3 syllables: fac, ul, ties. Stress on fac.
FAK-uhl-teez
/ˈfækəltiz/
faculties is pronounced FAK-uhl-teez (/ˈfækəltiz/). It has three syllables (fac-ul-ties), with the stress on "fac". Faculties refers to the mental or physical powers and capabilities of a person, such as memory, perception, and reasoning, or to organizational divisions within an institution. The term can describe innate abilities or the specific branches of a college or university’s departments. In plural form, it often emphasizes multiple domains of capability or the plural of a single faculty within an institution.
Faculties refers to the mental or physical powers and capabilities of a person, such as memory, perception, and reasoning, or to organizational divisions within an institution. The term can describe innate abilities or the specific branches of a college or university’s departments. In plural form, it often emphasizes multiple domains of capability or the plural of a single faculty within an institution.
"Her faculties began to fail after the long illness, but she regained some strength with therapy."
"The university’s faculties met to discuss the new research initiative."
"Certain faculties, like auditory or mathematical, are stronger in some people than others."
Phonetically it’s /ˈfæk.əl.tiz/ in US, /ˈfæk.jə.ltiːz/ in careful UK speech, and /ˈfæk.jə.ltiz/ in some Australian speech. Primary stress sits on the first syllable: FACK-uh-lteez. The middle can be a reduced schwa in rapid speech, yielding /ˈfæk.əl.tiz/ in casual American, while British enunciation may insert a light /j/ sound between the second and third syllables. Listen for the final voiced z sound: keep it crisp, not an s-sound.,
Common errors include: misplacing stress (saying fa-CUL-ties) and over-articulating the middle consonant cluster. Another error is pronouncing the ending as /-siz/ instead of /-tiz/ or /-iz/ when connected. To correct: keep the primary stress on FA-, use a short, neutral schwa in the middle (/ə/) and finish with a clear /t/ or /tɪz/ depending on pace, avoiding a hard /s/ or a long /iː/ before the final /z/. Practice with slow cadence then speed up while maintaining the final /z/ friction.
US: /ˈfæk.əl.tiz/ with a light /ə/ in the middle and a clear /z/ at the end. UK: /ˈfæk.jə.ltiːz/ or /ˈfæk.əl.tiz/ with a shorter final vowel in some dialects; some speakers insert a subtle /j/ between /k/ and /l/ sounds. AU: often closer to US patterns but with slightly stronger vowel reductions and a touch of /t/ as a dental stop before the /z/. Overall, rhoticity is less critical than vowel quality and syllable timing. Key point: the final /t/ may be released or softened toward /tiz/ depending on pace.
The word challenges: 1) maintaining the three-syllable rhythm without compressing the middle vowel, 2) landing the /t/ and /z/ cluster cleanly in rapid speech, avoiding flapping or a /d/ substitute, and 3) handling the light /ə/ or /ɪ/ rhythm in the middle syllable so it doesn’t merge with the first or last syllable. You’ll benefit from practicing the sequence FA-cul-ties with a steady tempo, ensuring the middle schwa is clearly heard or felt, and finishing with a crisp /z/ sound. IPA cues help anchor the exact positions.
A unique aspect is the potential subtle vowel reduction in the second syllable across dialects, which can make it sound like /-əl/ or /-jə-/ depending on speaker. The final consonant may be a soft /t/ before the /z/ or an allophonic variation like /tɪz/ in faster speech. Being precise with the /ə/ or /ɪ/ in the middle and delivering the final /z/ with friction will keep you intelligible across contexts. IPA references help you lock in the exact mouth positions.
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- US: Emphasize rhotic vowel with a clear /æ/ in the first syllable; middle /ə/ should be short and light; final /iz/ should be voiced, avoid vowel elongation. - UK: May shift to /ˈfæk.jə.ltiːz/ in careful speech; the middle may be a clearer /jə/ sequence in some accents. Final vowel often longer, approaching /iː/ before /z/ in slow lecture speech. - AU: Similar to US in vowel quality but with a more clipped middle and a slightly stronger non-rhotic color in some speakers, making /ˈfæk.jə.ltiːz/ or /ˈfæk.əl.tiz/ common; keep the /t/ release crisp. IPA focus helps you compare segments across accents.
Faculties comes from the Latin word facultas, meaning ‘ability, opportunity, means’ from facult-, which means ‘made easy, capable, able’. The root fac/fic- meaning ‘to do, make’ is pervasive in many English words like faculty, facilitate, and manufactured. Facultas originally referred to power or opportunity granted by authority, often in a legal or philosophical sense, and was used in scholastic contexts to denote a study or branch of knowledge (a faculty of theology, philosophy, or law). In medieval universities, faculties described divisions or departments within the institution. The plural faculties began to be used in English to denote multiple capacities or multiple departments. The word entered English in its current form by the 14th-15th centuries, retaining both senses: personal capabilities and organizational divisions. Over time, metaphorical extension broadened to include capacity of the senses or mind (faculties of perception), and in modern usage, it can also refer to institutional schools of discipline. Today, “faculties” commonly signals two main senses: the innate or learned mental/physical powers, or the organizational faculties within a university, with occasional references to faculties of a person’s mind or spirit depending on context. The term remains formal and is frequently used in academic or administrative language, sometimes appearing in philosophical or literary registers. Historically, the concept aligns with a long tradition of categorizing human and institutional powers into defined faculties, reflecting a medieval scholastic framework that valued structured differentiation of knowledge and ability.
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Words that rhyme with "faculties"
-ies sounds
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