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This shows grade level based on the word’s complexity.
[ pruh-nuhn-see-ey-shuhn ]
/ prəˌnʌn siˈeɪ ʃən /
This shows grade level based on the word’s complexity.
noun
the act or result of producing the sounds of speech, including articulation, stress, and intonation, often with reference to some standard of correctness or acceptability: They are arguing about the pronunciation of “forte” again.His pronunciation retains charming traces of his early years in Ireland.
an accepted standard of the sound and stress patterns of a syllable, word, phrase, etc.: He said the pronunciation of “curl” is [kurl], /kɜrl/, not [koil]. /kɔɪl/.
the conventional patterns of treatment of the sounds of a language: the pronunciation of French.
a phonetic transcription of a given word, sound, etc.: The pronunciation of “pheasant” is [fez—uhnt]. /ˈfɛz ənt/.
Rare. an act or instance of declaring publicly; pronouncement: It was but the latest pronunciation of the political double-standard uttered in the course of this scandal.
Obsolete.
- elocution or delivery.
- elegant speech; oratory.
- an act or instance of speaking.
QUIZ
CAN YOU ANSWER THESE COMMON GRAMMAR DEBATES?
There are grammar debates that never die; and the ones highlighted in the questions in this quiz are sure to rile everyone up once again. Do you know how to answer the questions that cause some of the greatest grammar debates?
Which sentence is correct?
Origin of pronunciation
First recorded in 1400–50; late Middle English pronunciacion, from Latin prōnūntiātiōn- (stem of prōnūntiātiō) “delivery (of a speech),” equivalent to prōnūntiāt(us) (past participle of prōnūntiāre “to proclaim, announce, utter”) + -iōn- noun suffix; see origin at pronounce, -ate1, -ion
how to pronounce pronunciation
It may seem odd for the pronunciation of this very word to be an issue; the pronunciation of pronunciation should be evident from its spelling. The vowel in the second syllable is u, said as in the word up. It is not the diphthong ou, as in ouch. However, for some people, the impulse to retain the sound pattern of the familiar verb pronounce is too strong to resist, and we hear this word said as if it were spelled p-r-o-n-o-u-n-c-i-a-t-i-o-n all too frequently. All this is a reminder that the entire subject of “correct” pronunciation is fraught with controversy. Changes from what we heard growing up are often resisted with surprisingly passionate scorn. And yet we know that language is constantly changing, and that many pronunciations once attacked as ignorant are now accepted without question in even the most educated circles. For example, we hear [skiz—uhm], /ˈskɪz əm/, as well as the older [siz—uhm], /ˈsɪz əm/, for schism, and [fawr-tey], /ˈfɔr teɪ/, as well as the historically correct [fawrt], /fɔrt/, for the sense of forte meaning “something that one excels in” (see Pronunciation note at forte1 ). And stress patterns change with new generations: increasingly, [kuhm-pair-uh-buhl] /kəm pɛər ə bəl/ is overtaking [kom-per-uh-buhl] /ˈkɒm pər ə bəl/ for comparable. Language experts seize the opportunity to note and study these changes; language innovation can be fascinating—even exciting. But some deviations from the current norm will not become part of an accepted standard, and as long as the way one speaks remains a marker of one’s education, or one’s ability to perform well in school or in a prospective job, it is best to avoid misguided pronunciations like [pruh-noun-see-ey-shuhn]. /prəˌnaʊn siˈeɪ ʃən/.
OTHER WORDS FROM pronunciation
pro·nun·ci·a·tion·al, pro·nun·ci·a·to·ry [pruh—nuhn-see-uh-tawr-ee, -tohr-ee], /prəˈnʌn si əˌtɔr i, -ˌtoʊr i/, pro·nun·ci·a·tive, adjectivenon·pro·nun·ci·a·tion, noun
Words nearby pronunciation
pronto, pronuclear, pronucleus, pronuke, pronunciamento, pronunciation, pronunciation spelling, prony brake, pro-oestrus, proof, proofing
Dictionary.com Unabridged
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2023
Words related to pronunciation
diction, inflection, utterance, accent, accentuation, elocution, enunciation, intonation, voicing, articulation, drawl, orthoepy, phonemics, phonetics, phonology, speech, syllabification, twang
How to use pronunciation in a sentence
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After drinking in a red Speedo-clad Duchovny—a nod to that infamous X-Files scene—and some haggling over the pronunciation of the word “prescient,” he disappears into a far-away room in his mansion.
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Voice developers no longer needed to dictate the exact pacing, pronunciation, or intonation of the generated speech.
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DENVER — A few hours before the Concacaf Nations League semifinals Thursday, the stadium’s public address announcer practiced pronunciations of player names and other standard declarations to be used before and during the matches.
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ELSA was designed to give them an accessible resource to help improve their pronunciation and confidence when speaking English.
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In some areas of the southern United States, for example, there may be little, if any, difference between the pronunciation of the word “wheel” and “will.”
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Nicki Minaj popularized “yaaasssss” with her song “Yasss Bish” and she claims the pronunciation has roots in drag-queen culture.
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It always surprises you to hear the Arabic pronunciation of words that have entered American parlance.
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Another is Thomas Bender, a onetime HowCast employee who created the YouTube channel Pronunciation Book.
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The transliterated Hebrew terms sprinkled here and there are often incorrect, or the pronunciation badly rendered.
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Others were simply impressed by his perfectly fine pronunciation of the Hebrew words.
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By doing this he in about an hour learned the spelling, pronunciation, and meaning of nearly 100 French words.
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I wonder if you’d mind very much if I called one day to thank you formally for the lesson you gave me in pronunciation?
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This pronunciation of the nasal vowels in French is, as is well known, an important factor in the famous «accent du Midi.»
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Fortunately for the student, the spelling represents the pronunciation very faithfully.
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Their picturesque pronunciation gives their conversation a piquancy which defies imitation.
British Dictionary definitions for pronunciation
noun
the act, instance, or manner of pronouncing sounds
the supposedly correct manner of pronouncing sounds in a given language
a phonetic transcription of a word
Collins English Dictionary — Complete & Unabridged 2012 Digital Edition
© William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins
Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
Is «of» always supposed to be pronounced with the v sound (like «ov»)? Or does it depend on the region (e.g. US, UK) or maybe on the word that follows the preposition?
For example, how would you pronounce the title of this question?
asked Oct 28, 2010 at 8:12
8
In English (well, OK, UK, US, Australian and NZ English, at least, but I suspect all English), «of» is pronounced with the ‘v’ sound, as «ov». This helps to distinguish it from «off», a separate word (meaning «not on»), pronounced with the ‘f’ sound.
b.roth
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answered Oct 28, 2010 at 8:26
gkrogersgkrogers
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10
The word of is often pronounced weakly, and the /v/ sound at the end of of is sometimes pronounced as [f]. The phrase “of course” is a typical example. I think that the /v/ in the word of is often pronounced as [f] before an unvoiced consonant.
Honestly speaking, this came as a surprise to me. As a foreign speaker, I learned the following “rule” at school: the word of in the phrase of course is pronounced with the “f” sound. (A similar “rule” is that the word have in have to is pronounced with the “f” sound.) Learning it as a rule had given me a (wrong) impression that English speakers are aware of it. However, while looking for a material to back up this “rule,” I learned that this is merely a variation of the actual sound of the same phoneme /v/.
answered Oct 28, 2010 at 14:17
Tsuyoshi ItoTsuyoshi Ito
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5
It depends. Formally it’s always «ov.» But it can be shortened to «a», like if you say someone is a «piece a shit», or «cream a the crop.»
Some following words lend themselves better to shortening. For example, saying «I’ve heard a him» is less common (for me anyway) than «I’ve heard ov him.»
answered Oct 28, 2010 at 13:43
ClaudiuClaudiu
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3
According to the Longman Pronunciation Dictionary, the strong form is pronounced as [ɒv] (British) / [ʌv] (US), whereas the weak form is pronounced as [əv]. The informal short form, sometimes written as o’, is pronounced as [ə]. There is no mentioning of any exceptions, suggesting that the of in «of course» (cf. other answers and comments) is pronounced in the same way (not with f). Audio files can be found here. The dictionary points out that «of» is a rare exception of a word where f is pronounced like v.
answered Aug 17, 2014 at 16:25
painfulenglishpainfulenglish
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3
Most native English speakers don’t tend to think about the pronunciation of English words too much — we just sort of say them. But have you ever tried learning another language and realized just how tricky word pronunciation could be?
In this explanation, we’ll look at the importance of pronunciation skills, the symbols we use to transcribe pronunciation, the most important elements of pronunciation in English, and plenty of examples.
Word Pronunciation English
The way we pronounce words can depend on several things. Of course, a word’s spelling can help us ‘figure out’ pronunciation, but not all words are pronounced how they look.
There are tips and tricks in English we can learn to help with pronunciation. For example:
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When certain letters appear together, they create specific sounds, e.g., ch, sh, igh — we call these phonics blends.
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Now consider the letter G in gnome or K in knife; these are silent letters and shouldn’t be pronounced.
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Or, how about the modifying E, which can turn a short vowel sound into a long vowel sound, e.g., hat —> hate.
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Finally, consider the difference in pronunciation between a vinyl record and the verb to record. Here we can see the effect of word stress on a word’s meaning.
This is just a small insight into the complex world of pronunciation.
To help us understand and tell others how a word should be pronounced, we can transcribe words using the International Phonetic Alphabet (IPA). The IPA is a system comprised of letters and symbols representing different sounds and is used worldwide to help with pronunciation.
Before we delve into the important elements of pronunciation, let’s take a close look at transcription and the IPA. This will help you understand the remainder of the explanation as example pronunciations will be transcribed using the IPA.
Word Pronunciation Symbols
Have you ever looked up a word in the dictionary or online, such as morphology, and seen something that looks like this: mor·faa·luh·jee or even, like this: [ˈmɔːrfəloʊgiː]
The first example uses phonetic spelling to ‘sound out’ the pronunciation syllable by syllable, whereas the second uses IPA transcription.
Let’s begin by looking at phonetic spelling.
Phonetic Spelling
Before we can discuss phonetic spelling, there are two important terms we need to define: phonemes and graphemes.
Phoneme — A phoneme is a speech sound. It is the physical noise we make. We represent phonemes by placing them between two slashes, e.g., /f/
Grapheme — A grapheme is a letter or symbol used to represent an individual speech sound, e.g., f
If we look at the word morphology again, we can see that in the center of the word, the phoneme /f/ is represented by the grapheme ph.
When we write a word using phonetic spelling, we use phonemes rather than graphemes and break the word down into syllables.
Creation = kree·ay·shn
Celebrate = seh·luh·brayt
Happy = ha·pee
Light = lite (Here, we can see the modifying e in action. The e lets us know that the i is a long vowel sound rather than a short one. We know not to pronounce the e as it would appear in a second syllable, like so lit.e
International Phonetic Alphabet Transcription
The second representation of pronunciation we saw ( /ˈmɔːrfəloʊgiː/) was phonetic transcription.
Phonetic transcription uses symbols from the IPA to transcribe the pronunciation of any word from any language. These symbols include:
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Consonants — these are ordered based on the manner and place of articulation, with voiced consonants on the right and voiceless consonants on the left.
Manner and place of articulation — Your articulators are the speech organs that help you produce sounds like the teeth, tongue, and lips. Manner and place of articulation refer to where you place and how you use your articulators to make certain sounds.
Voiced and voiceless consonants — the pronunciation of some consonants creates a vibration in your voice box (these are voiced consonants), whereas others do not (voiceless).
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Vowels — these are organized based on the shape of the mouth and the position the tongue is in when pronouncing the sound.
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Diacritics — these are small marks that appear alongside the consonant and vowels to provide extra information on the pronunciation, such as voiced or voiceless, aspirated or nonaspirated (with or without an exhalation of air), or how rounded a vowel sound should be.
Hat = [ˈhæt]
If you look closely, you can see that the h consonant has a small mark above it. This lets us know that the sound is aspirated, meaning it is created with a small exhalation of air.
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Suprasegmentals — these are similar to diacritics, except they apply to the prosodic features that appear in connected speech, such as tone, intonation, changes in pitch, and stress. These prosodic features are represented by small marks.
- Other features — the IPA also contains symbols to represent other pronunciation features, such as clicks and tones; however, these aren’t necessary for English.
Fig. 1. Recent copy of the International Phonetic Alphabet
As you can see, the IPA is pretty comprehensive, and all the included information isn’t necessary for doing simple phonemic transcriptions of English words. To simplify things, we can use the English Phonemic Alphabet, a simplified version of the IPA that focuses only on vowels and consonants that appear in English.
Fig.2. Example of the English Phonemic Chart
Phonetic vs. Phonemic Transcriptions
Phonetic transcription includes all the extra details on how to pronounce a word, making use of the diacritics and suprasegmentals that appear in the IPA. These are called narrow transcriptions, and they appear between two square brackets, like so:
Clean = [kl̥i:n]
On the other hand, phonemic transcriptions are much simpler and usually only include the pronunciation of consonants and vowels. These are called broad transcriptions, and they appear between two slashes, like so:
Clean = /klin/
It’s not unusual to see people referring to phonemic transcriptions as phonetic transcriptions or for phonemic transcriptions to include the most common diacritics/suprasegmentals, such as word stress.
Word Pronunciation Elements
Now we know the basics behind pronunciation and how to represent the pronunciation of words, let’s look at some important elements behind correct pronunciation specific to English.
Syllable Stress
By now, you’re probably aware that there is more to pronunciation than the production of consonant and vowel sounds.
When we pronounce a word with multiple syllables, the syllable we stress can be very important as it can make the word difficult to understand or even change the meaning of the word altogether. Stressed syllables can be longer, louder, of a higher pitch, or just generally clearer than other syllables.
This is particularly important for homonyms (words that look/sound the same but have different meanings). There are many homonyms in English that can function either as a noun or a verb, depending on where the syllable stress falls.
RE-cord (noun) — re-CORD (verb)
PRE-sent (noun) — pre-SENT (verb)
RE-bel (noun) — re-BEL (verb)
As you can see, placing stress on the first syllable creates a noun.
Phonics Blends
There are certain sounds we can create when we pair phonemes together — these are called phonics blends. When pronouncing phonics blends, each phoneme shouldn’t be pronounced individually, but the blend should be pronounced as a whole.
ch as in church — here, the c and h are combined to make a specific sound that is represented as /ʧ/
th as in teeth — represented as /θ/
igh as in night — represented as /aɪ/
When a phonics blend contains two vowels, we usually pronounce the first vowel. For example, the word brain contains a long a sound (so does the word contain!)
Minimal Pairs
Minimal pairs are words that sound very similar but differ by a singular sound. The sound that differs usually appears in the same place in each word.
Sheep and Ship
Desk and Disk
Fan and Van
Understanding minimal pairs highlights the importance of clear pronunciation.
Modifying ‘E’
The modifying e (a.ka. the magic e) is a silent letter that appears at the end of a word and modifies the vowel sound that appears before it. The e will transform a short vowel sound to a long one — for example, rat —> rate.
Silent Letters
In English, there are many words that contain silent letters; they could be vowels or consonants. These are letters that appear in the spelling of words but should not be pronounced. When we consider things such as the second vowel in phonics blends and the modifying e, an estimated 60% of English words actually contain silent letters.
Gnome
Hour
Knife
Column
Doubt
Silent letters often exist because the word originated from another language, such as Greek or Latin, and the spelling has been carried over. Silent letters can also Help us distinguish between homophones (words that sound the same), e.g., hour and our.
Word Pronunciation Example
Let’s finish with some example words that include some of the elements we’ve looked at today. Each example will include the English spelling, the phonetic spelling, and the IPA transcription.
Words with silent letters
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Climb — klime — /klaɪm/
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Read — reed — /riːd/
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Knight — nite — /naɪt/
Words with the modifying e
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Plane — playn — /pleɪn/
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Shine — shine — /ʃaɪn/
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Home — home — /hoʊm/
Words with phonic blends
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Flight — flite — /flaɪt/
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Rain — rayn — /reɪn/
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Brought — braat — /brɔːt/
Word Pronunciation — Key takeaways
- Several elements can contribute to the pronunciation of a word, such as spelling, syllable stress, phonic blends, silent letters, and modifiers.
- We can use phonetic spelling or transcription to represent a word’s pronunciation.
- Phonetic spelling uses phonemes rather than graphemes and breaks the word down into syllables.
- Transcription uses symbols from the International Phonetic Alphabet to represent pronunciation.
- Pronunciation involves the sound of consonants and vowels, as well as suprasegmentals, such as tone, stress, pitch, and intonation.
References
- Fig. 1. The chart of the International Phonetic Alphabet (IPA) as of 2020. This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported. https://commons.wikimedia.org/wiki/File:IPA_chart_2020.svg#filelinks
- Fig. 2. Category: IPA charts CC-BY-SA-3.0 User: Snowwhite1991 https://commons.wikimedia.org/wiki/File:Phonetic_alphabet.gif
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It’s difficult to know where to start if you are new to teaching grammar. The first thing to know, is what you need to know about any given piece of language in order to help students use it properly for themselves.
The big 3 – meaning, pronunciation and form.
These are the three bare basics that need to be covered, for students to be able to start using a piece of grammar, a functional chunk, or some vocabulary to communicate.
Look at the following sentence;
“I’ve been teaching for eight years.”
This is an example of the present perfect continuous. Let’s say that you are going to teach this tense. Answer the following questions;
- Can the student communicate an idea effectively using this language, if they don’t know what it means and what it is used to express?
- Can they communicate an idea using this structure, if they cannot be understood because of the way they say it?
- Can they communicate an idea using this structure, if they cannot choose the correct words in the right order?
The answer to each of these questions is a definite ‘no’!
So, we need to know about these things (MEANING, PRONUNCIATION and FORM), if we are going to help students with them.
The meaning of the structure in the present perfect continuous sentence above (I’ve been teaching for eight years) is that an activity (teaching), started at a point in the past (8 years ago) and went on from then, up until now. The duration of the activity is emphasized. The activity probably hasn’t finished and may continue into the future.
If you, as the teacher don’t know this, then you cannot make sure students know it, and they won’t be able to correctly choose when to use this tense in their speaking or writing.
If we were teaching vocabulary, it should be no surprise to know that in order to teach the meaning of the word, we first need to know the meaning of that word ourselves. As with grammar, we may think we know what a word or phrase means (after all, we can use it correctly!) but that isn’t enough. We need to think about the meaning carefully in advance so that we can make it clear to students at their level. It’s surprising how difficult it is to clarify the meaning of something off the top of your head. The chances are you haven’t really thought about the meaning of the grammatical structure or the word you use on a daily basis. You just get on and use it!
Look at the underlined words below, and think about how you would define them, remembering that your definition needs to be very clear and simple. Suggested answers are given below.
- a rare steak
- a genius
- an antique
- to stroll
- oxygen
Answers:
- a rare steak – when meat is cooked only a little bit. It is usually very pink in colour and you may be able to see blood coming from it.
- a genius – a person who is a lot more intelligent than everyone else. For example, Einstein.
- an antique – an object often found in a house such as a piece of furniture, that is more than about one-hundred years old.
- to stroll – to walk in a slow and relaxed way.
- oxygen – what we breathe in to live.
There are a number of ways you could actually teach these words (e.g. by using a picture, a mime or a quick story) and definition may not always be the most appropriate, but you would still need to be clear on the meaning yourself before teaching, regardless of how you chose to teach them.
FORM
The form of a structure (e.g. of the present perfect continuous) is a little bit like a recipe. If I want to make any present perfect continuous sentence, which ingredients in terms of language do I need?
If we look at the following present perfect continuous sentences;
I ’ve been teaching for eight years.
He ’s been living there a long time.
They ’ve been waiting for ages.
We can see that although they are different sentences, they are all the same structure (present perfect continuous) and they all have the same form (or the same grammatical ingredients are needed to make each sentence).
The form of the sentences, can be represented as;
Subject + have / has + been + verb-ing
With this form (recipe), we can make any present perfect continuous positive statement. If we want to make a negative statement, the form will change a little.
For example;
I haven’t been learning English very long.
She hasn’t been doing her homework.
Subject + have/has + not + been + verb-ing
Now look at the following questions in the same tense, and try to work out the form. Answers follow.
Have you been waiting long?
Has she been going out with him for a long time?
So, the form of the questions is:
Have / Has + subject + been + verb-ing.
Functions
When teaching functions, we need to decide if highlighting the form would actually be useful to students. In other words, do the chunks of language for that function follow a grammatical pattern?
Let’s take the example of the function of asking for permission.
Look at three different ways of asking for permission that we might teach, and decide if you think there are any useful patterns in form we could highlight for students. The functional chunk is underlined.
Is it OK if I open the window?
Do you mind if I sit here?
Can I take this seat?
It would not be useful to grammatically analyse these chunks word by word as we did with the present perfect continuous, ( Do + mind + etc., wouldn’t really help students), but we could show them a useful pattern, as below. Using this form, students could create their own sentences with the functional chunks.
Is it OK if I
Do you mind if I + base form
Can I
Vocabulary
When teaching vocabulary, the form is essentially what kind of word we are using. Look at the words from earlier. What part of speech are they? (e.g. noun, verb etc.)
- a rare steak
- a genius
- an antique
- to stroll
- oxygen
Answers:
- a rare steak (adjective)
- a genius (noun)
- an antique (noun)
- to stroll (verb)
- oxygen (uncountable noun)
PRONUNCIATION
When we construct sentences and say them, we are doing things that don’t always come naturally to learners of English. It would be just the same for us, when learning a different language to our own. We can’t always get the sounds right. The words may sound different when said in isolation compared to when they are said in a sentence, and we may not know where to put emphasis. The voice may go up and down and we may have difficulty replicating this. We need to help our students with the same things when they are learning English.
Look at an example of the question form of the present perfect continuous:
Have you been waiting long?
Say the sentence, slowly and carefully, pronouncing every word separately, and clearly enunciating all the sounds. Now say it again naturally. The two sentences sound different. When we teach, we need to highlight how English sounds when spoken. So of course, we need to notice these changes ourselves, or we know what to point out for students.
As with grammar, if you are a native English speaker, the chances are you have never really thought about this. Below is an example of how we might represent for students all the things we do when we pronounce this sentence naturally.
The underlined words in the sentence are the ones that have the most weight, or stress.
Have you been waiting long?
/həvjə/
These symbols below the words ‘Have you’ represent the sounds we actually hear, rather than how the words are spelled.
When teaching functions or vocabulary, we also have to analyse the pronunciation for teaching. Let’s look at the same five words we saw earlier. To help students we would highlight how the word is said, perhaps by using the phonemic alphabet, and we could mark the stress, to show the number of syllables in the word and where the main stress is placed. We could also record the form – for vocabulary this is information about the part of speech.
(For more information about what any of these grammatical terms mean – see the terminology glossary.)