Stress - Revision history

PeterWilson at 14:26, 5 October 2020

2020-10-05T14:26:38Z

PeterWilson at 11:23, 9 March 2020

2020-03-09T11:23:34Z

PeterWilson at 01:36, 23 October 2016

2016-10-23T01:36:41Z

PeterWilson at 12:32, 1 February 2014

2014-02-01T12:32:22Z

PeterWilson at 21:07, 10 July 2013

2013-07-10T21:07:39Z

PeterWilson at 21:03, 10 July 2013

2013-07-10T21:03:33Z

UngrammBot: Robot: Removing from Category:Language

2007-06-16T13:51:25Z

Robot: Removing from Category:Language

JoachimNoreiko at 13:27, 12 June 2007

2007-06-12T13:27:18Z

PeterWilson at 07:52, 5 May 2007

2007-05-05T07:52:23Z

JoachimNoreiko: Stress - accent moved to Stress

2007-03-24T14:51:54Z

Stress - accent moved to Stress

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 A [[sentence]], too, can have stress - and quite often the use of sentence stress helps us to control its meaning very precisely.  For example, the words "John gave this plate to Mary" can be stressed in different ways to communicate different meanings to listeners.  "'''John''' gave this plate to Mary" (it wasn't someone else who was so generous); "John gave this plate to '''Mary'''" (and not to some other girl); "John '''gave''' this plate to Mary" (and did not ask her to pay for it); "John gave this '''plate''' to Mary" (and he has never shown any interest in tableware before).
+*Patterns of '''stressed''' and '''unstressed''' syllables are the principle of versification in almost all poetry in English This is qualitative metre - for more, and its alternative,  see [[quantitative metre]].
 Phoneticians argue about what precisely makes an accent, or stress, in a word.  It isn't as simple as volume (loudness) or pitch - "though usually perceived as such by lay listeners" ([[Quirk]]).  At least, no one has yet been able to measure the extent to which these may be systematically different.  But in one's native language, one usually knows pretty well how to recognise it - and to use it in one's own speech.
 [[Category:Phonetics]]
 [[Category:Fix reference]]

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 The word '''accent''' is sometimes used to mean '''stress''', in its [[phonetic]] applications.  (In this Guide, we prefer to use the word '''stress''' to mean the phenomenon in pronunciation, because it is less ambiguous: [[accent]] can mean several other things.)
-Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it.  The units can be of different sizes.  Every word that has more than one syllable has at least one stress - that is, one of its syllables is more emphatic than the other(s).
+Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it.  The units can be of different sizes.  Every word in a [[stress-timed]] language, such as English, that has more than one syllable has at least one stress - that is, one of its syllables is more emphatic than the other(s).
-Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words - between, for example,  'record' with a stress on its first syllable ('˜WRECK-ord', used as a [[noun]]) and 'record' with a stress on its second syllable ('re-CORD', used as a [[verb]]).  The difference between [[collage - college|'college' and 'collage']] is not just the difference between the second [[vowel]], but in the stresses of the two words: '˜COLL-ige' for the place of learning and 'collAHJ' for the sticky picture.  In the name of another place of learning, 'University' there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: 'you-ni-VERS-it-i', {{{{IPA|ˌju nɪ ˈvɜr sɪ tɪ}}}}.
+Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words - between, for example,  '[[record]]' with a stress on its first syllable ('˜WRECK-ord', used as a [[noun]]) and 'record' with a stress on its second syllable ('re-CORD', used as a [[verb]]).  The difference between [[collage - college|'college' and 'collage']] is not just the difference between the second [[vowel]], but in the stresses of the two words: '˜COLL-ige' for the place of learning and 'collAHJ' for the sticky picture.  In the name of another place of learning, 'University' there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: 'you-ni-VERS-it-i', {{{{IPA|ˌju nɪ ˈvɜr sɪ tɪ}}}}.
 A [[sentence]], too, can have stress - and quite often the use of sentence stress helps us to control its meaning very precisely.  For example, the words "John gave this plate to Mary" can be stressed in different ways to communicate different meanings to listeners.  "'''John''' gave this plate to Mary" (it wasn't someone else who was so generous); "John gave this plate to '''Mary'''" (and not to some other girl); "John '''gave''' this plate to Mary" (and did not ask her to pay for it); "John gave this '''plate''' to Mary" (and he has never shown any interest in tableware before).

@@ Line 1: / Line 1: @@
-ËŒThe word '''accent''' is sometimes used to mean '''stress''', in its [[phonetic]] applications.  (In this Guide, we prefer to use the word '''stress''' to mean the phenomenon in pronunciation, because it is less ambiguous: [[accent]] can mean several other things.)
+The word '''accent''' is sometimes used to mean '''stress''', in its [[phonetic]] applications.  (In this Guide, we prefer to use the word '''stress''' to mean the phenomenon in pronunciation, because it is less ambiguous: [[accent]] can mean several other things.)
-Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it.  The units can be of different sizes.  Every word that has more than one syllable has at least one stress â€“ that is, one of its syllables is more emphatic than the other(s).
+Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it.  The units can be of different sizes.  Every word that has more than one syllable has at least one stress - that is, one of its syllables is more emphatic than the other(s).
-Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words â€“ between, for example,  'record' with a stress on its first syllable (â€˜RE-cordâ€™, used as a [[noun]]) and 'record' with a stress on its second syllable (â€˜re-CORDâ€™, used as a [[verb]]).  The difference between [[collage - college|â€˜collegeâ€™ and â€˜collageâ€™]] is not just the difference between the second [[vowel]], but in the stresses of the two words: â€˜COLL-igeâ€™ for the place of learning and â€˜collAHJâ€™ for the sticky picture.  In the name of another place of learning, â€˜Universityâ€™ there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: â€˜you-ni-VERS-it-iâ€™, {{{{IPA|ËŒju-nÉª ËˆvÉœrs Éªt Éª}}}}.
+Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words - between, for example,  'record' with a stress on its first syllable ('˜WRECK-ord', used as a [[noun]]) and 'record' with a stress on its second syllable ('re-CORD', used as a [[verb]]).  The difference between [[collage - college|'college' and 'collage']] is not just the difference between the second [[vowel]], but in the stresses of the two words: '˜COLL-ige' for the place of learning and 'collAHJ' for the sticky picture.  In the name of another place of learning, 'University' there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: 'you-ni-VERS-it-i', {{{{IPA|ˌju nɪ ˈvɜr sɪ tɪ}}}}.
-A [[sentence]], too, can have stress â€“ and quite often the use of sentence stress helps us to control its meaning very precisely.  For example, the words â€œJohn gave this plate to Maryâ€ can be stressed in different ways to communicate different meanings to listeners.  â€œ'''John''' gave this plate to Maryâ€ (it wasnâ€™t someone else who was so generous); â€œJohn gave this plate to '''Mary'''â€ (and not to some other girl); â€œJohn '''gave''' this plate to Maryâ€ (and did not ask her to pay for it); â€œJohn gave this '''plate''' to Maryâ€ (and he has never shown any interest in tableware before).
+A [[sentence]], too, can have stress - and quite often the use of sentence stress helps us to control its meaning very precisely.  For example, the words "John gave this plate to Mary" can be stressed in different ways to communicate different meanings to listeners.  "'''John''' gave this plate to Mary" (it wasn't someone else who was so generous); "John gave this plate to '''Mary'''" (and not to some other girl); "John '''gave''' this plate to Mary" (and did not ask her to pay for it); "John gave this '''plate''' to Mary" (and he has never shown any interest in tableware before).
-Phoneticians argue about what precisely makes an accent, or stress, in a word.  It isnâ€™t as simple as volume (loudness) or pitch â€“ â€œthough usually perceived as such by lay listenersâ€ ([[Quirk]]).  At least, no one has yet been able to measure the extent to which these may be systematically different.  But in oneâ€™s native language, one usually knows pretty well how to recognise it â€“ and to use it in oneâ€™s own speech.
+Phoneticians argue about what precisely makes an accent, or stress, in a word.  It isn't as simple as volume (loudness) or pitch - "though usually perceived as such by lay listeners" ([[Quirk]]).  At least, no one has yet been able to measure the extent to which these may be systematically different.  But in one's native language, one usually knows pretty well how to recognise it - and to use it in one's own speech.
 [[Category:Phonetics]]
 [[Category:Fix reference]]

← Older revision		Revision as of 12:32, 1 February 2014
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−	~~The~~ word '''accent''' is sometimes used to mean '''stress''', in its [[phonetic]] applications. (In this Guide, we prefer to use the word '''stress''' to mean the phenomenon in pronunciation, because it is less ambiguous: [[accent]] can mean several other things.)	+	ËŒThe word '''accent''' is sometimes used to mean '''stress''', in its [[phonetic]] applications. (In this Guide, we prefer to use the word '''stress''' to mean the phenomenon in pronunciation, because it is less ambiguous: [[accent]] can mean several other things.)

	Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it. The units can be of different sizes. Every word that has more than one syllable has at least one stress â€“ that is, one of its syllables is more emphatic than the other(s).		Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it. The units can be of different sizes. Every word that has more than one syllable has at least one stress â€“ that is, one of its syllables is more emphatic than the other(s).

@@ Line 3: / Line 3: @@
 Stress is the phenomenon where one unit is made stronger, more emphatic or more noticeable to someone who hears it.  The units can be of different sizes.  Every word that has more than one syllable has at least one stress â€“ that is, one of its syllables is more emphatic than the other(s).
-Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words â€“ between, for example,  'record' with a stress on its first syllable (â€˜RE-cordâ€™, used as a [[noun]]) and 'record' with a stress on its second syllable (â€˜re-CORDâ€™, used as a [[verb]]).  The difference between [[collage - college|â€˜collegeâ€™ and â€˜collageâ€™]] is not just the difference between the second [[vowel]], but in the stresses of the two words: â€˜COLL-igeâ€™ for the place of learning and â€˜collAHJâ€™ for the sticky picture.  In the name of another place of learning, â€˜Universityâ€™ there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: â€˜un-i-VERS-it-iâ€™, {{{{IPA|ËŒju-nÉª ËˆvÉœrs Éªt Éª}}}}.
+Those of us who have learnt English as our mother tongue have a very deep knowledge of '''word stress''' (or accent, in this sense).  We can hear and use meaningfully the difference between otherwise identical words â€“ between, for example,  'record' with a stress on its first syllable (â€˜RE-cordâ€™, used as a [[noun]]) and 'record' with a stress on its second syllable (â€˜re-CORDâ€™, used as a [[verb]]).  The difference between [[collage - college|â€˜collegeâ€™ and â€˜collageâ€™]] is not just the difference between the second [[vowel]], but in the stresses of the two words: â€˜COLL-igeâ€™ for the place of learning and â€˜collAHJâ€™ for the sticky picture.  In the name of another place of learning, â€˜Universityâ€™ there are two stresses, a [[primary stress]] on the third syllable and a [[secondary stress]] on the first: â€˜you-ni-VERS-it-iâ€™, {{{{IPA|ËŒju-nÉª ËˆvÉœrs Éªt Éª}}}}.
 A [[sentence]], too, can have stress â€“ and quite often the use of sentence stress helps us to control its meaning very precisely.  For example, the words â€œJohn gave this plate to Maryâ€ can be stressed in different ways to communicate different meanings to listeners.  â€œ'''John''' gave this plate to Maryâ€ (it wasnâ€™t someone else who was so generous); â€œJohn gave this plate to '''Mary'''â€ (and not to some other girl); â€œJohn '''gave''' this plate to Maryâ€ (and did not ask her to pay for it); â€œJohn gave this '''plate''' to Maryâ€ (and he has never shown any interest in tableware before).

← Older revision		Revision as of 13:51, 16 June 2007
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	Phoneticians argue about what precisely makes an accent, or stress, in a word. It isnâ€™t as simple as volume (loudness) or pitch â€“ â€œthough usually perceived as such by lay listenersâ€ ([[Quirk]]). At least, no one has yet been able to measure the extent to which these may be systematically different. But in oneâ€™s native language, one usually knows pretty well how to recognise it â€“ and to use it in oneâ€™s own speech.		Phoneticians argue about what precisely makes an accent, or stress, in a word. It isnâ€™t as simple as volume (loudness) or pitch â€“ â€œthough usually perceived as such by lay listenersâ€ ([[Quirk]]). At least, no one has yet been able to measure the extent to which these may be systematically different. But in oneâ€™s native language, one usually knows pretty well how to recognise it â€“ and to use it in oneâ€™s own speech.

−	[[~~category~~:~~phonetics~~]] [[~~category:language]] [[category~~:Fix reference]]	+	[[Category:Phonetics]]
		+	[[Category:Fix reference]]

← Older revision	Revision as of 14:51, 24 March 2007
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