Apprentices is the plural form of apprentice: a person who is learning a trade under a skilled professional, combining hands-on training with instruction. It refers to multiple individuals in such a program or cohort. The term emphasizes ongoing learning, entry into a craft, and a structured mentorship pathway within a former or current apprenticeship system.
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"The local guild announced that ten new apprentices would begin training this fall."
"Apprenticeships offer a blend of classroom study and practical on-the-job experience."
"Several former apprentices now supervise the program and mentor new recruits."
"During the first year, apprentices often rotate through different departments to gain broad exposure."
Apprentice originates from the Old French emprentif, itself from emprenter meaning 'to bind by a contract', and from Latin emprenticare. The word entered English in the Middle Ages, related to a formal agreement where a youth bound themselves to a master to learn a trade, typically for several years. The sense evolved from a binding obligation to an occupation-trained individual who has begun learning but not yet mastered the craft. By the 14th century, apprenticeship referred to a student under a master’s guidance who would eventually become a journeyman and then a master. The term underscores a structured, mentor-guided pathway into skilled labor, distinguishing it from general laborers by emphasizing formal training, milestones, and progressive responsibility. Over time, apprenticeships expanded beyond crafts to include industries such as manufacturing, technology, and culinary arts, retaining the core idea of learning through hands-on practice under a skilled supervisor.
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Words that rhyme with "apprentices"
-ies sounds
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Apprentices is pronounced as /ˌæp.rənˈtɪs.ɪz/ in US and UK, with primary stress on the third syllable: ap-rən-TIS-iz; the initial 'ap' is a short, clipped sound, 'pren' reduces to 'prən' with a schwa, and the ending 'tices' sounds like 'tɪs-iz'. In careful speech you may hear the final 'es' as a separate syllable; in fast speech it may be realized as /-tɪz/ or /-təs/. Audio references: Cambridge and Oxford dictionaries provide spoken examples; try listening to 'apprentices' in context to match rhythm.
Common errors: 1) Placing stress on the first syllable (AP-pren-tices) instead of the secondary-stress pattern; 2) Slurring the middle schwa, producing 'æ-prən-tis' rather than 'æ-prən-ˈtɪ-sɪz'; 3) Pronouncing the final 'ces' as 'seez' instead of 'sɪz'. Correct by: isolating the 'prən' with a light, relaxed tongue and then releasing the final 'tɪzɪz' with a clear 't' plus a soft 'ɪz'.
In US English, the rhotic r is often non-intrusive here; US tends to feature a slightly reduced schwa in the second syllable. UK English tends to have more precise ['ˈæp.rən.tɪˌsiːz] with clear 't' release and a lighter final 'ɪz'. Australian tends to flatten the vowels a bit, with slightly longer 'ɪ' in 'tices' and a more flattened 'æ' in the first syllable. Overall, primary stress remains on the third syllable, but vowel qualities and vowel length shift slightly by accent.
Because of the complex cluster across syllables: the 'prən' schwa reduction, the onset of 't' in 'tices' after a soft 'n', and the final '-ices' with a light 'ɪz' or 'ɪzɪz' can be tricky. The word also has a hidden secondary stress pattern that challenges listeners to track the unstressed syllables while preserving clear consonants. Practice with slowed syllable segmentation to stabilize the sequence: ap-prən-tĭ-səs.
The uniqueness comes from its three-syllable rhythm and the rare final -ices sound cluster 'tɪ-sɪz' that can morph to 'təz' in rapid speech. The contrast between the syllables 'prən' and 'tɪsɪz' requires precise tongue positioning: the tip of the tongue against the alveolar ridge for the 't', the relaxed mid-lungful mouth for the schwa, and a crisp 's' for the final consonants. Focus on maintaining even tempo and a brief pause before the 't'.
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