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 desert |
record present suspect desert |
The bank recorded a new He They’re The The |
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
‘goldfish
‘strong-box |
‘black
‘black
‘gold ‘strong |
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
She’s a
Where’s There |
He
She
Can I
,Hold I’ll |
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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!
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?
- antidisestablishmentarianism
- supercalifragilisticexpialidocious
- pneumonoultramicroscopicsilicovolcanoconiosishttp://www.aepronunciation.com/wp-content/uploads/2021/04/11-3-3.mp3
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 — secretaryBrE — yesterday
- 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 — ˈmiliˌtaryAmE — necessary — ˈsecreˌtaryAmE — television
- 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/centreBrE — colorAmE/colourBrE — differ — 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/advertisementAmE — compositeBrE/compositeAmE — controversy (traditional pronunciation, both BrE and AmE)/controversy (new pronunciation, peculiarly BrE)[2] — kilometre/kilometre — transferenceBrE/transferenceAmE
This is particularly noticeable in French borrowings.
- balletBrE/balletAmE — chauffeurBrE/chauffeurAmE — fiancé(e)BrE/fiancé(e)AmE — garageBrE/garageAmE — lingerieBrE/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]
- ↑ Crystal, David, “A pronounced change in British speech» PDF format
- ↑ The Telegraph, The ‘conTROversy’ over changing pronunciations, 5 Feb 2011
- ↑ Real Academia Española, Diccionario de la lengua española (DLE) cartel2