4 syllables: in, tro, duc, tion. Stress on duc.
in-truh-DUHK-shuhn
/ˌɪntɹəˈdʌkʃən/
introduction is pronounced in-truh-DUHK-shuhn (/ˌɪntɹəˈdʌkʃən/). It has four syllables (in-tro-duc-tion), with the stress on "duc". Introduction, as a noun or verb form, marks the act or instance of introducing something or someone, or the opening section of a speech, text, or event. It typically precedes the main content and sets context, purpose, and tone. In everyday use, it signals initial exposure, onboarding, or the early stage of a process or relationship, often involving a brief, guiding overview.
Introduction, as a noun or verb form, marks the act or instance of introducing something or someone, or the opening section of a speech, text, or event. It typically precedes the main content and sets context, purpose, and tone. In everyday use, it signals initial exposure, onboarding, or the early stage of a process or relationship, often involving a brief, guiding overview.
"The introduction to the book outlines the author’s thesis and main arguments."
"She gave a warm introduction to the guest speaker before the conference began."
"In class, we read the introduction aloud to familiarize ourselves with the topic."
Pronunciation: /ˌɪn.trəˈdʌk.ʃən/ US/UK; US stress on the third syllable: in-truh-DUK-shun; the /ˌ/ marks secondary stress on the first syllable. Start with /ˌɪn/ (short i as in 'pin'), relax the tongue for /trə/ (schwa + r-colored vowel), then stressed /ˈdʌk/ (rhymes with 'duck'), and finish with /tʃən/ (soft ch + schwa). Mouth positions: lips relaxed for the schwas, tip of tongue near alveolar ridge for /t/ and /n/, and a light affricate /tʃ/ at the onset of the final syllable. See audio references for precise intonation patterns.
Two common errors: (1) Over-syllabicating the middle cluster: saying ‘in-truh-DUK-shun’ with the /ˈdʌk/ heavily stressed and extraneous vowels; (2) Reducing /tʃ/ to /ʃ/ or misplacing the /r/—pronounce the /tr/ as a quick cluster and keep the /n/ clear at the end. Correction tips: keep the /tr/ sequence tight but not fused, ensure the final /ʃən/ becomes /tʃən/ with a light flap on /n/ to avoid trailing off. Practice gradual syllable tapping to maintain rhythm between stressed and unstressed parts.
In US, UK, and AU, the primary stress remains on the third syllable (in-truh-DUK-shun), but vowel qualities differ slightly: US often has a tensed /ʌ/ in 'duke', UK may show a slightly rounded /ə/ in the second syllable, and AU can be more centralized in the middle vowels. Non-rhotic tendencies in some UK variants may reduce post-vocalic r influence, while US rhotic speakers maintain /r/ coloring in /trə/. Overall the rhythm is similar, but vowel quality and rhoticity influence perceived pronunciation.
Key challenges include the consonant cluster /tr/ after the initial syllable, the unstressed yet rapid second syllable /trə/ followed by a stressed /ˈdʌk/ and the /tʃ/ onset in the final syllable. The sequence /n.trə.dʌk/ requires precise segment timing and breath control to avoid swallowing vowels. Middle syllables contain a schwa that tends to reduce, so learners must keep the vowel audible without over-pronouncing. Slow, deliberate practice helps stabilize articulation before speeding up.
There are no silent letters in standard pronunciation; every letter contributes to the syllable count and rhythm. The most consequential factor is the stressed /ˈdʌk/ syllable; managing the transition from /trə/ to /dʌk/ without inserting extra vowels is crucial. The /t/ and /ʃ/ sounds in the final segment must be articulated clearly (not merged); keeping the /ʃ/ soft before the /ən/ helps avoid a lazy ending.
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US: /ˌɪn.trəˈdʌk.ʃən/ with rhotic r coloring in the second syllable's /rə/ and a slightly more vocoded middle vowel; UK: /ˌɪn.trəˈdʌk.ʃən/ with less rhoticity on the second syllable, listener perceives a crisper /tr/ cluster and subtle vowel quality shifts; AU: similar to US but often with a more centralized or lowered vowel in /ə/ and a tendency toward flatter intonation in formal contexts. Reference IPA to guide adjustments: /ˌɪn.trəˈdʌk.ʃən/ across accents, noting /ɜː/ vs /ə/ differences in /rə/ depending on dialect.
Introduction comes from the Latin word introductio, from introducere meaning to bring in or lead in. Introducere is composed of in- (into) + ducere (to lead). The sense of leading someone or something into a scene or topic emerges in Middle English through Old French and Latin intermediaries. The term began to appear in scholastic and rhetorical contexts in the 16th century, evolving to signify the opening section in speeches, writings, and performances. Over time, “introduction” broadened beyond textual openings to include initial social interactions (introductions of people) and introductory sections in educational curricula, presentations, and software onboarding. The word has maintained the core idea of bringing something into focus first, before deeper content or action. First known use in English is attested in the early modern period, with cognates appearing in Romance languages as their equivalents for “leading in” or “placing before.”
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Words that rhyme with "introduction"
-ion sounds
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