Stress English trọng âm trong tiếng anh

If the second syllable of the verb contains a long vowel or a diphthong or it ends with more than one consonant, that second syllable is stressed.. If the second syllable contains a sho

• Word class pairs

• Strong form and weak form

• Stress is an extra force exerted on a particular syllable

or a particular word in spoken language The stressed syllable or word is said with greater energy, and stands out in a word, phrase or sentence Examples:

father  information 

John bought a new car yesterday

Types of stress

1 Word stress: is an extra force put on a particular

syllable of the word It is usually fixed For example:

2 Sentence stress: is an extra force put on a particular

word in a sentence Sentence stress is not fixed It

depends on the speaker’s feelings and attitudes and the message that he wants to get across to the

listener For example:

John bought a new car yesterday

The nature of stress

• We can study stress from the point of view of production

and perception.

1 From the production point of view, the production of

stress is generally believed to depend on the speaker’s using more muscular energy than for unstressed

syllables.

2 From the perception point of view: all stressed syllables

have one characteristic in common, and that is

prominence At least four factors make a stressed

syllable prominent: loudness, length, pitch and vowel

quality Generally, these four factors work together in

combination though syllables may sometimes be made prominent by means of only one or two of them.

Levels of stress

1 Primary stress (tonic/nuclear): is the strongest type of

stress It is marked by a small vertical line high up just before the syllable it relates to.

2 Secondary stress (non-tonic): it is weaker than

primary stress, but stronger than unstressed syllables It

is usually found in words of four or five syllables It is

represented in transcription with a low mark For

examples:

photographic economical

anthropology nationality

3 Unstressed: can be regarded as being the absence of

any recognizable amount of prominence.

Placement of stress within words

• In order to decide on the stress placement, it is

necessary to make use of some or all of the following information

a Whether the word is morphologically simple or

complex

(whether the word is a simple, derived or compound word)

a The grammatical category to which the word belongs

b The number of syllables in the word

c The phonological structure of the word

Simple word stress

1 Two syllable words

a Verbs

b Adjectives

c Nouns

d Adverbs and prepositions

2 Three syllable words

a Verbs

b Nouns

c Adjectives

Two-syllable verbs

a If the second syllable of the verb contains a long

vowel or a diphthong or it ends with more than one consonant, that second syllable is stressed E.g.

provide protest

contain agree

• More examples: select, arrest, design, inform,

invent, prefer, depend, occur, succeed, deny,

apply, record, invite.

b If the second syllable contains a short vowel and

ends with one or no consonant, the first syllable is stressed Examples:

• More examples: menace, settle, marry, differ,

equal, answer.

c The final syllable is also unstressed if it

contains /@U/ Examples:

follow borrow

Two-syllable Nouns

a If the second syllable contains a short vowel, the

stress will be on the first syllable Otherwise, it will

be on the second syllable.

Three-syllable verbs

a If the last syllable contains a short vowel and ends

with not more than one consonant, the last syllable will be unstressed, and stress will be placed on the second syllable

b If the final syllable contains a long vowel or a

diphthong, or ends with more than one consonant, the final syllable will be stressed

Three-syllable Nouns

a If the final syllalbe contains a short vowel or /@U/, it

is unstressed If the second syllable contains a long vowel or a diphthong, or it ends with more than one consonant, the second syllable will be stressed

b If the final syllable contains a short vowel and the

second syllable contains a short vowel and ends with not more than one consonant, both the final and

middle syllalbes are unstressed, and the first syllable

is stressed

quantity cinema

c If the final syllalbe contains a long vowel or a

diphthong or it ends with more than one consonant, the stress will usually be placed on the first syllable

Complex word stress

• Derived words

• Stress on the affix

• No change in stress placement

• The stress remains on the stem but is shifted to

a different syllable.

• Compound words

• Primary stress on the second element

• Primary stress on the first element.

Stress in derived words

• The affixes will have one of three possible effects on

the word stress

1 The affix itself receives primary stress

2 The word is stressed as if the affix were not there.

3 The stress remains on the stem, not the affix, but

is shifted to a different syllable.

Compound words

a If the first word/part of the compound is in a broad

sense adjectival, the stress goes on the second element with a secondary stress on the first

b If, however, the first element is, in a broad sense, a

noun, the stress goes on the first element

Word class pairs

• In English, there are pairs of two syllable words with identical spelling which differ from each other in stress placement, apparently according to word class The rule is as follows: The stress will be placed on the

second syllable if the word is a Verb, but on the first syllable of the Noun or Adjective

Strong and weak forms

• There are certain well-known English words that can be pronounced in two different ways which are called strong form and weak form.

I like that

I hope that you are fine

• It is possible to use only strong forms in speaking, and

some foreigners do this Usually, they can still be

understood by other speakers of English, so why is it

important to learn how weak forms are used?

a Most native speakers of English find an ‘all-strong-form’ pronunciation unnatural and foreign sounding, somethings that most learners would wish to avoid.

• More importantly, speakers who are not familiar with the use of weak forms are likely to have difficulty

understanding speakers who do use weak forms Since practically all native speakers of English use them,

learners of the language need to learn about these weak forms to help them understand what they hear.

• Almost all the words which have both a strong and weak form belong to a category that may be called grammatical words such as auxiliary verbs, prepositions,

conjunctions It is important to remember that there are certain contexts in which only the strong form is

acceptable, and others where the weak form

pronunciation is the normal.

• The strong form is used in the following cases:

a When the word occurs at the end of a sentence

What are you looking at?

The letter is from him, not to him.

He likes her, but does she like him?

• A similar case is what we might call a co-ordinated

use of prepositions

I travel to and from London a lot.

A work of and about literature.

c When a weak form word is given stress for the

purpose of emphasis

You must marry me

I have to go

You must choose us or them.

d When a weak form word is being ‘cited’ or ‘quoted’

You shouldn’t put ‘and’ and the end of a sentence.