4 syllables: in, com, pet, ence. Stress on com.
in-KAHM-puh-tuhns
/ˌɪˈnkɑmpətəns/
incompetence is pronounced in-KAHM-puh-tuhns (/ˌɪˈnkɑmpətəns/). It has four syllables (in-com-pet-ence), with the stress on "com". Incompetence is the state or quality of lacking sufficient ability or qualification to perform a specific task. It denotes inadequacy or ineptitude, often resulting from insufficient skill, knowledge, or judgment. The term is commonly used in professional or evaluative contexts to describe shortcomings that impede effective action or decision-making.
Incompetence is the state or quality of lacking sufficient ability or qualification to perform a specific task. It denotes inadequacy or ineptitude, often resulting from insufficient skill, knowledge, or judgment. The term is commonly used in professional or evaluative contexts to describe shortcomings that impede effective action or decision-making.
- You misplace stress on the first or second syllable; fix by marking the primary stress on the third syllable: in-kom-PENCE. - You shorten or soften the /piː/ in the third syllable; keep it a long /iː/ sound for clarity. - You fail to clearly articulate the final /təns/; practice with a light /t/ release and a clear schwa before the final -ns.
- Begin clarity with slow, deliberate articulation: separate the three core chunks: in- /kɒm/ or /kɑːm/; -pe-; -nce. Then blend while maintaining segment boundaries for natural rhythm.
"Her repeated errors revealed her incompetence in handling complex financial reports."
"The committee blamed organizational incompetence for the project’s delays."
"Despite years of training, the technician’s incompetence led to faulty diagnostics."
Pronounce as /ˌɪn.kɒmˈpiː.təns/ in UK and /ˌɪn.kɑmˈpiː.təns/ in US, with primary stress on the third syllable (pe) and secondary stress on the first. The middle vowel is a short o or open back unrounded, followed by /m/ and /p/ clusters. Finish with /təns/. Think: in-com-PENCE with the ending '-tence' sounding like 'tents' without s.
Common errors include stressing the wrong syllable (placing emphasis on ‘com’ or ‘pen-’), mispronouncing the /ɒ/ vs /ɑː/ vowel in the second syllable, and softening the final -ce to /s/ instead of /tˌəns/. Correct by practicing the three-step: 1) stress the penultimate syllable as /ˈpiː/; 2) keep the /kɒ/ or /kɑm/ sound distinct from /ˈpiː/; 3) enunciate the final /təns/ clearly rather than a silent or weak -ns.
US tends toward /ˌɪn.kɑmˈpiː.təns/ with rhotacized 'r' absent; UK uses /ˌɪn.kɒmˈpiː.təns/ with short /ɒ/ as in 'lot'; AU resembles UK vowels but with Australian vowel shifts, keeping /ˈpiː/ and a more centralized final syllable /təns/. The main differences are the second syllable vowel and the final -cence pronunciation; all share the same primary stress pattern on the third syllable. Listening practice with regional recordings helps map these nuances.
The difficulty lies in the sequence of consonant clusters /n- k-/ and the silent-ish final -e in spelling not matching sound. The interrupted rhythm around 'com' and 'pe-' can tempt an extra syllable or merged sound. Also, the stress on the ante-penultimate /ˈpiː/ makes the preceding syllable relatively light. Focus on isolating the /ˌɪn.kɒmˈpiː.təns/ pattern and practicing the mid vowel contrasts in rapid speech.
The word embeds the cluster -mp- after the initial 'in-': /nˈkɒm/ or /nˈkɑːm/ depending on accent. The 'ce' is pronounced as /s/ in many spellings, but in -tence the final consonant is /tənz/; careful speakers ensure the ending is /təns/, not /təns/ with a swallowed 'n'. Practicing the three-part SEG: syllable boundaries, consonant timing, and final -n(s) release helps maintain accuracy.
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- US: rhotic non-rhotic differences aren’t the focus here; focus on /ɪ/ vs /ɒ/ in the second syllable. The /iː/ in -pence is tense and long. - UK: short /ɒ/ in second syllable; stretch the /iː/ a touch while ensuring non-rhotic V formation. - AU: similar to UK for vowels, but with more dynamic vowel quality; maintain /ˈiː/ in the third syllable and a crisp /tən(t)s/ ending. Always reference IPA: /ˌɪn.kɒmˈpiː.təns/ (UK) vs /ˌɪn.kɑmˈpiː.təns/ (US).
Incompetence comes from the prefix in- (not) + competence, which traces to the Latin competere ‘to strive together, contend, be suitable,’ from com- ‘together’ + petere ‘to seek, aim for.’ The noun competence (late 15th c.) originally meant sufficiency or fitness; by the 18th century, incompetence emerged to describe a lack of skill or qualification. In English, -ence is a suffix forming abstract nouns. The sense expanded through jurisprudential and professional contexts as debates about merit and capability intensified in the industrial era. The word’s modern usage often connotes failure to meet expected standards, whether in personal performance or organizational prowess. First known uses appear in scholarly and legal writing from the 17th to 18th centuries, evolving to a common noun in contemporary discourse. The lexical path reflects a shift from neutral capacity to evaluative defect, aligning with evolving frameworks of competency, performance assessment, and governance.
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Words that rhyme with "incompetence"
-nce sounds
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