Function Words

Phonetics________________2nd Year LMD

Teacher:

Mr.Aounali . W

Stress placement assigns the category of the words Addict

(v)

/əˈdɪkt/

(n)

/ˈædɪkt/

Affix ˈæfɪks/

(v)

/əˈfɪks/ , /

(n)

/ˈæfɪks/

Annex (v) ˈneks/ , /ænˈeks/

/ə

(n)

/ˈæneks/

Collect

/kəˈlekt/

(n)

/ˈkɒlekt/ , /ˈkɒlɪkt/

(v)

Commune (v)

/kəˈmjuːn/

(n)

Compound (v)

/kəmˈpaʊnd/

(n, adj) /ˈkɒmpaʊnd /

Compact

/kəmˈpækt/

(n)

/ˈkɒmpækt/

Compress (v)

/kəmˈpres/

(n)

/ˈkɒmpres/

Conduct

(v)

/kənˈdʌkt/

(n)

/ˈkɒndʌkt/

Concert

(v)

/kənˈsɜːt/

(n)

/ˈkɒnsət/

(v)

/ˈkɒmjuːn/

Confine

(v)

/kənˈfaɪn/

(n)

/ˈkɒnfaɪn/

Conflict

(v)

/kənˈflɪkt/

(n)

/ˈkɒnflɪkt/

Console

(v)

/kənˈsəʊl/

(n)

Contrast

(v)

/kənˈtræst/

(n)

/ˈkɒntræst/

Content

(v, adj) /kənˈtent/

(n)

/ˈkɒntent/

Contest

(v)

/ kənˈtest/

(n)

/ˈkɒntest/

Contract

(v)

/kənˈtraːkt/

(n)

/ˈkɒntraːkt/

/ˈkɒnsəʊl/

Convert

(v)

/kənˈvɜːt/

(n)

/ˈkɒnvɜːt/

Convert

(v)

/kənˈvɪkt/

(n)

/ˈkɒnvɪkt/

Defect dəˈfekt/

(v)

/ dɪˈfekt/ , /

(n)

/ˈdiːfekt/ , /dɪ-, dəˈfekt/

Discharge (v)

/dɪsˈtʃɑːdʒ/

(n)

/ˈdɪstʃɑːdʒ/

Discard

(v)

Discount (v) Discourse (v) Desert

(v)

/dɪˈskɑːd/

(n)

/ˈdɪskɑːd/

/dɪˈskaʊnt/

(n)

/ˈdɪskaʊnt/

/dɪˈskɔːs/

(n)

/ˈdɪskɔːs/

/dɪˈzɜːt/

(n)

/ˈdezət/

Detail dəˈteɪl/ Digest ˈdʒest/ Escort

(v)

/ˈdiːteɪl/, /dɪ- ,

(n)

/ˈdiːteɪl/

(v)

/daɪ ,dɪ ,də-

(n)

/ˈdaɪdʒest/

(v)

/ɪˈskɔːt/

(n)

/ˈeskɔːt/

Envelop ˈvələp/

(v)

/ɪnˈvələp/ , /en

Explain ˈspleɪn /

(v)

/ɪkˈspleɪn/, /ek

(n) Explanation /ˌekspləˈneɪʃn̩ /

Export

(v)

/ɪkˈspɔːt/

(n)

/ˈekspɔːt/

Exploit ˈsplɔɪt/

(v)

/ɪkˈsplɔɪt/, /ek

(n)

/ˈeksplɔɪt/

Extract ˈ- /

(v)

/ɪkˈstrækt/ , /ek

(n)

/ˈekstrækt/

(n) Envelope /ˈenvələʊp/ , / ˈɒnvələʊp/

Frequent (v)

/frɪˈkwent/

(adj)

/ˈfriːkwent/

Graduate (v)

/ˈgrædʒueɪt/

(n)

/ˈgrædʒuət/

Impact

(v)

/ɪmˈpækt/

(n)

/ˈɪmpækt/

Incline

(v)

/ɪnˈklaɪn/

(n)

/ˈɪnklaɪn/

Increase (v)

/ɪnˈkriːs/

(n)

/ˈɪnkriːs/

Insert

(v)

/ɪnˈsɜːt/

(n)

/ˈɪnsɜːt/

Insult

(v)

/ɪnˈsʌlt/

(n)

/ˈɪnsʌlt/

Intern

(v)

/ɪnˈtɜːn/

(n)

/ˈɪntɜːn/

Invalid

(adj)

/ɪnˈvælɪd/

Object

(v)

/ əbˈbdʒekt/

Perfume

(v)

/pə

(n) (n) (n)

/ˈɪnvəlɪd/ /ˈɒbdʒɪkt/ , /ˈɒbdʒekt/ /ˈpɜːfjuːm/

Phonetics________________2nd Year LMD

Teacher:

Mr.Aounali . W ˈfjuːm/ , /pɜː- / Permit

(v)

/pəˈmɪt/

(n)

/ˈpɜːmɪt/

Pervert

(v)

/pəˈvɜːt /

(n)

/ˈpɜːvɜːt/

Present

(v)

/prɪˈzent/

(n)

/ˈprezn̩t/

Produce ˈdʒuːs/

(v)

/prəˈdjuːs/ ,/ -

(n)

/ˈprɒdjuːs/,/ -dʒuːs/

Progress

(v)

/prəʊˈgres/

(n)

/prəʊˈgres/ ,/prə- /

Project /prə-ˈ /

(v)

/prəʊˈdʒekt ,

(n)

/ˈprɒdʒekt/ , / -dʒɪkt/

Protest /prə-ˈ /

(v)

/prəʊˈtest/ ,

(n)

/ˈprəʊtest/

Perfect ˈfekt/

(n, adj) /pəˈfɪkt/ , /pə

(v)

/ˈpɜːfekt/

Rebel

(v)

/rɪˈbel/

(n)

/ˈrebḷ/

Recall

(v)

/rɪˈkɔːl/

(n)

/ˈriːkɔːl/ , /rɪˈkɔːl/

Recess

(v)

/rɪˈses/ , /rəˈ-/

(n)

/ˈriːses/

Record

(v)

(n)

/ˈrekɔːd/

Refuse

(v)

/rɪˈfjuːz/ , /rəˈ-/

(n ,adj) /ˈrefjuːs/

Refill

(v)

/ˌriːˈfɪl/

(n)

/rɪˈkɔːd/

Segment

(v)

/segˈment/

Subject

(v)

/səbˈdʒekt/

Survey

(v)

/səˈveɪ/

(n)

/ ˈsɜːveɪ /

Suspect

(v)

/səˈspekt/

(adj)

/ˈsʌspekt/

(n)

/ˈtrænsfɜː /, /ˈtrɑːnsfɜː /

Transfer (v) /trænsˈfɜː /, trɑːnsˈfɜː /

(n)

/ˈriːfɪl/ /ˈsegmənt/

(adj, n) / ˈsʌbdʒekt/ , / ˈsʌbdʒɪkt/

Transport (v) /trænˈspɔːt/,/trɑːn (n) ˈspɔːt/ /

/ˈtrænspɔːt/ , /ˈtrɑːnspɔːt

Torment

(v)

/tɔːˈment/

(n)

/ˈtɔːment/

Lectures 5:STRESS PLACEMENT IN COMPLEX WORDS Introduction: To pronounce words properly, we have to know which syllables are stressed, but it is difficult for foreign learners to master because of several factors like the morphological structure of the words in terms of stems and affixes or the grammatical function of the word, that’s why English word-stress is not always predictable, but the majority of words follow general principle/rules .Any description of English word-stress inevitably involves certain number of exceptions because of its variable word-stress patterns. Prefixes & suffixes: these are not usually stressed in English and do not usually change the stress pattern of the root word. Consider: QUIetly, oRIGinally, unFEEling, and so on. (Note the exceptions, though, among prefixes, like BIcycle and DISlocate). • Exceptions on some suffixes: some suffixes are themselves stressed: -ade (e.g.: LEMon/lemoNADE) -aire (e.g.: MILlion/millioNAIRE) -cratic (e.g.: DEMocrat/demoCRATIC) -ee (e.g.: ABsent/absenTEE) -ivity (e.g.: SUBject/subjecTIVITY) With some suffixes, the stress is usually on the syllable before the suffix ‘’penult rule’’: -cracy (e.g.: DEMocrat/deMOCracy) -ety (e.g.: SOCial/soCIety) -ial (e.g.: conSPIRacy/conspiraTORial) -ian (e.g.: HIStory/hisTORian) -ic (e.g.: SCIence/scienTIFic) -ical (e.g.: biOLogy/bioLOGical) -ify (e.g.: PERson/perSONify) -ion (e.g.: CELebrate/celeBRAtion) -ious (e.g.: VICtory/vicTORious) -ive (e.g.: PRODuct/proDUCTive) -ity (e.g.: eLECtric/elecTRICity) N.B.: Do not stress the final '–ate' syllable in verbs, even though '-a-' is stressed in nouns ending with '–ation', e.g. graduate-graduation; vibrate-

Phonetics________________2nd Year LMD

Teacher:

Mr.Aounali . W vibration. Compound words: words formed from a combination of two words tend to be stressed on the first element. Examples are: POSTman, TEApot and CROSSword. Words having a dual role: in the case of words which can be used as either a noun or a verb, the noun will tend to be stressed on the first syllable (in line with 'core vocabulary' rule above) and the verb on the last syllable (in line with the 'prefix rule'). Examples: IMport (n), imPORT (v); REbel (n), reBEL (v); and INcrease (n), inCREASE (v), print out (v); and print-out (n). • Exceptions: there is not always a change of stress in words that are both nouns and verbs. For example: answer, picture, promise, reply, travel, visit always have stress on the same syllable Using suffixes to predict stress: (A) Stress the suffix itself: - ee

employee

refugee

trainee

- ee r

engineer

career

volunteer

- es e

Chinese

Japanese

iqu e

unique

antique

referee

Portuguese technique

(B) Stress the syllable immediately before the suffix ‘’ult’’ rule : - ial

memorial essential

financial

artificial

- ual

visual individual

unusual

- ian

Canadian politician

vegetarian

pedestrian

- sion

explosion permission

occasion

conclusion

- tion

definition qualification

production

- ient

ancient deficient

sufficient proficient

efficient

- cious

delicious judicious

conscious

suspicious

intellectual

situation

- tious

ambitious conscientious

cautious

- ic

academic terrific

energetic realistic

- ible

edible impossible

flexible

superstitious fantastic incredible

- ity

ability necessity publicity possibility humidity

- ify

classify terrify humidify personify solidify

- logy

biology psychology

- grap geography hy pornography kilometer meter - at thermometer operate e associate - iz apologize e recognize

sociology autobiography

anthropology photography

parameter

speedometer

exaggerate integrate

certificate

criticize computerize

- ar secretary necessary y contemporary vocabulary - o dangerous mysterious us spontaneous simultaneous

(C) Stress on the second syllable before the suffix ‘’penult’’ rule: 2. Using Parts of Speech to predict stress (A) For certain two-syllable words used as both nouns and verbs, stress nouns on the first syllable, and verbs on the second syllable.

Nou n

1. record

Verb

record present

Example The bank recorded a new record yesterday. He presented his wife with a

Phonetics________________2nd Year LMD

Teacher:

Mr.Aounali . W 2. prese

beautiful present.

nt

3. condu

They're conducting a study into

conduct

his conduct.

ct

4. suspe

The suspect was suspected of robbing

suspect

the bank.

ct

5. desert

desert

The desert is so dry that it is usually deserted.

(B) Stress in compound nouns on the first part/word:

deadline

classroom

policema

on

typewriter

e

airplane

n bus stati

softwar

air conditio

sports

ner

car

stock mar

Great wal

ket

l

credit card

(C) Stress in two-word verbs more strongly on the second word, but for their noun equivalents, stress them on the first part. Noun: Here's the printout. She's a dropout.

Verb: He printed it out. She dropped out. Can I check it out?

Where's the checkout counter? There was a holdup at the

Hold up your hand.

bank This clearly is a setup.

I'll set up a meeting for you.

These rules do not cover all the words in English; but they do cover the large majority of –polysyllabic or plurisyllabic words in the language. The problem: should you say: difficult or difficult or difficult? Where do we put the accent on multi-syllable words in English? English people don't often make mistakes, but they never learn any rules! Obviously therefore there must be some fairly simple basic "rules" that apply to words with 2, 3, or 4 syllables. Here are the most important of these rules. 1. A word is normally stressed on the first syllable, unless there is a reason to put the stress somewhere else. 2. The "reasons" are either suffixes (like -ity) or prefixes (like con-, dis-, ex- or in-). 3. If the suffix (ending) starts with the letters i or u this will affect the position of stress in a word. Sample suffixes: -ion, -ual, -ial, -ient, -ious, -ior, -ic, -ity, etc. The stress comes on the syllable before the suffix (penult rule). Examples: Atlantic, comic, sufficient, explanation, residual. There are only a very few exceptions to this rule. 4. Other suffixes do not affect the stress of a word. Sample suffixes: -al, -ous, -ly, -er, -ed, -ist, -ing, -ment Examples: Permanent, permanently. 5.

► Prefixes are not normally stressed in twosyllable words, except in some nouns or adjectives. Examples: To ex'pand, to de'fend; but an 'expert, a report. Nouns may need to be learned individually. ► Prefixes are usually stressed in three-syllable nouns and adjectives, but not always stressed in verbs. Examples: 'Continent, 'incident, 'exercise; to con'sider, to en'visage but to 'indicate (all three syllable verbs ending in -ate are stressed on the first syllable).

Phonetics________________2nd Year LMD

Teacher:

Mr.Aounali . W 6. Rule 3 takes priority over all others, notably when a "rule 3 ending" is followed by a "rule 4 ending", Examples : perpetually, deliciously, conditional, conditioner, illusionist. This list of rules is not complete, but it does explain where to place the main accent in the majority of words in English.

Can you designate the tonic syllable (main stress) in these words which all obey the rules? Britain, England, Edinburgh, region, regional, economic, to complain, community, to refuse, considering. I.- PRIMARY STRESS:

1 A°) Normal Stress Rule: a) Two-syllable words are normally stressed on the first syllable (code/10/): foreign, , mountain, legal, … etc b) Three-syllable words are normally stressed on the first syllable (code / 100/) (character, family, … c) Words of more than three syllables are normally stressed on the antepenultimate (code /-100/) and may need a secondary stress (see section II below) original, curiosity, … (unless a strong suffix assigns the primary stress to the Penultimate as in characterization /200010/, popularization /200010/, or elsewhere as in characteristically /20010(0)0/ where one strong suffix is followed by two weak suffixes). 1 B°) Main classes of exceptions for two-syllable words /0 1/: a) Words beginning with a Latin or Germanic prefix (remind, decide, except...; about, behind, forget...) b) Verbs ending in (create, frustrate, translate...) 2°) Retrieving the original word (= the deriving word) To calculate the main stress of longer words, you must first remove any "weak" suffix, and then count from the end. The principal weak suffixes, added to words without modifying the stress of the stem, are: a) Grammatical suffixes such as , , , , , … b) Agent suffixes such as ,, 1-A few explanations: An asterisk * means that the form proposed at the right of this symbol is not acceptable. A capital V stands for Vowel and a capital C for Consonant.

/0/ symbolizes an unstressed syllable, /1/ the primary stress and /2/ the secondary stress. c) Any suffix beginning with a consonant such as , , , , ,… 3-A°) Words of three or more syllables are normally stressed on the antepenultimate (code /1 0 0 -/) a) Three-syllable words are normally stressed on the first syllable (code /100/): character, family, … b) Words of more than three syllables are normally stressed on the antepenultimate (code /-100/) and may need a secondary stress (see section II below) 3B°) Main classes of exceptions: a) Words ending in (code/-10/): eccentric, symbolic, catastrophic… (CAUTION: a few words, which are not derived adjectives, are stressed according to the "Normal" Stress Rule (code /100/ or /-100/) and must be learnt by heart: Arabic, arithmetic, arsenic, Catholic, heretic, lunatic, politics, rhetoric) b) Verbs ending in /-10/ (demolish, diminish, extinguish) c) Words ending in , or more generally in CiV(C)#4 , CeV(C)# or CuV(C)# (or Vi/e/uV(C)#, have their main stress on the syllable immediately preceding the ending (code/-10/): education, colonial, atrocious, advantageous, conspicuous, residual, ratio…

The forms written between this type of brackets represent the spelling of a word or a piece of word. Hence, means “words ended with the letters mentioned between these brackets”. 2- In foreign, the first three letters are not a German prefix but are part of the word, whereas in forget, is an unstressed strong prefix. For example, it may be replaced by another prefix such as in beget, a verb which can be found in the English version of the Bible: and he begat… In this abridged course, a bold character or bold chain of characters means that this part of the word bears a primary or a secondary stress. The usual symbols will be used in the full course. /0/ symbolizes an unstressed syllable, /1/ the primary stress and /2/ the secondary stress. 3-The rule is not complete in this abridged course which shows the main tendencies only. There may be other cases which will be explained in the unabridged course.