3 syllables: dif, fi, cult. Stress on dif.
DIF-uh-kuhlt
/ˈdɪfəkəlt/
difficult is pronounced DIF-uh-kuhlt (/ˈdɪfəkəlt/). It has three syllables (dif-fi-cult), with the stress on "dif". Difficult describes something that is hard to do, understand, or accomplish. It often implies obstacles, complexity, or a challenge that requires effort, skill, or persistence. The term can refer to tasks, situations, or people that present notable intricacy or resistance to easy handling.
Difficult describes something that is hard to do, understand, or accomplish. It often implies obstacles, complexity, or a challenge that requires effort, skill, or persistence. The term can refer to tasks, situations, or people that present notable intricacy or resistance to easy handling.
"The math problem was difficult, but she worked through it patiently."
"Navigating the new software proved difficult at first."
"The test was difficult, yet many students managed to finish it on time."
You say /ˈdɪfɪkəlt/. The primary stress sits on the first syllable: DIF-uh-cult. The /d/ is a clear start, /ɪ/ as in 'kit,' the /f/ is voiceless, and the /ɪ/ again before the /k/ cluster. The final /t/ is typically released in careful speech and often unreleased in casual speech, which can sound like /ˈdɪfɪkəl̩/. Mouth positions: front tongue near the alveolar ridge for /d/ and /t/, lips neutral for vowels, and a light but firm /k/ closure at the velum. Audio reference: you can compare with native speaker clips on Pronounce or Forvo for /ˈdɪfɪkəlt/.”,
Common errors: 1) Stress misplaced to the second syllable, saying /ˌdɪfɪˈkəlt/. 2) The middle /ɪ/ too lax, giving /dəˈfɪkəlt/ or /ˈdɪfɪkəhlt/. 3) Final /t/ unreleased or unreliably released, so it sounds like /ˈdɪfɪkəɫ/; correct with a light aspirated release. Corrections: keep primary stress on the first syllable, ensure a crisp /f/ and clear /t/ at the end, and maintain the /ɪ/ before /k/ as a short vowel. Practice with minimal pairs like 'difficult' vs 'difficult' (emphasize dif- vs dif-).”,
In US/UK/AU, the primary stress remains on the first syllable: /ˈdɪfɪkəlt/. The vowel qualities can vary: US often has a slightly lower, tenser /ɪ/ in the first vowel; UK may have a marginally shorter /ɪ/ and crisper /t/, while AU can display a slightly more centralized second vowel /ɪɪ/ quality and a softer /t/ in rapid speech. Rhoticity is typically present in US (linking to /r/ in surrounding words) but minimal in careful British pronunciation. Overall, differences are subtle; focus on stress and final /t/ release to sound natural in your region.”,
The challenge lies in the two consonant clusters: the /d/ + vowel /ɪ/ + /f/ + /ɪ/ + /k/ + /ə/ + /lt/ combination. The /f/ and /k/ taps require precise place of articulation (labiodental then velar), and the final /lt/ often involves a quick, lightly released /t/ after a syllabic or reduced /ə/ vowel. The tri-syllabic rhythm also complicates timing: keep strong initial stress while not overemphasizing the middle vowel. Focused practice on the transition between /f/ and /k/ will help you produce the word cleanly.”,
A key unique aspect is the /dɪ/ -> /fɪ/ transition between the first and second syllables: the /ɪ/ in the first syllable and the /ɪ/ in the second are close in quality, so you should keep them clearly separated to avoid a run-together /dɪfɪ/ blend. Additionally, the final /lt/ cluster requires a lightly released or unreleased /t/, which can be a common slurring point in rapid speech. Practicing with careful enunciation of the first syllable and a crisp, barely audible final /t/ helps maintain clarity.
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US: rhotic linking can add a slight /r/ in connected speech, affecting rhythm slightly; UK: crisper consonants, less rhoticity in careful speech; AU: vowel qualities can be a touch more centralized, final /t/ softer. IPA references: /ˈdɪfɪkəlt/ with US and UK variations in the vowel quality of /ɪ/ and the aspiration of /t/. Focus on keeping /ɪ/ accurate in both syllables and maintaining clear /f/ and /k/ contacts. Expire the /t/ with a light release in all accents, but keep the word distinct in connected speech.”,
Difficult comes from the Latin difficultem, from difficilis, meaning 'not easily, hard to do.' The root diff-, meaning 'apart, not, in a different way,' plus -ficilis, meaning 'doing, making, tending to.' Old Latin used difficultem to describe things that were hard to accomplish. In Middle English, the word entered through Old French via Latin, maintaining the sense of something that requires effort or poses a challenge. Over time, difficult broadened from physical hardness to include cognitive, emotional, and situational complexity—hence phrases like 'a difficult choice' or 'a difficult problem.' The pronunciation settled into two primary syllables (dif-fi-cult) with stress on the first syllable in most usages today, though the word is often unstressed in rapid speech as 'DIF-i-cult' or 'dif-uh-kult' depending on dialect and emphasis. First known use in English literature dates to the 14th century, consistently carrying the sense of
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Words that rhyme with "difficult"
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