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When a word has more than one syllable, one is more prominent than the others. When this happens, we say that the syllable has a stress, or that it is stressed. In the following examples, stressed syllables are expressed with boldface.
| word | pattern |
| tea.cher | . |
| beau.ti.ful | . . |
| un.der.stand | . . |
| con.ti.nue | . . |
| con.ti.nu.a.tion | . . . |
| black.board | |
When a syllable is stressed, it is pronounced;
Try this with the word teacher.
| How you say teacher | ||
| longer | teeeeeeeeeeeeeeeeeeeee cha | |
| higher | tea | |
| cha | ||
| louder | TEA cha | |
| all three combined | TEEEEEEEEE | |
| cha |
(Japanese learners and others) However, for Japanese learners, it is most important to make the stressed syllable longer. Duration is the most important aspect of stress that Japanese learners have to practice. This is because Japanese learners are used to make prominence ONLY by the pitch.
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Exercise 1
* Some native speakers (particularly British) pronounces this word la.bo.ra.t(o)ry (three syllables). |
The location of stress is determined by a set of many complex rules. Therefore predicting where the stress falls is not easy. However, some sets of words follow a simple pattern.
Consider the following two-syllable words. Underline the stronger syllable.
| noun | verb |
| produce | |
| pervert | |
| record | |
| convert | |
| present | |
| conflict | |
| conduct | |
| project | |
| contrast | |
| contract |
(This list is taken from Avery and Ehrlich, 1992, p. 68)
As you can see, the nouns typically have the first syllable stressed, whereas verbs have the stressed second syllable. 90% two-syllable nouns, and 60% two-syllable verbs follow this pattern (Avery and Ehrlich, 1992).
Look at the following three syllable words. Consider the stress patterns.
|
. .
|
. .
|
.
|
| in.stru.ment | com.mer.cial | ar.ti.choke |
| ca.len.dar | va.nil.la | hur.ri.cane |
| cu.ri.ous | de.ve.lop | ap.pe.tite |
| sen.ti.ment | as.to.nish | cro.co.dile |
| do.cu.ment | op.po.nent | con.gre.gate |
(This list is taken from Avery and Ehrlich, 1992, p. 68)
|
. .
|
. .
|
| pos.si.bi.li.ty | com.mer.cial |
| ca.len.dar | va.nil.la |
| cu.ri.ous | de.ve.lop |
| sen.ti.ment | as.to.nish |
| do.cu.ment | op.po.nent |
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