How many syllables in girl
american english - number of syllables in GIRL
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I (US Mid-West) definitely pronounce this as having two syllables, with a schwa between the R and the L. In fact, I find it difficult to make a consonant cluster of RL. This is contradicted but dictionary entries that give the pronunciation as having one syllable.
How many syllables does the word have?
- american-english
- phonology
- syllables
6
For many American English speakers, the distinction between /l/ and /əl/ is unclear when /l/ is in the coda of a syllable (it doesn't necessarily have to constitute the entire coda: see the related question about words like child, wild, and field) after a tense vowel, a diphthong, or a rhotic vowel. The exact set of vowels associated with this merger may vary between speakers; for example, I feel like I have a fairly robust distinction between /el/ (as in trail) and /eəl/ (as in betrayal) and /ol/ (as in stole) and /oəl/ (as in bestowal) although in fast speech I can imagine that I might merge them. (Normally, I pronounce /el/ as something like [eə̯ɫ] and [eəl] as something like [eɪ̯əɫ]). But I don't have a strong distinction between /oɪl/ and /oɪəl/: for me, it feels like oil basically rhymes with loyal.
This means that words that show this variation have an unclear number of syllables.
Wikipedia covers the possible environments in a section titled "Vile–vial merger" of the article "English-language vowel changes before historic /l/":
In some rhotic accents, [a merger may occur between] /-ˈɜːrl/ (girl, hurl, pearl, etc.) and /-ˈɜːrəl/ (referral), usually skewing towards two syllables.
1
In the standard General American accent, 'girl' has a single syllable, /gɚl/ or /gərl/.
But a large number of people separate 'rl'. This is similar to how the 'l' in bottle forms a syllable all by itself. This is called a syllabic l'. The sounds (which is not the same as letters) of 'r', 'm' and 'n' also can do that, be a syllable without the usual expected vowel as center of the syllable, though often the schwa 'ə' or 'uh' is considered the syllabic nucleus that comes with a syllabic consonant.
This is not an uncommon variant in all American varieties of English. It is not characteristic of any particular dialect. Some people in all varieties do it. That means that saying it does not pinpoint you to a particular accent, it is an acceptable variation in all accents.
It is not surprising that the consonant cluster 'rl' is sometimes separated. It is often a very difficult pair to pronounce by children and non-native speakers. Notice in the second clip, the announcer, who has a British English accent, gives two syllables for 'squirrel' which is perfectly natural alternative.
This is in contrast to the other direction. Some words, like 'fire' or 'desire', which in the standard pronunciation have two syllables for 'ire' = /aɪ ɚ/ or /aɪ ər/, can reduce to /ar/. It's not like the syllable distinction was emphasized in the standard pronunciation, but especially in the South or in the very similar AAE, they are sometimes non-rhotic (drop word final 'r's) and monophthongization (saying 'Ah' for 'I').
2
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pronunciation - How many syllables in the -ism suffix?
The suffix "-ism" is generally analyzed as having two syllables.
However, the second syllable is not particularly prominent, and no contrast in syllabifiation is possible for this word in any variety of English that I know of, which may explain why some speakers don't have particularly strong intuitions about this. Also, depending on what linguistic theory you are working with, syllabification might not be considered a particularly fundamental feature of pronunciation, and the syllabic pronunciation of the "m" in this context might be considered to be just a contextual variant of the same sound found in non-syllabic form at the start of meet or the end of team.
Most varieties of English are thought to have sounds called "syllabic resonants": sounds like m, n, l, and in some varieties of the language r can occur not only in the onset or coda of a syllable, but as the nucleus of a syllable. I won't discuss l and r any further here because they are a bit more complicated to analyze.
Syllabic n and m only occur in unstressed syllables, and for many (I think most) speakers there is no noticeable phonemic contrast between syllabic n and m (written in IPA as n̩ and m̩ respectively) and the sequences /ən/ and /əm/. There is certainly no stable phonemic contrast between these sequences that applies to the general community of English speakers.
One thing to keep in mind is that some speakers produce and/or perceive a non-phonemic distinction between [ən], [əm] and [n̩], [m̩]; for these speakers, probably only the latter would be described as a "syllabic resonant". The exact distribution of phonetic syllabic resonants vs. phonetic [ə] + resonant sequences seems to vary somewhat between dialects. For example, this blog post by John Wells indicates that in "RP-style English", [ən] is used instead of [n̩] after a nasal or vowel (Wells gives the examples of common and lion). For more information about phonetic details like this, see the last section of this answer.
There is little contrast between syllabic /əm~m̩/ and non-syllabic /m/
There are fairly few contexts where syllabic resonants have a clear phonemic contrast with the equivalent non-syllabic resonants. As far as I can tell, the only contexts where there is a strong phonemic contrast between e.g. /ən~n̩/ and /n/ are after a vowel, as in "Owen" vs. "own", after a liquid, as in the near-minimal pair of "Aaron" vs. "cairn" (for an American English speaker) or "film" vs. "vexillum", and (to a lesser extent) before a vowel, especially a stressed or unreduced vowel, as in transnational vs. fascination.
Since the "m" in -ism is neither preceded nor followed by a vowel, there is no possible phonemic contrast between syllabic and non-syllabic pronunciations. Most speakers think it sounds syllabic (i.e. /əm/), and this fits in better with the usual structure of English syllables, but some people apparently don't hear this.
(There is not a huge difference between the sound of n̩ and n, or m̩ and m.)
In poetry, it is often possible to use "compressed" pronunciations where a syllabic resonant doesn't count as a syllable: e.g. words like heaven and given may be treated as monosyllables (these may be written as "heav'n" and "giv'n").
Syllabification isn't based on the presence of a vowel letter in spelling
Syllabic "m" does occur in some contexts where it is written with a preceding vowel letter, such as (for many speakers) in the words bottom, fathom and bosom. However, unfortunately, I don't know of any commonly used words where the sequence /ɪzm̩/~/ɪzəm/ is written with a vowel letter before the letter "m", so it doesn't seem to be possible to do a rhyme test. However, tchrist pointed out the similar word "rhythm" which I think most speakers would feel has two syllables.
I wouldn't put much weight on the spelling as a source of information about how to pronounce the word, though—many words with syllabic resonants are spelled without vowel letters before the consonant letter, like fiddle and centre, or brand names like Tumblr and Flickr (which don't even have a final silent "e").
More phonetic details
Throughout this answer, I've been focusing on the phonological contrasts at the "surface" level. The phonetics of syllabic resonants vs. schwa-resonant sequences, and the possible implications for the "deeper" levels of phonology, are quite complicated (see e.g. The Phonetics and Phonology of some Syllabic Consonants in Southern British English, Zoë Toft, 2002) and I haven't studied them enough to be able to say anything helpful in this regard.
Words "girl" morphological and phonetic analysis
Explanation of the rules for dividing (breaking down) the word "girl" into syllables for transfer.
The Soosle.ru online dictionary will help you: parse the word “ girl ” phonetically and morphologically by composition, correctly divide it into syllables according to the rules of the Russian language, highlight parts of the word, put stress, indicate the meaning, synonyms, antonyms and compatibility for the word “ girl ".
Content:
- 1 Syllables in the word "girl"
- 2 How to translate the word "girl"
- 3 Morphemic analysis of the word "girl" in composition
- 4 Words "girl" similar in morphemic structure
- 5 Synonyms of the word "girl"
- 6 Stress in the word "girl"
- 7 Phonetic transcription of the word "girl"
- 8 Phonetic analysis of the word "girl" into letters and sounds (Sound-letter)
- 9 Sentences with the word "girl"
- 10 Matching the word "girl" "
- 11 Meaning of the word "girl"
- 12 Declension of the word "girl" by age
- 13 Correct spelling of the word "girl"
Syllables in the word "girl"
Number of syllables: 3 -chka
According to the rules of the school curriculum, the word "girl" can be divided into syllables in different ways. Variability is allowed, that is, all options are correct. For example, this:
de-voch-ka
According to the program of the institute, syllables are distinguished on the basis of ascending sonority:
de-vo-chka
The types of syllables are listed below and the division is explained taking into account the program of the institute and schools with in-depth study of the Russian language.
How to transfer the word "girl"
de - Vechka
Devil
Girls - ka
Morphemal analysis of the word "Girl" in composition
| Virgin |
| Suffix | A | Ale |
girl
Words similar in morphemic structure “girl”
Words similar in morphemic structure
Synonyms of the word "Girl"
1. Girl
2. Girl
3. Girl
4. Board0008
5. Child
6. Girl
7. SPROKOVIKA
8. Girl
9. Divchina
10. Chernoshka
11. Orpan
12. Sucky
13. Baby
14. Girl
15. Devonian
16. Baluna
17.
Bolshunya
18. Gerlskaut
19. Gerla
20. Prostitute
21. Girls
22. Girl
23. Devil
24. Preschoolery
25. Lightless ward
26. Cradle
27. Grozdivonka
28. Grozdevchonochka
29. Mistagon
30. Gerl-Frand
31. Siliasis
Empty in the word “Girl”
”” ”girl - stress falls on the 1st syllable
Phonetic transcription of the word "girl"
[d'`evach'ka]
Phonetic analysis of the word "girl" into letters and sounds (Sound-letter)
| O | |||
| h | [h '] | Consistent, deaf, mild, hissing | h |
| to | consonant, deaf pairy, Tworthy, noisy | to 9008 | |
| a | [a] | unstressed vowel | a |
Number of letters and sounds:
Based on the analysis made, we conclude that the word has 7 letters and 7 sounds.
Letters: 3 vowels, 4 consonants.
Sounds: 3 vowels, 4 consonants.
Sentences with the word "girl"
Kiss her, our poor girl .
Source: Nikolai Zorin, My sister is death, 2008.
He told girl that the toy is too expensive.
Source: Rebecca Winters, Real Miracle, 20130005, but she was embarrassed, annoyed at herself.
Source: Tatyana Levanova, Lord of Illusions, 2006.
Compatibility of the word "Girl"
1. Little girl
2. Poor girl
3. Good girl
4. Boys
5. Girl. years old
6. the girl from the village
7. the face of the girl
8. the boys of the girls
9. the eyes of the girl
10. the girl grew up
11. the girl understood
12. the girl smiled
13. look at the girl
14. see the girl
15.
take the girl by the hand
16. (full combination table)
genus. pl. - check date - chkam, well. A female child or teenager. (Small Academic Dictionary, MAC)
Declension of the word “girl” according to the terms
| Case | Question | Sing. | Plural plural |
|---|---|---|---|
| Nominative Name. | who? | female | female |
| Genitive | whom? | girls | girls |
| DativeDat. | to whom? | for a girl | for a girl |
| accusatoryWin. | whom? | girl | girls |
| Creative TV. | by whom? | girl | girl |
| about whom? | Girl | Girls |
How the word “Girl” is written correctly
The word “girl”Correct word is written: Baby
Number of letters in the Word 9000 reverse order:
- 7
d
1 - 6
e
2 - 5
in
3 - 4
O
4 - 3
h
5 - 2
K
6 - 1
7
Tasks for 1 class - Numyenok
In the 1st class Children learn to transfer words from one line to another when writing.
If a child does not master the rules of word hyphenation, then he either makes mistakes, hyphenating the word anywhere, or tries to fit the word on the line, violating the beauty of the handwriting. Some children continue to write the word outside the margins, which is also unacceptable.
Word hyphenation rules
To correctly hyphenate words from one line to another, a child must learn to divide words into syllables. And first you need to learn how to determine the number of syllables in a word. To do this, you need to remember the rule.
How many vowels in a word, so many syllables.
In my practice, I came across first-graders who could not divide into syllables because they did not know vowels. Therefore, it is imperative to learn 10 vowels of the Russian language.
Word Wrap Memo
- You can only hyphenate words from one line to another by syllables.
- Single-syllable words are not hyphenated.
- One letter cannot be left on a line or transferred to a new one.
- The letters y, ь, ъ cannot be separated from the letter in front of it when transferring
- Words with doubled consonants should be transferred as follows: sum - ma
When wrapping words, a dash (-) is used.
Word hyphenation tasks Grade 1
1. Write down. Divide words into syllables.
- Wonderful day! Dolphin in the sea. Olga loves dolphins. It's good to play with them!
Word good stripped for transfer in all possible ways.
- April has arrived. Ice floes float on the river. The birds began to sing. The sky is high and blue.
Word high stripped for transfer in all possible ways.
- Patients came to the doctor. They were a bear, a seagull and a small deer.
The doctor began to treat them.
Word small stripped for transfer in all possible ways.
- Kolya and Misha are playing. Kolya has a horse. He is big. Misha has a deer. It is small. The boys are having fun.
Word boys strip for transfer in all possible ways.
- Winter has come. Fluffy snow fell. Nice white snowflakes. Misha has a sled. And Klava has skis. They go to the park.
Word snowflakes strip for transfer in all possible ways.
- A boy and a girl often run into the forest. There they look for cones, tear sorrel. Birds sing merrily in the forest. A tame squirrel lives in a hollow.
Word girl strip for transfer in all possible ways.
- Children often went to the grove. In the spring, fragrant lilies of the valley bloomed there. And in summer, children saw the fluffy tail of a fox.
Today they met a hare. He has long ears.
Word scented strip for transfer in all possible ways.
- In the depths of the dense spruce crown, a crow sat on a nest. She hid from other birds. The crow was quieter than water, lower than grass. She was afraid to leave the nest and cool the eggs in the morning frost.
Word hidden stripped for transfer in all possible ways.
2. Rewrite, dividing words into syllables and for hyphenation.
School, lizard, friendship, read, seagull, streams, street, chicken, girl, ant, lighthouse, listen, spinning top, bird, brought, cage, room, plant, window, hare, patterns, apple, harvest, saw .
3. Write down and show with lines how you can transfer these words from one line to another. Write down separately the words that cannot be transferred.
Pencil, girl, echo, autumn, hedgehog, watering can, sentry, brook, radio, falcon, plant, cloud, lake, lessons, May, ash, pit, sedge, army, line, pilot, sail, comrade, train, light, driver, gardener, station, sweatshirt, birch, plane, lawn, hostess, student, troika, read, sing, draw, seagull, volleyball, goodbye, excellent student, hawk.
4. Underline the words that cannot be transferred.
- Anchor, book, walking, cat, T-shirt, pattern, stork, oak, builder, beast, notebook, chair, pit, siskin, deer.
- Teacher, plaid, spoon, hedgehogs, fork, Christmas tree, pencil, dinner, May, mustache, layer, snake, ABC, honey.
- Seagull, bridge, apple, flowers, whirlpool, ocean, Olya, berry, bush, Alena, trains, post, Irina, shower, lei.
- Julia, ball, Igor, ray, forest, beehive, maple, tea, Marina, brother, puff, construction site, watering can, hedgehog, father.
5. Separate the syllables for transfer in all possible ways.
- Pencil______________________________
- Parsley________________________________
- I saw________________________________
6. Divide the words into syllables into groups according to the number of syllables.
Night, spruce, large, village, ash, peak, back, country, sails, coal, wave, playground, rabbits, daredevil, day, gatehouse, herring, dove, runs, trembles, shadow, kettle, horse, arch , sunshine, January.
7. First write out the words in one syllable (monosyllabic), then in two syllables (disyllabic), and then in three and four syllables (three-syllable and four-syllable).
Beavers dug a hole. This is the home of the beavers. Having dived under the water, the beavers got into the house. For lunch, beavers have swamp grasses, willow leaves. Beavers have sharp front teeth. The beavers deftly peeled off the bark from the tree and had lunch.
8. Change the words so that they can be transferred.
- Maple______________________________
- Post_____________________________
- Leaf______________________________
- Stump______________________________
- Grandfather_______________________________
- Ice_______________________________
- Frost_____________________________
9. Find an extra syllable in each word. Make up a word from the resulting syllables.
Divide words into syllables for transfer in all possible ways. - mouse, helicopter, troubles
- dikomvan, pepusek, rope
- okkano, glonibus, corn, book
10. Write down the words that have the same number of syllables and hyphenation options. Separate these words for transfer.
Snail, cuckoo, teacher, ring, hairpin, sink, windmill, line, boy, coat, ice floe, bear cub, big, strict, teach, fox, bunny, hedgehog, turkey, snake, bead, lizard, skirt, apple , mosquito, piano, carousel, pineapple.
11. Rewrite, divide the words into syllables, put the stress. Write down the words that cannot be transferred.
A beautiful birch in spring. Its thin flexible branches hang down to the ground. All of them are covered with fluffy earrings. Young sticky leaves have just hatched. They shine bright green in the sun. Here a bright sunbeam ran along the trunk. Dew drops glistened on the branches.
The people love the beautiful birch, compose songs and poems about her.
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