4 syllables: e, li, cit, ing. Stress on li.
il-IS-uh-ting
/ɪˈlɪsətɪŋ/
eliciting is pronounced il-IS-uh-ting (/ɪˈlɪsətɪŋ/). It has four syllables (e-li-cit-ing), with the stress on "li". Eliciting describes causing or drawing out a response, reaction, or information from someone or something. In language, it refers to the act of provoking an answer or reaction, often through questioning or prompting. The term implies a deliberate or strategic effort to obtain a specific response and is common in fields like linguistics, psychology, and education.
Eliciting describes causing or drawing out a response, reaction, or information from someone or something. In language, it refers to the act of provoking an answer or reaction, often through questioning or prompting. The term implies a deliberate or strategic effort to obtain a specific response and is common in fields like linguistics, psychology, and education.
"The teacher was skilled at eliciting thoughtful answers from her students."
"Her questions were designed to elicit detailed information about the incident."
"The comedian’s routine elicited spontaneous laughter from the crowd."
Pronounce as /ɪˈlɪsɪtɪŋ/ (US/UK/AU share the same core). The stress is on the second syllable: eli-LI-ting? Actually e-LI-cit-ing, with stress on LI (“eliciting”). Start with a short i in the first syllable, then a clear /l/ with the light tongue tip. The middle syllable uses /ˈlɪs/ and a light /t/ before the final -ing. Keep the final /-ɪŋ/ nasal closing. Practice: /ɪˈlɪsɪtɪŋ/. Audio references: you can compare with dictionaries for precise vowel length. IPA: US /ˌiːˈlɪsɪtɪŋ/? Note: primary stress on the second syllable: /ɪˈlɪsɪtɪŋ/.
Two common errors: misplacing stress as e-LI-citing or i-LI-citing instead of the correct second-syllable emphasis; and hyper-articulating the /t/ so it sounds like ilicit-ing or elicit-ing with a strong t. Correction tips: place primary stress on the second syllable: /ɪˈlɪsɪtɪŋ/. Keep the /t/ light and quick before the final /-ɪŋ/; avoid turning it into a hard /d/ or releasing the /t/ too prominently. Finally, ensure the initial /ɪ/ is a short, lax vowel rather than a long /iː/.
Across US/UK/AU, the core vowel sounds are similar but there are subtle shifts: US often reduces unstressed vowels to schwa and keeps rhoticity; UK RP tends to crisper /t/ and shorter /ɪ/ in unstressed syllables; AUS tends toward a centralized /ɪ/ and flatter intonation with non-rhotic tendencies in some speakers. The stressed /ɪ/ in the second syllable remains close to /ɪ/ across dialects, while the final -ing is usually /-ɪŋ/ in all three, with slight length differences. Listen for /ɪ/ vs /iː/ and the /t/ release in connected speech.
Because it combines a stressed mid syllable with a light, quick /t/ before a clustered /-ɪŋ/ ending, and a nonobvious sequence /-lɪs-/ that many learners misplace. The alveolar /t/ often becomes a flapped or unreleased stop in rapid speech, and the short /ɪ/ in the second syllable is easily reduced. Also, distinguishing /ɪ/ from /iː/ in rapid speech challenges many non-native speakers. Focus on keeping the /l/ firmly colored by the preceding vowel and maintaining a crisp, short /t/ before /ɪŋ/.
A unique emphasis is the second syllable where the vowel is a short /ɪ/ in a stressed syllable. The sequence 'li-sit' places tension across the alveolar /l/ + /ɪs/ + /t/ + /ɪŋ/. Emphasize the crisp /s/ before the final /ɪt/ and ensure the /t/ lands cleanly without a following /r/ or extra vowel. Watch the transition from /l/ to /ɪ/ to /t/ to /ɪŋ/, as any slurring can blur the word’s core rhythm. IPA guide: /ɪˈlɪsɪtɪŋ/.
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US: rhotic, non-stressed vowels reduced; keep /ɪ/ in stressed syllable clear. UK: crisper /t/ release; vowel is slightly tenser; final /ŋ/ is velar nasal. AU: often non-rhotic speaker, flatter overall vowel space, less velar transfer; keep final /-ɪŋ/ compact. IPA sketches: US /ɪˈlɪsɪtɪŋ/; UK /ɪˈlɪsɪtɪŋ/; AU /ɪˈlɪsɪtɪŋ/. Tips: practice with minimal pairs comparing /ˈlɪs/ vs /ˈlɪsi/; ensure the second syllable carries the primary stress. Use stress-shift drills and rhythmic tapping to feel the beat. Reference IPA voicing differences for /t/: alveolar stop, unaspirated in some contexts.
Eliciting comes from the verb elicit, which originates from the Latin elicere, formed by ex- (out) + lacere/lacere (to draw). The base elic- relates to drawing forth from a source. In Middle English, the term evolved from legal and rhetorical uses into broader psychological and educational contexts. The earliest attestations in English center on drawing out information or responses, often in investigative or interrogative settings. Over time, elicit broadened to general influence in conversations, prompts, and research interviews. The suffix -ing marks the progressive or gerund form, indicating the action of eliciting as a process. In modern usage, eliciting is common in linguistics (eliciting sentences or data from speakers), education (eliciting student ideas), and clinical settings (eliciting responses to therapy or assessments). The word has retained its core sense of outwardly drawing something from an external source, with a growing emphasis on the intentional or strategic nature of prompting responses. First known use in the 16th to 17th centuries aligns with legal and rhetorical origins, later expanding into psychological and educational discourse as research and interactive methods became prevalent.
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💡 These words have similar meanings to "eliciting" and can often be used interchangeably.
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Words that rhyme with "eliciting"
-ing sounds
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