it correctly, and get used to the whole sound of it. They
should also pay attention to the stress patterns of commonly
used adjective-noun combinations when they hear them, just
as they do when they learn new vocabulary words. Still,
learners will probably use incorrect stress from time to time,
just as they probably make mistakes in pronouncing sounds.
This is an inevitable part of learning.
Stress in phrasal verbs
English also has many phrasal verbs, or two-word verbs,
such as put on, get up, turn off, and take over. Phrasal verbs
are usually written as two separate words, and in sentences,
their two parts are sometimes separated by other words.
Unlike compound nouns, phrasal verbs are usually stressed
on the second part, especially when it comes at the end of a
sentence or thought group.
Please come ˈin. Pick it ˈup. I turned it ˈon.
However, when a phrasal verb is followed by a noun that is
its object, the stress is di"erent. The !rst part of the verb
receives a little stress, and the primary stress moves to the
object of the phrasal verb:
Pick up the ˈpaper. I turned on the ˈlight.Some of these two-word verbs can also be used as nouns. In
this case, they follow the same pattern as the noun-verb pairs
that were described earlier (permit, suspect, progress).
They’re stressed on the !rst part when they’re nouns and on
the second part when they’re verbs. Also, they’re typically
written as one word when they’re nouns, but as two words
when they’re verbs:
I’ll print it ˈout. I’ll give you a ˈprintout.
The plane took ˈoff. It was a smooth ˈtakeoff.Suffixes and stress
Students are sometimes confused by sets of words that come
from the same basic root but have stress on di"erent
syllables. At !rst glance, these changes seem completely
random. For example:- eˈlectric elecˈtricity electrifiˈcation
- ˈtechnical techˈnique techniˈcality
- ˈspecify speˈcific specifiˈcation
- ˈnatural ˈnaturalize naturaliˈzation
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