˈattribute (n.) — atˈtribute (v.); ˈcontract (n.) — conˈtract (v.); ˈexport (n.) — exˈport (v.); ˈinsult (n.) — inˈsult (v.); ˈrecord (n.) — reˈcord (v.);
Other
  • aˈrithmetic (n.) — arithˈmetic (adj.); ˈinvalid (n.) — inˈvalid (adj.);

Minimal pairs[edit | edit source]

  • ˈdif ˈfer — deˈfer; ˈinsight — inˈcite; ˈinsult (n.) — inˈsult (v.)

Many words that appear to be minimal pairs, with only stress as a difference, also have a vowel change. For example the noun «ˈexport» is pronounced with /e/ and the verb «exˈport» is pronounced with /ɪ/.

Variant pronunciations[edit | edit source]

Some words may be pronounced with stress in different syllables. In some cases there is a regional variation.

  • address/addressAmE — adult/adult — advertisementBrE/advertisementAmEcompositeBrE/compositeAmEcontroversy (traditional pronunciation, both BrE and AmE)/controversy (new pronunciation, peculiarly BrE)[2]kilometre/kilometre — transferenceBrE/transferenceAmE

This is particularly noticeable in French borrowings.

  • balletBrE/balletAmEchauffeurBrE/chauffeurAmE — fiancé(e)BrE/fiancé(e)AmEgarageBrE/garageAmElingerieBrE/lingerieAmE

Many words that have a secondary stress in American English don’t pronunce that vowel in British English:

  • cemetery /ˈseməˌteriː/AmE — /ˈsemətriː/BrE
  • military /ˈmɪləˌteriː/AmE — /ˈmɪlətriː/BrE
  • ordinary /ˈɔːrdənˌeriː/AmE — /ˈɔːrdənriː/BrE
  • secretary /ˈsekrəˌteriː/AmE — /ˈsekrətriː/BrE
  • temporary /ˈtempəreriː/AmE — /ˈtemprəriː/BrE
  • laboratory /ˈlæbrəˌtɔːriː/AmE — /ləˈbɒrətriː/BrE

In other cases the vowel is a schwa in British English.

  • adversary /ˈædvərˌseriː/AmE — /ˈædvərsəriː/BrE
  • capillary: /ˈkæpəˌleriː/AmE — /kəˈpɪləriː/BrE
  • category /ˈkætəɡɔːriː/AmE — /ˈkætəɡəriː/BrE
  • customary /ˈkʌstəˌmeriː/ — /ˈkʌstəməriː/BrE
  • literary /ˈlɪtəˌreriː/AmE — /ˈlɪtərəriː/BrE
  • necessary /ˈnesəˌseriː/AmE — /ˈnesəsəriː/
  • rosemary /ˈrəʊzˌmeriː/AmE — /ˈrəʊzməriː/BrE

Other words don’t have a secondary accent even if they end in «ry»:

  • adultery /əˈdʌltəriː/
  • delivery /dɪˈlɪvəriː/

See also Varisyllabic words.

Unstressed words[edit | edit source]

Main article: Weak form

Many common words can be unstressed in a sentence. For example, «ˌI can ˈswim» has stresses in «I» and in «swim». In «ˌYes, ˌI ˈcan» all words are stressed.

Anticipated pronunciation difficulties depending on L1[edit | edit source]

Preconceived ideas and other interferences from L1 obviously interfere in many cases with how students perceive — and pronounce — sounds/words in English. The following sections aims to point out some of the most typical difficulties teachers and students may encounter regarding pronunciation.

Spanish[edit | edit source]

Many Spanish speakers think that all English words are stressed in the first syllable, and they pronounce *canal, *hotel, *perhaps, *between, or *preliminary. Even the word cartel is pronounced “cártel» by many people when speaking Spanish.[3]

References[edit | edit source]

  1. Crystal, David, “A pronounced change in British speech» PDF format
  2. The Telegraph, The ‘conTROversy’ over changing pronunciations, 5 Feb 2011
  3. Real Academia Española, Diccionario de la lengua española (DLE) cartel2

Like this post? Please share to your friends:
  • What is word processing hardware
  • What is word processing file
  • What is word processing features
  • What is word processing experience
  • What is word processing equipment