Word stress (/ˈwɜːd ˌstres/)
There are two small marks in the heading for this guide that you
need to be aware of before we begin: ˈ and ˌ.
These are
the conventional ways to show stress in words and used in what follows. The raised mark (ˈ) is shown
immediately before the stressed syllable and the lowered mark (ˌ)
comes before a secondary (or less obvious) stress.
For example, in the word pronunciation, there are two
stresses (a secondary one on the second syllable and a main stress on the
penultimate syllable: /prə.ˌnʌn.sɪ.ˈeɪʃ.n̩/.
It sounds like proNUNciATION.
(An alternative way to mark stress sometimes used by professional
phoneticians is to place an acute accent over the onset vowel of a
stressed syllable and a grave accent over a secondarily stressed
item. In this case, the syllable borders are usually ignored.)
If you are not familiar with phonemic transcription, do not worry
now. In what follows, we will be using very little except
these two stress indicators.
There is
a
course in learning to transcribe English sounds phonemically
on this site (new tab).
Where's the main stress in the following? Click on the table when you have marked it in your head.
As you can see, we can stress the first, second, third or fourth syllable on words in English (and even the fifth or sixth) and there are, unfortunately, no hard-and-fast rules for which is right.
What is stress? |
It is often assumed that stressed syllables are simply spoken in a louder voice but that's only partly right. There are, in fact, three elements which vary:
- Loudness: how much force is used when saying the syllable
- Pitch: stressed syllables are often pronounced in a higher tone
- Length: stressed syllables take longer to utter than unstressed ones
You'll find more on pitch and tone in the guide to intonation.
We also need to be aware of the concept of unstress.
Clearly, if we can have stressed syllables in a word, the other
syllables will, by definition be unstressed. For example:
In a word like geographical, we have a primary stress on
the third syllable (graph) and a secondary stress on the first
syllable (ge).
The stress pattern looks like this:
GEoGRAphical. This
word transcribes as /ˌdʒɪə.ˈɡræ.fɪk.l̩/
and even if the phonemic transcription is mysterious to you, you
need to notice two important phenomena:
- The pronunciation of the second syllable is not an 'o' as in open but is reduced to a very short sound /ə/ which is the same sound as begins words like about and alive.
- The pronunciation of the final syllable is transcribed as /k.l̩/ showing that there is no vowel at all between the /k/ sound made by 'c' and the /l/ sound made by the letter 'l'. This is known as a syllabic consonant, by the way.
These two changes to the sound expected from the spelling of the word happen because they occur in the unstressed syllables of the word. Weak forms like the /ə/ and the loss of a vowel as in /k.l̩/ can only occur in unstressed syllables. Compare this with, e.g.:
- A: Did you say biographical?
- B: No. I said geographical!
In this, the first syllable is now taking the main stress and the pronunciation of the 'o' assumes the form of the 'o' in go or show (/ɡəʊ/, /ʃəʊ/). The secondary stress has now moved to the third syllable.
Is stress entirely random? |
No. There are some rules and we are going to look at them
here. It will however, remain true that in many cases the
stress in a multisyllable word cannot be guessed or deduced from
any rule at all so our learners will need all the help they can get.
A simple rule of thumb, and certainly the way to guess, is to assume
that any common two-syllable word in English will be stressed on the
first syllable (unless it's a verb, when the stress falls on the
second syllable, conventionally [see below]).
Occasionally, stress may be moved on a word for contrastive
reasons as in, for example:
A: Why did you shut the door?
B: Because of the noise you were making.
A: Oh, sorry about that.
B: I was COMplaining, I
was EXplaining.
in which the stress in B's second contribution is unusual because
the speaker is placing emphasis on the first syllables of the words
complaining and explaining to mark the difference. In normal
circumstances the words are stressed on the second syllable, of
course.
Word roots |
Words which have early roots in English are the simplest to stress because the stress generally remains fixed on the stem regardless of how many affixes we use with them. For example:
ˈplease | ˈpleasant | unˈpleasant | unˈpleasantly | unˈpleasantness | disˈplease | disˈpleasing |
ˈstand | underˈstand | underˈstanding | misunderˈstand | misunderˈstanding | underˈstandable | underˈstood |
The problem for learners, of course, is to recognise such words
and that is not easy.
Learners from Germanic language backgrounds often have fewer
difficulties because they can look for cognates and these will
normally be words which maintain the stress.
Those from Romance language backgrounds can often
make guesses because of a lack of a cognate in their languages.
Those from non-European language backgrounds have no such resources
to call on but words like these are often short, describe simple
concepts and are non-academic or non-technical.
That helps a little.
An even simpler rule is that in English we rarely stress an
affix:
disaˈppoint | reˈcover | unˈdo | misrepreˈsent | underˈestimate | preˈmeditate | coˈoperate |
etc.
Word endings |
- -ment, -ness, -less, -en
- Nouns formed with the suffixes -age, -ful, -ing, -ly, -y, -ment, -ness
and -less have
no effect on words stress. Similarly, verbs formed with
-en suffix do not affect word stress. For example:
ˈpostage ˈhopeful ˈdriving ˈlively ˈsmelly disˈappointment ˈhappiness ˈhopelessness ˈwiden
Words which are more formal, academic or technical often have
their roots in Latin or Greek and with these words the stress may shift with
affixation but all is not lost because there are some rules.
It is also true that many thousands of words fall into these
categories and, once learnt, the rules can be applied with
almost 100% success.
penultimate syllable |
- -tion, -sion
- nouns formed with these two endings always follow the rule
of stressing the last-but-one syllable:
confˈusion susˈpicion deˈrision misrepresenˈtation estiˈmation mediˈtation conˈversion - -ic
- adjectives formed with this suffix also follow the
penultimate syllable rule:
ecoˈnomic photoˈgraphic undiploˈmatic empaˈthetic symˈbolic phoˈnetic emˈphatic
antepenultimate syllable |
- -ology, -ography
- nouns in technical (and not so technical) registers often
end with these two suffixes. The stress falls on the
syllable before the one
before last:
anthroˈpology phoˈtography onˈtology biˈology geˈography epistemˈology phonˈology - -ity
- nouns ending with this suffix are often formed from
adjectives and stressing follows the same pattern
curiˈosity aˈbility diˈversity conditionˈality faˈtality humˈanity insensiˈtivity - -ian
- these words are formed from other nouns and denote a person,
and adjective
or a philosophic standpoint
libˈrarian utiliˈtarian orˈwellian darˈwinian phoneˈtician cliˈnician mathemaˈtician ˈSyrian
There are some who aver that the stress falls on the syllable before the suffix. That's slightly misleading. Use the antepenultimate rule or move the stress to the last syllable of the stem. - -ate
- these are generally verbs. When they have three or
more syllables, they follow the antepenultimate rule:
ˈcultivate ˈhesitate ponˈtificate disˈseminate ˈaggravate necˈessitate ˈvegetate
A simpler (but not fully accurate) way to explain this in the classroom is to say that in all these penultimate / antepenultimate cases, the stress moves to the syllable before the suffix.
Oddballs:
last syllable |
- -ee, eer
- although it was said above that we do not, in English,
normally stress the
affix, these two are common exceptions because they are 'borrowed' suffixes
(from the French -ier). They form nouns for people
frequently and also verbs:
enginˈeer electionˈeer escapˈee employˈee racketˈeer puppetˈeer auctionˈeer
There are other exceptions, and they include:
- -ese
- Chinˈese, managementˈese, journalˈese etc. (Many of these refer to languages or types of language.)
- -esque
- grotˈesque, burlˈesque etc. (Many of these make adjectives taken from people, genres or movements [Kennedyˈesque, Pythonˈesque, McCarthyˈesque etc.].)
- -ique
- mystˈique, antˈique, critˈique, technˈique etc.
- -ette
- discˈette, launderˈette, bankˈette, cassˈette, corvˈette, marionˈette etc. (Many of these refer to diminutives of nouns.)
Stress shifting |
||
noun / adjective | verb | |
ˈpresent | preˈsent |
There is a large group of words which shift stress from the
second syllable (as verbs) to the beginning (as nouns or adjectives).
This can be expressed the other way around according to your taste
as a shift from the first syllable to the second or last syllable,
moving from the noun/adjective to the verb.
Common ones are,
for example
exˈport (verb) | → | ˈexport (noun) | conˈvict (verb) | → | ˈconvict (noun) |
abˈsent (verb) | → | ˈabsent (adjective) | perˈfect (verb) | → | ˈperfect (adjective) |
deˈcrease (verb) | → | ˈdecrease (noun) | reˈfund (verb) | → | ˈrefund (noun) |
and there are lots more of these (some quite obscure). Here's a list of 100 of these (which may even be reasonably complete):
absent abstract abuse access address affect affix ally annex attribute combat combine compact compound compress conduct conflict conscript consort construct |
contest contract contrast converse convert convict decrease default defect digest discard discharge discount discourse envelope escort exploit export extract ferment |
intercept intern intrigue mismatch mandate misprint object offset overlap perfect finance frequent import impress incense incline increase indent insert insult |
redress refill refit refund regress perfume permit pervert present process produce progress project protest rebel recall recoil record recount redirect |
reject relapse reprint research resit retake rewrite segment subject survey suspect torment transfer transform transplant transport underline update upgrade upset |
A recent addition to this list is the word invite which is now frequently used as a noun and, predictably, is stressed on the first syllable when it is a noun and on the second when it performs its usual role as a verb. The conversion to a noun is unnecessary because the language already contains the word invitation, incidentally. Also incidentally, the verb itself is probably a mistaken back formation from the noun invitation.
If you would like that list as a PDF document, you can download it here.
Notes:
- Participle adjectives take the same stress as the verb (because that is how they are formed) so we get, e.g., for the word record, /ˈrek.ɔːd/ (noun), and /rɪk.ˈɔːd/ (verb) and /rɪk.ˈɔː.dɪd/ (adjective).
- The verb stress falls on the second or the last syllable (some
are three syllable words). For example, in the list above
there are three: underline, intercept and envelope.
The pronunciations are:
/ˈʌn.də.laɪn/ (noun) to /ˌʌn.də.ˈlaɪn/ (verb)
/ˈɪn.tə.sept/ (noun) to /ˌɪn.tə.ˈsept/ (verb)
/ˈen.və.ləʊp/ (noun) to /ɪn.ˈve.ləp/ (verb)
but there is also a change to the initial vowel sound in the last. - One verb-noun pair is missing from the list above:
reˈfuse (a verb meaning decline or reject)
and ˈrefuse (a noun meaning rubbish).
The words are not closely connected in meaning, the
pronunciation of the 's' alters from
/z/ in the verb to /s/ in the noun and the pronunciation
of the vowel in the first syllable changes from
/ɪ/ in the verb
to /e/ in the noun:
/rɪ.ˈfjuːz/ (verb) and /ˈrefjuːs/ (noun)
Both words derive ultimately from the Old French verb refuser but many would consider them now unconnected in meaning in Modern English, i.e. an example of homonymy not polysemy. - When some vowels are de-stressed, they are pronounced as
weak forms. The words progress and combat
are good examples:
/prə.ˈɡres/ (verb) and /ˈprəʊ.ɡres/ (noun)
/kəm.ˈbæt/ (verb) and /ˈkɒm.bæt/ (noun)) - It was said above that we do not usually stress affixes in English
(apart from the six covered above which are stressed!).
Well, here are more exceptions. With some nouns, the main
stress falls on the prefix in these cases, e.g.:
his ˈrecall is poor
I demand a ˈrecount
this needs a complete ˈrewrite
perform a heart ˈtransplant
put in an ˈunderline
pay for a computer ˈupgrade
As nouns, these are: /ˈrɪk.ɔːl/, /ˈrɪk.aʊnt/, ˈriː.raɪt/, /ˈtræn.splɑːnt/, /ˈʌn.də.laɪn/, /ˈʌp.ɡreɪd/
As verbs, they are: /rɪˈk.ɔːl/, /rɪˈk.aʊnt/, /ˌriː.ˈraɪt/, /træn.ˈsplɑːnt/, /ˌʌn.də.ˈlaɪn/, /ˌʌp.ˈɡreɪd/ - A number of other changes can occur in parallel to the
stress shift:
record: /’rekɔːd/ to /rɪˈkɔːd/ (with a change to the first vowel from /e/ to /ɪ/)
abuse: /əˈbjuːs/ to /əˈbjuːz/ (with a final consonant change from /s/ to /z/).
(This also occurs with the verb use. when it is a lexical or main verb as in:
I used a hammer
the 's' is pronounced /z/, (/ˈaɪ.ˈjuːzd.ə.ˈhæ.mə/) but in
I used to go
the 's' is pronounced /s/ (/ˈaɪ.ˈjuːst.tə.ɡəʊ/).)
combine: /ˈkɒmbaɪn/ to /kəmˈbaɪn/ (with a vowel change from /ɒ/ to /ə/ [the first is a piece of farm machinery]). This is a common phenomenon which also occurs with all the examples in the table above which begin com- or con- (combat, compact, compound, conduct, conflict, conscript, consort, construct, contest, contract, contrast, converse, convert, convict).
These pairs of words are a subset of homographs in that they are spelled the same but vary in both meaning and pronunciation. They are often classified as heteronyms or heterophones. - One example in the list above, contract, is a
complicated word:
- as a verb, pronounced /kən.ˈtrækt/, it has four distinct
meanings: intransitive (become smaller), transitive
(make smaller), intransitive (agree formally),
transitive (be infected by) so we may encounter:
The steel contracted in the cold
We contract I am to I'm in normal speech
We contracted to finish the work before March
She contracted a cold at school
all the uses derive from the same source word (from the 14th or 15th centuries) but the third meaning is only attested from the end of the 19th century. This is an example of quite extreme polysemy but many would refer to it as homonymy because the meanings are so different. - as a noun, pronounced /ˈkɒntrækt/, it has only the meaning akin to the third meaning of the verb, a formal agreement. In all other cases, the noun is contraction.
- as a verb, pronounced /kən.ˈtrækt/, it has four distinct
meanings: intransitive (become smaller), transitive
(make smaller), intransitive (agree formally),
transitive (be infected by) so we may encounter:
- There is a noticeable tendency in English to discontinue the use of the verb stress and pronounce all these words as the noun / adjective is pronounced. We are not there yet, however. For example, the term upgrade to refer to a modernised version of something takes its stress on the first syllable yet the term is only attested in this sense from the early 1980s.
- Some verb-noun pairings are pronounced the same regardless of word class. Examples include format (/ˈfɔː.mæt/), regret (/rɪ.ˈɡret/) and disdain (/dɪs.ˈdeɪn/), the first always stressed on the first syllable and the second two always on the second.
- Although not strictly a question of word stress, it is worth
noting here that there is a rule of thumb concerning the final
consonants of noun-verb pairings. When the words are
verbs, the final consonant is voiced, when nouns, unvoiced.
In monosyllabic pairs such as house (noun: /haʊs/) and house (verb: /haʊz/), mouth (noun: /maʊθ/) and mouth (verb: /maʊð/), thief (noun: /θi:f/) and thieve (verb: /θi:v/) this change is discernible in the spelling. However, even when the words are disyllabic and do not show a stress movement change, there is often change in pronunciation of the final consonant.
Usually, but not always, the spelling changes to reflect the pronunciation.
The general rule is that the consonants /s/, /f/ and /θ/ are converted to /z/, /v/ and /ð/ respectively (i.e., from unvoiced to voiced equivalents):noun verb advice /əd.ˈvaɪs/ advise /əd.ˈvaɪz/ abuse /ə.ˈbjuːs/ abuse /ə.ˈbjuːz/ device /dɪ.ˈvaɪs/ devise /dɪ.ˈvaɪz/ belief /bɪ.ˈliːf/ believe /bɪ.ˈliːv/ sheath /ʃiːθ/ sheathe /ʃiːð/
Compounds |
Compound nouns
Compound nouns are usually stressed on the first element
with a secondary stress (if any) on the second element. This is one of
the tests for a compound noun rather than a pre-modified noun.
Compare, e.g.:
ˈgreenˌhouse
and
ˌgreen ˈhouse
In the first, we are referring to a glass construction but in the
second, we are referring to the colour of a house.
The first is a true compound; the second is a pre-modified noun.
There are hundreds of examples which follow this pattern:
ˈcandleˌstick, ˈdishˌwasher, ˈblackˌboard, ˈheartˌbeat, ˈwindˌmill
and, of course
ˈwordˌstress
etc.
A few compounds have retained their stress on the second item:
archˈbishop and vice ˈchancellor are
two.
Where the stress falls is often a marker of whether an item is a
true compound or a pre-modified noun but the test is not at all
reliable. There is, in fact, no single criterion which we can
use to distinguish a pre-modified noun from a compound.
Compound verbs
Compound verbs are much more rarely two verbs combined but most
follow the same pattern:
ˈbabyˌsit, ˈkickˌstart, ˈforceˌfeed
However, in common with the general tendency to stress verbs on
the second syllable (see above), some compound verbs take the stress
on the second element:
backˈfire, waterˈproof
but there is a good deal of variation between speakers.
Compound words formed from multi-word verbs
The stress pattern on multi-word verbs is not simple because prepositional
verbs and phrasal verbs are stressed differently.
One test for whether we are dealing with a prepositional or phrasal
verb is, in fact, that in the former case the particle is usually
unstressed but in the latter the adverb may carry stress.
Because the preposition is often unstressed in prepositional
verbs and realised with a weak form as in, for example:
He laughed at the idea
which is often pronounced:
/hi.ˌlɑːft.ət.ði.aɪ.ˈdɪə/
with secondary stress on the verb and with a weak-form preposition
(/ət/).
So, when making compounds from the prepositional verb we can get
A much laughed at idea
as
/ə.mʌtʃ.ˈlɑːft.ət.aɪ.ˈdɪə/
with the stress falling on laugh, not on the preposition.
Nouns and adjectives formed from phrasal verbs (i.e., those using
an adverb particle rather than a preposition) usually exhibit the stress
pattern of main then secondary so we get, e.g.:
ˈoffˌputting, ˈbreakˌdown, ˈknockˌout,
ˈdropout
etc.
The stress on the first element remains whether it is the particle
or the verb that comes first.
Phrasal verbs in particular are a rich source of adjectives and they
follow the same pattern with the stress either falling on the adverb
or being evenly distributed across the item. For example:
a mixed up kid /ə.mɪkst.ˈʌp.ˌkɪd/
a broken down car /ə.ˌbrəʊkən.ˈdaʊn.ˈkɑː/
a washed out colour /ə.wɒʃt.ˈaʊt.ˈkʌ.lə/
etc.
Phrasal-prepositional verbs reveal the same pattern with the adverb taking stress and the preposition often weakened. However, such verbs do not form compounds.
For more, see the guide to multi-word verbs.
Compound adjectives and adverbs
Compound adjectives and the rarer compound adverbs often exhibit the opposite stress patterns:
Adjectives: ˌtopˈclass, ˌsecondˈrate, ˌbackˈhanded,
ˌfarˈfetched, kneeˈdeep, flatˈfooted
Adverbs: ˌthereupˈon, ˌhenceˈforth, ˌupˈstairs
However, when these are used attributively, the pattern reverses
and we get:
a ˈtop-ˌclass act, a ˈsecond-ˌrate act, an ˈupˌstairs room, a
ˈfar-ˌfetched story
AmE usage is somewhat more reliable because it has a strong
tendency to stress all compounds on the first
syllable. As is often the case, this tendency is increasingly
observable in BrE. How would you stress:
lawn tennis?
Focusing on stress in the classroom |
As we saw above, word stress in English is highly mobile.
Learners will, of course, especially at lower levels, be tempted to
transfer the rules and patterns of their first languages into
English, resulting in mistaken stress very often.
The following cannot cover all languages but here is a list to give
you some idea of the possibilities:
- Languages with predictable stress
-
- in French (allegedly) the stress always falls on the final syllable (although some will say that there is, in fact, no word stress in French).
- in Hungarian, again allegedly, the stress is always on the first syllable.
- in Polish, the stress almost always falls on the penultimate syllable (although loan words will vary the pattern).
- in Italian and Spanish the stress also falls frequently on the penultimate syllable but there are some complex rules to determine where the stress should be placed.
- most Swedish polysyllabic words have the stress on the first syllable.
- in Portuguese, most stresses fall on the last syllable but there are rules for words where it is in a different place.
- Languages with unpredictable stress include:
-
- Russian
- Greek (although stress is always marked in lower-case writing)
- Arabic (but stress is variable across dialects of the language which are not always completely mutually comprehensible)
- Portuguese (in which dialect, South American vs. European varieties, also plays a role)
- German, in which stress is frequently on the first syllable but there are exceptions all over the place depending on suffixation, prefixation (whether separable or not) and so on.
- Languages with alternative systems:
-
- Japanese does not have a stress accent like English.
In English, as we saw above the stress affects pitch, loudness
and length of the syllable.
Japanese, by contrast, has what is called a pitch accent which can be high or low. The syllable, however, is pronounced with the same loudness and takes the same amount of time to utter. - in tonal languages, such as Chinese languages and many South-East Asian languages such as Thai, the stressed syllable is denoted by a larger than usual tone swing.
- Japanese does not have a stress accent like English.
In English, as we saw above the stress affects pitch, loudness
and length of the syllable.
Learners whose first languages have predictable and dominant
stress patterns (the first group) will be tempted to transfer the
rules to English.
Learners whose languages have unpredictable stress patterns (the
second group) may be
confused by the fact that English orthography does not mark the
stress for them.
Learners whose languages exhibit alternative systems may have
difficulty stressing words at all and sound very flat or monotonous.
Every time a new multisyllable word is introduced in a
classroom, therefore, the stress needs to be explicitly highlighted
and practised.
Here are three ways to highlight. Pick one and keep
to it so your learners know what it signifies.
Speakers of most European languages will be able to do this but speakers of other languages may encounter trouble.
This is the index of other guides in the in-service pronunciation section. | ||
the overview of pronunciation | connected speech | consonants |
intonation | minimal pairs (PDF) | minimal pairs transcription test |
sentence stress | syllables and phonotactics | teach yourself transcription |
teaching pronunciation IP | teaching troublesome sounds | verb and noun inflexions IP |
vowels | word stress | identifying word-stress IP |
Guides marked IP are in the initial plus section. |