Repeating refers to performing an action or sequence again or again and again, often for emphasis or practice. In linguistics, it describes the phonetic or melodic recurrence of sounds, syllables, or phrases. The term can describe ongoing cycles, such as repeating a process, a pattern, or a chorus, and is commonly used in both everyday speech and structured contexts like music or data signaling.
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- You may reduce the stressed /iː/ to a shorter /ɪ/; keep it long and tense. - The transition from /t/ to /ŋ/ can be slurred; ensure a clean /t/ release and a clear nasal /ŋ/. - Stress misplacement is common; remember the stress falls on the second syllable: re-PEE-ting. Practice with slow speed, then accelerate while keeping the vowel length precise.
- US: rhotic /r/ is pronounced; keep the tongue slightly raised but not curled. Stress on the second syllable with /iː/ long; avoid flapping the /t/ into a quick d-like sound. - UK: non-rhotic /r/; maintain clear /iː/ and tip-of-the-tongue /t/; watch for /ti/ sequences where /t/ can be unreleased. - AU: generally rhotic but with vowel qualities leaning toward centralized vowels; keep /iː/ stable, and be mindful of subtle vowel shifts before nasal. - IPA references: US /rɪˈpiːtɪŋ/, UK /rɪˈpiːtɪŋ/, AU /rɪˈpiːtɪŋ/.
"She is repeating the process to ensure the results are accurate."
"The chorus is repeating throughout the song, creating a catchy hook."
"He kept repeating the word until the interviewer understood him."
"In the study, the experiment involved repeating trials to verify the outcome."
The word repeating comes from the verb repeat, derived from Old French repeater or repetir, from Latin repeats, from repere? No, the etymology traces back to Latin repetere meaning “to take back, fetch again,” from re- “again” + petere “to go toward, seek.” In Middle English, repeating appeared in the sense of “to say or do again.” The noun form and participial adjective form “repeating” emerged as the verb’s present participle, used to describe ongoing action. The evolution shows a shift from concrete action (to repeat an action) to abstract notions (to keep repeating a pattern), and later broadened to non-literal uses (repeating a pattern in data, rhythms, or motifs). First known uses appear in English writings around the 14th–15th centuries, aligning with the broader Latin influence on European languages. Over time, its usage expanded with technical and musical jargon, as well as in education and cognitive psychology to describe iterative processes. In modern language, repeating often connotes a rhythmic, deliberate cadence in speech or performance, and can be employed in contexts ranging from casual recounting to formal experimental design.
💡 Etymology tip: Understanding word origins can help you remember pronunciation patterns and recognize related words in the same language family.
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💡 These words have similar meanings to "repeating" and can often be used interchangeably.
🔄 These words have opposite meanings to "repeating" and show contrast in usage.
📚 Vocabulary tip: Learning synonyms and antonyms helps you understand nuanced differences in meaning and improves your word choice in speaking and writing.
Words that rhyme with "repeating"
-ing sounds
Practice with these rhyming pairs to improve your pronunciation consistency:
🎵 Rhyme tip: Practicing with rhyming words helps you master similar sound patterns and improves your overall pronunciation accuracy.
Pronounce as /rɪˈpiːtɪŋ/. Start with a light, quick initial /r/, then the short /ɪ/ in the first syllable. The second syllable carries the primary stress: /ˈpiː/ with a long vowel, followed by /tɪŋ/. The tongue rises to a high front position for /iː/ and slips into a soft /t/ before the final nasal /ŋ/. Tip: keep the /iː/ vowel tense to avoid a lazy /ɪ/ sound. Audio examples can help you hear the stress on the second syllable.
Common mistakes include shortening the second syllable so it sounds like /ˈriːp/. Also, some learners misplace the stress, saying /ˈriː.pɪ.tɪŋ/ with initial emphasis, or they flatten the /iː/ to /ɪ/. Correct by ensuring primary stress on the second syllable: /rɪˈpiː.tɪŋ/. Practice with minimal pairs like re-PEA-ting vs re-PEA-ting? Focus on keeping the /iː/ long in the stressed syllable and finishing with the clear /ŋ/ nasal.
In US English, /r/ is rhotic and often the /ɪ/ in the first syllable remains unstressed; the stressed /iː/ is prominent. In UK English, you’ll hear clearer vowel quality on /iː/ and a non-rhotic /r/, with slight rounding on vowels preceding /t/ or /ŋ/. In Australian English, /ɹ/ may be less rhotic in some dialects and vowels can be a touch more centralized; still, the /iː/ in the stressed syllable remains long. Maintain the /ˈpiː/ vowel length; the main variance is rhoticity and vowel quality. IPA references: US /rɪˈpiːtɪŋ/, UK /rɪˈpiːtɪŋ/, AU /rɪˈpiːtɪŋ/ with subtle rhotic differences.
The difficulty lies in maintaining a long, tense /iː/ in the stressed second syllable while quickly transitioning to the /t/ and final /ŋ/. Some speakers also merge /tiŋ/ to /tɪŋ/ if the seal between syllables isn’t firm. Practicing with slow, exaggerated syllable separation ensures the /ˈpiː/ is distinct, and focusing on the interdental or alveolar plosive /t/ followed by the velar nasal /ŋ/ helps. Use air support and avoid vowel reduction in the stressed syllable to keep clarity.
A unique aspect is the vowel length of /iː/ in the stressed syllable; it’s a tense, long vowel that should not shift toward a lax /ɪ/. The second syllable carries the main stress, which fronts slightly on quick speech but remains centered on /iː/. Additionally, the linking from /piː/ to /tɪŋ/ is crucial to prevent a fused or misproduced /tp/ cluster; rather, ensure a clean /t/ release into the nasal /ŋ/ with a brief closure. This word benefits from deliberate slow practice versus rushing in natural speech.
🗣️ Voice search tip: These questions are optimized for voice search. Try asking your voice assistant any of these questions about "repeating"!
- Shadowing: listen to a native speaker saying sentences with repeating and imitate exactly, pausing briefly after each phrase. - Minimal pairs: practice with /riˈpiːtɪŋ/ vs /riˈpiɪtɪŋ/ (not common but highlight vowel length), or compare /tɪŋ/ vs /tiŋ/ to emphasize final consonant cluster. - Rhythm: practice 4-beat patterns where the strong beat lands on the stressed syllable; count 1-2-3-4 with the second syllable stressed. - Intonation: model rising tone on the vowel nucleus of the stressed syllable, then fall slightly into the /tɪŋ/ segment. - Stress: mark the second syllable; do not let the first syllable gain primary stress. - Recording: record yourself reading sentences containing repeating; compare to native exemplars and adjust timing and vowel length.
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