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Free Online IELTS Practice & Sample Tests | Take IELTS

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Our free online IELTS practice tests with answers will help improve your listening, reading, writing and speaking IELTS exam performance.

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Official page

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There are two types of IELTS test to choose from, IELTS Academic or IELTS General Training. All test takers take the same Listening and Speaking tests but different Reading and Writing tests. Make sure that you prepare for the correct version of the test.

Using IELTS official practice materials will enable you to:

familiarise yourself with the test format

experience the types of tasks you will be asked to undertake

test yourself under timed conditions

review your answers and compare them with model answers.

If you are taking IELTS on Computer, click here for on Computer sample test questions.
IELTS official practice test
Once you have prepared with the sample questions put your knowledge to the test with IELTS Progress Check, IELTS official online marked practice test. The test will give you an indication of your band score and provide feedback on areas to improve. Book your official practice test today.

Listening

Duration: 30 minutes

The Listening test is the same for both Academic and General Training versions of IELTS and consists of four recorded monologues and conversations.

The following IELTS Listening sample tasks are to be used with the Answer Sheet and MP3 audio files and/or transcripts. Each answer sheet indicates which recording to listen to, or if a transcript is provided.

Listening sample test 1

Listening sample 1 task - Form completion (PDF, 59KB)

IELTS listening recording 1 (MP3, 1.2MB)

Listening sample 2 task Multiple Choice(PDF, 16KB)

Listening recording 2 (MP3, 402KB)

Listening sample 3 task Short Answer(PDF, 25KB)

IELTS Listening recording 3 (MP3, 574KB)

Listening sample 4 task Sentence Completion(PDF, 17KB)

IELTS Listening recording 4(MP3, 549KB)

Listening sample 5 task Matching(example 1 - PDF, 21KB)

IELTS Listening recording 5(MP3, 2.8MB)

Listening sample 6 task Matching(example 2 PDF, 21KB)

IELTS Listening recording 6(MP3, 2.1MB)

Listening sample 7 task Plan/Map/Diagram Labelling (PDF, 25KB)

IELTS Listening recording 7(MP3, 2.7MB)

Listening sample 8 task Note Completion(PDF, 59KB)

IELTS Listening recording 8(MP3, 4.18MB)

Listening Recording 8 Answer Sheet(PDF, 16KB)

Listening Sample 9 Task Short Answer(PDF, 25KB)

IELTS Listening Recording 9(MP3, 11.8MB)

Listening Recording 9 Answer Sheet(PDF, 17KB)

Find out more about the Listening test

Academic Reading

Duration: 60 minutes

Texts for the Academic Reading test are taken from books, journals, magazines and newspapers.

A variety of tasks is used, including: multiple choice questions, identifying information, identifying writer's views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.

Downloadable Academic Reading sample tasks

Academic Reading sample task - Matching features (PDF, 22KB)

Academic Reading sample task - Table completion (PDF, 59KB)

Academic Reading sample task - Flow-chart completion (selecting words from the text) (PDF, 173 KB)

Academic Reading sample task - Identifying information (True False Not Given) (PDF, 174KB)

Academic Reading sample task - Matching headings (PDF, 92KB)

Academic Reading sample task - Matching sentence endings task (PDF, 132KB)

Academic Reading sample task - Multiple choice (more than one answer) (PDF, 223KB)

Academic Reading sample task - Multiple choice (one answer) (PDF, 256KB)

Academic Reading sample task - Note completion task (PDF, 260KB)

Academic Reading sample task - Sentence completion task (PDF, 190KB)

Academic Reading sample task - Summary completion (selecting from a list of words or phrases) (PDF, 259 KB)

Academic Reading sample task - Summary completion (selecting words from the text) (PDF, 189 KB)

Find out more about the Academic Reading test

General Training Reading

Duration: 60 minutes

A variety of tasks is used including; multiple choice questions, identifying information, identifying writer's views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.

Downloadable General Training Reading sample tasks

General Training Reading sample task - Flow Chart Completion (PDF, 40KB)

General Training Reading sample task - Identifying Information (PDF, 99KB)

General Training Reading sample task - Matching Information (PDF, 43KB)

General Training Reading sample task - Matching Features (PDF, 32KB)

General Training Reading sample task - Matching Headings (PDF, 31KB)

General Training Reading sample task - Note completion task (PDF, 211KB)

General Training Reading sample task - Sentence Completion (PDF, 19KB)

General Training Reading sample task - Short-Answer Questions (PDF, 18KB)

General Training Reading sample task - Summary completion task (PDF, 202KB)

General Training Reading sample task - Identifying information (True False Not Given) (PDF, 123KB)

Find out more about the General Training Reading test

Academic Writing

Duration: 60 minutes

The Academic Writing tests consist of two writing tasks of 150 words and 250 words.

In Task 1, test takers are asked to describe some visual information (graph/table/chart/diagram). They need to write 150 words in about 20 minutes. In Task 2 test takers are presented with a point of view or argument or problem. They need to write their response in 250 words in about 40 minutes.

Below are samples of Task 1 and Task 2.

Please note that test takers for IELTS Academic take a different Writing test in IELTS General Training.
Find out more about the Academic Writing test

General Training Writing

Duration: 60 minutes

The General Writing test consists of two writing tasks of 150 words and 250 words.

In Task 1, test takers are asked to respond to a situation by writing a letter, for example, requesting information or explaining a situation.

In Task 2, test takers write an essay in response to a point of view, argument or problem.

Below are samples of Task 1 and Task 2.

Please note that test takers for IELTS General Training take a different Writing test in IELTS Academic.
Find out more about the General Training Writing test

Speaking

Duration: 11-14 minutes

In the Speaking test, you have a discussion with a certified examiner. It is interactive and as close to a real-life situation as a test can get.

There are three parts to the test and each part fulfils a specific function in terms of interaction pattern, task input and test taker output.

In Part 1, you answer questions about yourself and your family. In Part 2, you speak about a topic. In Part 3, you have a longer discussion on the topic.

The Speaking test is the same for both Academic and General Training versions. Each of the three parts is designed to test a different aspect of your communication ability.
Find out more about the Speaking test

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There are two types of IELTS test to choose from, IELTS Academic or IELTS General Training. All test takers take the same Listening and Speaking tests but different Reading and Writing tests. Make sure that you prepare for the correct version of the test.

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TheTestTaker - Making it easier to prepare for IELTS Speaking Test

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The Listening practice test consists of 6 question types and 24 questions including:

Multiple choice

Matching

Plan/map/diagram labelling

Note completion

Short answer questions

The Reading practice test consists 11 question types and 41 questions including:

Multiple choice

Identifying information

Note completion

Matching headings

Matching sentence endings

Summary completion

Sentence completion

Flow-chart completion

The Writing practice test consists of 2 tasks.

Task 1: You will be asked to write 150 words and spend about 20 minutes on this task.

Task 2: You will be asked to write 250 words and spend about 40 minutes on this task.

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Get familiar with computer-delivered IELTS

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The Listening practice test consists of 6 question types and 24 questions including: Multiple choice Matching Plan/map/diagram labelling Note completion Short answer questions The Reading practice test consists 11 question types and 41 questions including: Multiple choice Identifying information Note completion Matching headings Matching sentence endings Summary completion Sentence completion Flow-chart completion The Writing practice test consists of 2 tasks.

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Preparation for IELTS - The International English Language Testing System

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Preparation for IELTS - over 500 free practice questions for listening, reading, writing and speaking tests for academic and general training modules.

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PART 3 INFORMATION

Part 3 = 3-4 minutes - A conversation between you and the examiner.

The examiner will lead the conversation by asking general questions, which relate to the topic/cue card used in part 2.

The questions asked will encourage you to share your thoughts, feeling and opinions. You are scored on your use of English, not on your general knowledge or opinions.

Here is an example of a part 2 cue card question and related part 3 questions;

Part 2 Question - Describe someone you know who has been a role model to you.

Part 3 Questions

Which type of people are respected most in your society?

Do you agree with this situation?

What happens when young people lack good role models?

What standards of behaviour should teachers set?

Do you agree that you should never meet your heroes?

As you can see the questions become a bit more difficult and require more in-depth answers than those in part 1.

Take a look at our top tips below and see how you can improve your band score >>

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Part 3 = 3-4 minutes - A conversation between you and the examiner. The examiner will lead the conversation by asking general questions, which relate to the topic/cue card used in part 2. The questions asked will encourage you to share your thoughts, feeling and opinions.

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ielts "ielts tips" "ielts answers" "ielts topics" "ielts speaking" "ielts reading" "ielts writing" "ielts essays" "ielts listening" "ielts vocabulary" "ielts...

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Hi, I'm Liz. Having specialised in teaching IELTS for over a decade, my aim is to help you understand IELTS, gain awareness of the requirements of the higher band scores and develop the skills you need to maximise your score.

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This page contains sample questions for Advantage and Disadvantage Essays. Use the examples to practice brainstorming ideas, identifying key ideas, developing an appropriate essay structure and improving your writing skills. There are three types of advantage and disadvantage essay questions, so read the question carefully before you plan and write your answer.
1. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
2. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
3. You should spend about 40 minutes on this task.
Write about the following topic:
Increasing numbers of students are going to university instead of working after high school.
Discuss the advantages and disadvantages for young people who do this.

Give reasons for your answer and include any relevant examples from your knowledge or experience.
4. You should spend about 40 minutes on this task.
Write about the following topic:
School children are using computers in school more than ever. Discuss the advantages and disadvantages of this and give your own opinion.

Give reasons for your answer and include any relevant examples from your knowledge or experience.
5. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
6. You should spend about 40 minutes on this task.
Write about the following topic:
Many businesses choose to recruit from within their own company rather that sourcing staff from overseas. Do the advantages of this outweigh the disadvantages?

Give reasons for your answer and include any relevant examples from your knowledge or experience.
7. You should spend about 40 minutes on this task.
Write about the following topic:
In many countries, children learn more about behaviour from their teachers than from their parents. Discuss the advantages and disadvantages of this and give your own opinion.

Give reasons for your answer and include any relevant examples from your knowledge or experience.
8. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
9. You should spend about 40 minutes on this task.
Write about the following topic:
In poorer families, school children may have to work part-time as well as study.
Discuss the advantages and disadvantages of this for these children.

Give reasons for your answer and include any relevant examples from your knowledge or experience.
10. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
11. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
12. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
13. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
14. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.
15. You should spend about 40 minutes on this task.
Write about the following topic:

Give reasons for your answer and include any relevant examples from your knowledge or experience.

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Advantage and Disadvantage Essay Questions - IELTS Wizard

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This page contains sample questions for Advantage and Disadvantage Essays. Use the examples to practice brainstorming ideas, identifying key ideas, developing an appropriate essay structure and improving your writing skills. There are three types of advantage and disadvantage essay questions, so read the question carefully before you plan and write your answer.

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Writing Task 1

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IELTS Writing Task 1 asks you to write a summary of at least 150 words about some visual information, usually in the form of a graph, chart, or diagram. You must select the main features and describe and compare the data.

IELTS Writing Task 1 in 6 Simple Steps

If you're taking Academic IELTS, you'll be required to write a report on a data set, map or process in Writing Task 1. In this video, I'll show you how to give the examiner exactly what they want in 6 simple steps.

Academic Writing Task 1 Strategy

1. Understand how the test is marked. Knowing the marking criteria will allow you to give the examiner exactly what they need.

2. Paraphrase the question. It is best to paraphrase the question in the first paragraph. You can do this by using synonyms.

3. Write the overview. To write your overview, pick 3 or 4 of the main features and write about them generally without referencing any data.

4. Support the main features. In a new paragraph, support the key features with the data in the information given to you.

5. Check your work. Check your report for spelling and grammar mistakes. Make sure that the data you mentioned is also accurate!

Essential Writing Task 1 Skills

Around 150 words? Exactly 150 words or over 150 words? How many words over? How do I know how many words I have? This article answers all those questions and more. This quick checklist can be used for any Task 1 question and help you ensure you have everything you need to get your best possible score. Here is a list of all the tips I give my students doing Task 1. Synonyms are very important...However, they can also really reduce your mark if used incorrectly. The six most common mistakes that stop students from getting over a Band 6. This article will show you how to make your writing as clear and as easy to read as possible. It will also advise you on whether to use a pen or pencil.

Writing Task 1 Full Lessons

Task 1 certainly can seem difficult if you haven't seen it before. This lesson breaks the question down into 5 easy-to-understand steps. Charts are probably the most common Task 1 question, so in this post, we will show you what data to choose and how to describe it. Maps are not very common, but they are the easiest (in my humble opinion). Therefore, if you don't learn how to do them, you could really regret it if one appears in your exam. What should you do if you get two different charts or graphs? This lesson shows you how. Sometimes you will be shown a process, such as a life cycle or how something is manufactured. This certainly requires a very specific approach - you can learn what it is in this article.

Academic Task 1 Sample Answers

You must have some good IELTS samples to compare your writing and see if you are at your required level.

General Training Writing Task 1

In IELTS General Training, you must know how to give the examiner what they want. Therefore, you must understand whether you should write a formal or informal letter. The downloadable PDF below will teach you everything you need to know about formal and informal letters, including a step-by-step strategy for scoring a Band 7 or above.

General Training Writing Task 1 in 5 Simple Steps

1. Understand how the test is marked. Knowing the marking criteria is the best way of giving the examiner exactly what they need and nothing else.

2. Decide whether the letter is formal or informal. This part is easy. If the question asks you to write to a 'friend', it should be an informal letter. If the question asks you to write to anyone else, it should be a formal letter. It is that simple!

3. Discuss each bullet point from the question. Make sure to take a new paragraph for each bullet point. This will make your letter easy to read and understand.

4. Sign off your letter. Don't overcomplicate this part. Include a sign-off suitable to your letter's tone and write your name beneath.

5. Check your work. Make sure your letter doesn't contain any grammar or vocabulary mistakes.

Essential Writing Task 1 Skills

This article will outline important guidelines you must follow to write a high-scoring letter in IELTS Writing Task 1. You must write your letter in the correct tone. Therefore, this post will show you how to write an informal letter that will boost your score in IELTS Writing. Many people worry about writing in a formal tone. However, this post will show you how simple it can be to use formal language and get the score you need in IELTS Writing Task 1.

General Training Essential Writing Task 1 Skills

Do you know what a Band 7+ letter looks like? This post will share a strong IELTS sample letter alongside a foolproof strategy so that you can write your own. This guide will teach you exactly how to write a Band 7+ Task 1 letter, including formal vs informal letters, common mistakes to avoid and a structure you can follow from home.

Sample Answers

You must have some good IELTS samples so that you can compare your writing and see if you are at your required level:

Writing Task 1 Essential Information

These facts will help you understand what the test is and how it is scored so that you can move on to improving your performance.

1. People doing the Academic test will write a report on a data set, map, or process. People doing General Training will write a letter.

2. You must write 150 words or more.

3. You should spend around 20 minutes on this part of the test.

4. Task 1 is worth 1/3 of your total mark on the Writing test.

5. You will be assessed in four areas: Task Achievement (25%) Coherence and Cohesion (25%) Lexical Resource (25%) Grammatical Range and Accuracy (25%)

6. The most important thing is that you can demonstrate that you can clearly communicate in English.

7. The key to doing well is to know exactly what the examiners want and give it to them.

However, try not to worry about these small details. Instead, you should focus on what really matters - improving your performance.
Grammar and Vocabulary Guide

Grammar and vocabulary combined account for 50% of your score in IELTS Writing Task 1. Therefore, you must find your common grammar and vocabulary mistakes and then fix them. In my experience, this is the best way to boost your score in these exam sections. This post will show you the specific grammar structures and phrases you need to score high in IELTS Writing Task 1. I have found some common grammar mistakes after marking thousands of tests. See the interactive tool below for the most commonly asked questions we receive about IELTS Writing Task 1:

IELTS Writing Task 1 FAQs
Writing Task 1
How can I improve my writing?

How can I get a Band 7, 8 or 9?

Can you correct my writing?
Writing Correction Service
Sure!

Do you have any sample answers?

Will using 'high level' or 'academic' words help me improve my score?

How many paragraphs should I write?

Four:

Introduction

Overview

Details 1

Details 2

Can I use idioms?

Should I write a conclusion for Task 1 Academic?

How many words should I write?

Will I lose marks if I don't write enough words?

Can I use contractions?

When should I write formally?

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IELTS Writing Task 1: Everything You Need to Know

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Discover the key to IELTS Writing Task 1 success with our in-depth guide, featuring practice exercises, expert advice, and Band 9 samples.

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Advice for students and teachers preparing for IELTS

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Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

In order to prepare well for writing task 2, you should prepare ideas for common topics and then practise applying them to the tasks given (to the essay questions). Also see model essays and tips for writing task 2.

Below you will find:

1. Essay Questions By Topic

2. Essay Questions by Essay Type

Please also note that my new Grammar E-book is now available in my store along with my Ideas for Essay Topics E-book and Advanced Writing Lessons. To visit store, click here: Liz's Store

1) Common IELTS Essay Questions

IELTS practice essay questions divided by topic. These topics have been reported by IELTS students in their tests. Essay questions have been recreated as accurately as possible.

2) IELTS Essay Questions by Essay Type

There are 5 main types of essay questions in IELTS writing task 2 (opinion essays, discussion essay, advantage/disadvantage essays, solution essay and direct question essays). Click on the links below to see some sample essay questions for each type.
Subscribe to get New Lessons & Tips by Email for Free

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Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

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IELTSbuddy - Free exam preparation to improve your test score

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IELTS buddy will guide you successfully through the IELTS test to get the score you need! Essential advice on writing, reading, speaking and listening

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IELTS Preparation with IELTS Advantage

I started IELTS Advantage to give my students one thing-freedom.

There is a lot of confusing IELTS information out there, which causes a huge amount of stress for my students, and people like you. I dedicated my life to making the IELTS test as simple as possible, and giving students like you the truth about getting the scores they need.

Thanks to our instructors, we now have produced more success stories than any other IELTS school globally by keeping things simple and being 100% honest.

This has given my students the freedom to live and work wherever they like and given my team the freedom to do the same. Your success is our success!

We believe our free material is better than anyone else's paid courses. But if you want to really excel at the IELTS and improve your Band Score, our premium VIP course gives you the opportunity to work with the top 1% of IELTS teachers in the world!

Our main free pages link up with the primary IELTS skills tested, namely Writing Task 1, Writing Task 2, Speaking, Listening and Reading. We also know how crucial vocabulary is, so we have a main page for it too.

If you are just starting or confused about IELTS, our IELTS Preparation page is the perfect place to start.

I hope you enjoy using IELTS Advantage, and it gives you the freedom our past students now enjoy. Feel free to get in touch if you have any questions. We answer 100% of the emails we receive. Don't be shy; get in contact today - chris@ieltsadvantage.com

We look forward to helping you in the future.

Chris Pell, Founder of IELTS Advantage

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Black Friday 2023 - IELTS Advantage Homepage

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IELTS Preparation for your IELTS Exam. Writing, Listening, Speaking, Vocabulary and Reading samples. Get the IELTS score you deserve.

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IELTS is a test of all four language skills - Listening, Reading, Writing and Speaking. You will take the Listening, Reading and Writing tests all on the same day, one after the other, with no breaks in between. Depending on your test centre, your Speaking test may be on the same day as the other three tests, or up to seven days before or after that. The total test time is under three hours.

Why is the IELTS format fairer?

You deserve a fair chance to do your best. That's why, unlike other tests, IELTS gives you a quiet room for the Speaking test with no distractions or interruptions. IELTS also recognises that candidates have different approaches to answering questions. For example, with IELTS you can answer questions in the order that suits you and you can make changes to your Reading answers and Writing responses at any time during the Reading and Writing sections.

What can you expect in each section of IELTS?

Both versions of IELTS (Academic and General Training) cover all four language skills: Listening, Reading, Writing and Speaking. Each section of the test is outlined below.

For a full description please ensure you also read the Information for Candidates booklet.

Four test sections: Listening, Reading, Writing and Speaking

Listening
(Duration: 30 minutes)
You will listen to four recorded texts - monologues and conversations by a range of native speakers - and write the answers to a series of questions. These include questions that test your ability to understand main ideas and detailed factual information, ability to understand the opinions and attitudes of speakers, ability to understand the purpose of what is said and ability to follow the development of ideas. A variety of voices and native-speaker accents is used and you will hear each section only once.
Please note: The Listening component is the same for both Academic and General Training versions. Section 1
A conversation between two people set in an everyday social context, e.g. a conversation in an accommodation agency.
Section 2
A monologue set in an everyday social context, e.g. a speech about local facilities.
Section 3
A conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
Section 4
A monologue on an academic subject, e.g. a university lecture.

Reading
(Duration: 60 minutes)
The Reading component comprises 40 questions. A variety of question types is used in order to test a wide range of reading skills. These include reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognising writers' opinions, attitudes and purpose.
Reading - Academic version
The Academic version includes three long texts, which range from the descriptive and factual to the discursive and analytical. The texts are authentic and are taken from books, journals, magazines and newspapers. These have been selected for a non-specialist audience but are recognisably appropriate for anyone entering undergraduate or postgraduate courses or seeking professional registration.
Reading - General Training version
The General Training version requires you to read extracts from books, magazines, newspapers, notices, advertisements, company handbooks and guidelines. These are materials you are likely to encounter on a daily basis in an English-speaking environment.

Writing
( Duration: 60 minutes) Writing - Academic version
The Writing component of the Academic version includes two tasks. Topics are of general interest to, and suitable for, anyone entering undergraduate or postgraduate studies or seeking professional registration.
Task 1
You will be presented with a graph, table, chart or diagram and are asked to describe, summarise or explain the information in your own words. You may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event.
Task 2
You will be asked to write an essay in response to a point of view, argument or problem. Responses to both tasks must be written in a formal style.
Writing - General Training version
The Writing component of the General Training version includes two tasks, which are based on topics of general interest.
Task 1
You will be presented with a situation and asked to write a letter requesting information or explaining the situation. The letter may be personal, semi-formal or formal in style.
Task 2
You will be asked to write an essay in response to a point of view, argument or problem. The essay can be slightly more personal in style than the Academic Writing Task 2 essay.

Speaking
(Duration: 11 to 14 minutes)
The Speaking component assesses your use of spoken English and takes between 11 and 14 minutes to complete. Every test is recorded.

Please note: The Speaking component is the same for both Academic and General Training versions.
Part 1
You will be asked to answer general questions about yourself and a range of familiar topics, such as your home, family, work, studies and interests. This part lasts between four and five minutes.
Part 2
You will be given a card that asks you to talk about a particular topic. You will have one minute to prepare before speaking for up to two minutes. The examiner then asks you one or two questions on the same topic to finish this part of the test.
Part 3
You will be asked further questions connected to the topic in Part 2. These questions give you an opportunity to discuss more abstract issues and ideas. This part lasts between four and five minutes.

The Speaking component is delivered in such a way that does not allow you to rehearse set responses beforehand.

Sample test questions

For sample test questions, download our free IELTS Essentials preparation pack.

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IELTS is a test of all four language skills - Listening, Reading, Writing and Speaking. You will take the Listening, Reading and Writing tests all on the same day, one after the other, with no breaks in between.

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Static or Dynamic? Before writing an IELTS task 1 bar chart or line graph answer it is important that we analyse the question correctly. Taking a few minutes to do this will help us write a clear answer that fully responds to the question. Just what the examiner wants us to do.

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My name is Dominic Cole and I first started providing free online IELTS lessons sometime in 2007 - just to see if I could make it work. To discover more about me you'll find out more here:

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

Features:

Choose between British and American* pronunciation. When British option is selected the [r] sound at the end of the word is only voiced if followed by a vowel, which follows British phonetic convention.

The International Phonetic Alphabet (IPA) symbols used.

The structure of the text and sentences in it (line breaks, punctuation marks, etc.) is preserved in phonetic transcription output making it easier to read.

An option to vary pronunciation depending on whether words are in stressed or weak position in the sentence, as in connected speech (checkbox "Show weak forms"). Weak forms are italicized in the output.

Words in CAPS are interpreted as acronyms if the word is not found in the database. Acronym transcriptions will be shown with hyphens between letters.

In addition to commonly used vocabulary the database contains a very substantial amount of place names (including names of countries, their capitals, US states, UK counties), nationalities and popular names.

You can output the text and its phonetic transcription along each other side-by-side or line-by-line to make back-reference to the original text easier. Just tick the appropriate checkbox in the input form.

Where a word has a number of different pronunciations (highlighted in blue in the output) you can select the one that agrees with the context by clicking on it. To see a popup with a list of possible pronunciations move your mouse cursor over the word.
Note that different pronunciations of one word may have different meanings or may represent variations in pronunciation with the same meaning. If unsure which pronunciation is relevant in your particular case, consult a dictionary.

The dictionary database is regularly amended with most popular missing words (shown in red in the output).

The text can be read out loud in browsers with speech synthesis support (Safari, Chrome).

*) American transcriptions are based on the open Carnegie Mellon University Pronouncing Dictionary.

We encourage students of linguistics/phonetics to do their own work during their assignments and remind them that submitting transcriptions produced by this website for academic credit is a breach of academic integrity.

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

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Free IELTS Online Practice Tests | IELTS Online Tests

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Free online IELTS practice tests for 2023. Prepare for real IELTS practice tests by taking mock IELTS tests based on actual IELTS tests.

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A student asked me to explain the difference between the writing style that we use for IELTS essays and the writing style that is expected in university assignments.

Please note: There may be a big difference between the writing styles that different university departments expect (e.g. science assignments will be very different from literature assignments), so the advice below is a general summary rather than an exact list of rules.

Here are four key differences:
1. Your ideas vs research
When you write an IELTS essay, you are expected to use your own ideas because you have no access to any other sources. A university assignment, by contrast, should be based on research, which means that you will need to read books and journal articles (or perhaps carry out experiments).
2. Your opinions and the use of personal pronouns
IELTS essay questions ask for your opinions e.g. To what extent do you agree or disagree? This is more like a high school question than a university-level question. At university, you are expected to write assignments based on research rather than opinion. For this reason, it is normal for lecturers to tell their students to avoid personal pronouns (I, you, we, my). But IELTS is completely different in this respect. If you are asked to give your opinion, you can and should use phrases like "I completely agree", "In my opinion" and "I believe that".
3. Length of essays and individual paragraphs
This is an obvious one. You won't be asked to write such short essays at university. The average assignment that I wrote when I was an undergraduate and postgraduate student was 3000 words long. Similarly, you won't write two-sentence introductions or one-sentence conclusions in a university assignment; in this sense, IELTS essays follow their own rules.
4. Language focus vs subject focus
It's important to remember that the IELTS test is a language test. Examiners notice things like collocations and two-clause sentences. University lecturers, by contrast, aren't looking for less common vocabulary or complex structures; they want to see how well you know your subject and how well you can synthesise your research.

..........
And which aspects of writing are the same?
Both IELTS essays and university assignments should fully respond to the given task, sentences and paragraphs should be logical, and your ideas should be developed in a coherent way. You should also avoid informal language, contractions (e.g. don't) and abbreviations.

..........

Can you think of any other differences and similarities?

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A student asked me to explain the difference between the writing style that we use for IELTS essays and the writing style that is expected in university assignments. Please note: There may be a big difference between the writing styles that different university departments expect (e.g.

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The International Phonetic Alphabet (revised to 2005)

There are two MRI viewing options for both charts: MRI 1 and MRI 2.

MRI 1 was recorded in 2014 at Edinburgh Imaging Facility QMRI, with a frame rate of 7.5fps. Each file has been overdubbed with "clean" audio, recorded in a recording studio.

MRI 2 was recorded in 2022-2023 at the Edinburgh Imaging Facility, RIE, with a frame rate of 6.25fps and a 70% increase in image resolution, compared to MRI 1. Audio for the MRI 2 files was recorded in the MRI machine using an optical microphone and post-hoc noise cancelling. We aim to replace the MRI 2 audio with clean audio in the near future.

Consonants (Pulmonic)

Press on a symbol to play the associated video.

Where symbols appear in pairs, the one to the right represents a voiced consonant. Shaded areas denote articulations judged impossible.

Charts reprinted with permission from The International Phonetic Association

How to refer to this resource: Lawson, E., Stuart-Smith, J., Scobbie, J. M., Nakai, S. (2018). Seeing Speech: an articulatory web resource for the study of Phonetics. University of Glasgow. 21st June 2023. https://www.seeingspeech.ac.uk/

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There are two MRI viewing options for both charts: MRI 1 and MRI 2. MRI 1 was recorded in 2014 at Edinburgh Imaging Facility QMRI, with a frame rate of 7.5fps. Each file has been overdubbed with "clean" audio, recorded in a recording studio.

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ELSAC｜ English Language Support Services｜ Language Advising

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Now try it for free!

Try out Road to IELTS Free Version and get a feel for the course. There's a FREE paper-based or computer-based practice test included!

It's so easy - all you need is an up-to-date version of one of these browsers:

Google Chrome

Mozilla Firefox

Apple Safari

Microsoft Edge

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Road to IELTS: IELTS preparation and practice | Home

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Try out Road to IELTS Free Version and get a feel for the course. There's a FREE paper-based or computer-based practice test included! It's so easy - all you need is an up-to-date version of one of these browsers: Google Chrome Mozilla Firefox Apple Safari Microsoft Edge

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A key quality of an effective paragraph is unity. A unified paragraph sticks to one topic from start to finish, with every sentence contributing to the central purpose and main idea of that paragraph.

But a strong paragraph is more than just a collection of loose sentences. Those sentences need to be clearly connected so that readers can follow along, recognizing how one detail leads to the next.

A paragraph with clearly connected sentences is said to be cohesive.

The following paragraph is unified and cohesive. Notice how the italicized words and phrases (called transitions) guide us along, helping us see how one detail leads to the next.

Why I Don't Make My Bed
Ever since I moved into my own apartment last fall, I have gotten out of the habit of making my bed--except on Fridays, of course, when I change the sheets. Although some people may think that I am a slob, I have some sound reasons for breaking the bed-making habit. In the first place, I am not concerned about maintaining a tidy bedroom because no one except me ever ventures in there. If there is ever a fire inspection or a surprise date, I suppose I can dash in there to fluff up the pillow and slap on a spread. Otherwise, I am not bothered. In addition, I find nothing uncomfortable about crawling into a rumpled mass of sheets and blankets. On the contrary, I enjoy poking out a cozy space for myself before drifting off to sleep. Also, I think that a tightly made bed is downright uncomfortable: entering one makes me feel like a loaf of bread being wrapped and sealed. Finally, and most importantly, I think bed-making is an awful way to waste time in the morning. I would rather spend those precious minutes checking my email or feeding the cat than tucking in corners or snapping the spread.

Transitional words and phrases guide readers from one sentence to the next. Although they most often appear at the beginning of a sentence, they may also show up after the subject.

Here are some of the most common transitional expressions in English, grouped according to the type of relationship shown by each.

1. Addition Transitions

and
also
besides
first, second, third
in addition
in the first place, in the second place, in the third place
furthermore
moreover
to begin with, next, finally
Example
" In the first place, no 'burning' in the sense of combustion, as in the burning of wood, occurs in a volcano; moreover, volcanoes are not necessarily mountains; furthermore, the activity takes place not always at the summit but more commonly on the sides or flanks; and finally, the 'smoke' is not smoke but condensed steam."
(Fred Bullard, Volcanoes in History, in Theory, in Eruption)

2. Cause-Effect Transitions

accordingly
and so
as a result
consequently
for this reason
hence
so
then
therefore
thus
Example
"The study of human chromosomes is in its infancy, and so it has only recently become possible to study the effect of environmental factors upon them."
(Rachel Carson, Silent Spring)

3. Comparison Transitions

by the same token
in like manner
in the same way
in similar fashion
likewise
similarly

Example
"The heaping together of paintings by Old Masters in museums is a catastrophe; likewise, a collection of a hundred Great Brains makes one big fathead."
(Carl Jung, "Civilization in Transition")

4. Contrast Transitions

but
however
in contrast
instead
nevertheless
on the contrary
on the other hand
still
yet
Example
"Every American, to the last man, lays claim to a 'sense' of humor and guards it as his most significant spiritual trait, yet rejects humor as a contaminating element wherever found. America is a nation of comics and comedians; nevertheless, humor has no stature and is accepted only after the death of the perpetrator."
(E. B. White, "The Humor Paradox")

5. Conclusion and Summary Transitions

and so
after all
at last
finally
in brief
in closing
in conclusion
on the whole
to conclude
to summarize
Example
"We should teach that words are not the things to which they refer. We should teach that words are best understood as convenient tools for handling reality. . . . Finally, we should teach widely that new words can and should be invented if the need arises."
(Karol Janicki, Language Misconceived)

6. Example Transitions

as an example
for example
for instance
specifically
thus
to illustrate
Example
"With all the ingenuity involved in hiding delicacies on the body, this process automatically excludes certain foods. For example, a turkey sandwich is welcome, but the cumbersome cantaloupe is not."
(Steve Martin, "How to Fold Soup")

7. Insistence Transitions

in fact
indeed
no
yes
Example
"The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else."
(John Maynard Keynes, The General Theory of Employment, Interest, and Money)

8. Place Transitions

above
alongside
beneath
beyond
farther along
in back
in front
nearby
on top of
to the left
to the right
under
upon
Example
"Where the wall turns up to the right you can continue by the beck but a better path is to be found by turning with the wall and then going to the left through the bracken."
(Jim Grindle, One Hundred Hill Walks in the Lake District)

9. Restatement Transitions

in other words
in short
in simpler terms
that is
to put it differently
to repeat
Example
"Anthropologist Geoffrey Gorer studied the few peaceful human tribes and discovered one common characteristic: sex roles were not polarized. Differences of dress and occupation were at a minimum. Society, in other words, was not using sexual blackmail as a way of getting women to do cheap labor, or men to be aggressive."
(Gloria Steinem, "What It Would Be Like If Women Win")

10. Time Transitions

afterward
at the same time
currently
earlier
formerly
immediately
in the future
in the meantime
in the past
later
meanwhile
previously
simultaneously
subsequently
then
until now
Example
At first a toy, then a mode of transportation for the rich, the automobile was designed as man's mechanical servant. Later it became part of the pattern of living.

NEXT:

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What are Transitional Words and Phrases?

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A key quality of an effective paragraph is unity. A unified paragraph sticks to one topic from start to finish, with every sentence contributing to the central purpose and main idea of that paragraph. But a strong paragraph is more than just a collection of loose sentences.

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Adverbs: types - English Grammar Today - Cambridge Dictionary

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Adverbs: types - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary

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We are a proud co-owner of the IELTS test which we deliver through our extensive network of test centres.

Preparing for an English language test is not difficult or expensive with IELTS.

We offer a comprehensive range of low-cost and free IELTS preparation materials which will help you as you study for the test.

With IELTS, you can access a wider range of official preparation materials, unlike any other English language test provider.

IELTS support tools

If you are preparing for an IELTS test, you must check out the free IELTS preparation pack.

The IELTS essentials pack contains:

A handy checklist to help you get organised for your IELTS journey.

Practical IELTS advice from examiners to be best prepared for your test.

Guidance on what to expect on the day your IELTS test is scheduled.

Answers to frequently asked questions about rules and regulations, test day processes and results.

IELTS preparation classes

We offer free preparation classes for you, whether you have booked your IELTS test or need to improve your English language skills before the test.

Regardless of where you live, we can help you get ready for the day of the test.

One of the free preparation classes is the IELTS Masterclass, which is a 90-minute session that will help you:

Understand how examiners will mark you.

Get practical tips on how to enhance your English language skills.

Find out about the most common IELTS mistakes and how to avoid them.

Get a detailed understanding of the assessment criteria.

You can find out all about the upcoming  IDP IELTS Masterclass  near you here.

Access an IELTS training course for free

In your booking confirmation email, you will receive a special link which will allow you to start your free training.

You can choose from a Reading, Writing, Speaking or Listening module, and once you activate your access, it will be available to you for free for 30 days.

Official preparation books for purchase

IELTS also offers official practice materials to help you understand the types of questions and the format of the test.  There are two volumes of practice materials.

Both offer samples of the Reading, Listening, Writing and Speaking modules with sample answers and examiner's comments.

The CD in Volume 1 offers samples of the Listening test and the DVD in Volume 2 shows candidates taking the Speaking test.

You can order your copy of the  Official IELTS Practice Materials here to understand what to expect on the day of your test.

Be a part of our community and keep learning

We want you to do your best when you sit for your IELTS test.

To help you achieve this, we offer daily updates on test information and advice via our Facebook page.

On our Facebook page, you will find insights into the test format. You will also be able to connect with and hear from students who are preparing for IELTS just like you in other countries.

You will find answers to frequently asked questions like:

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Do I need to be a subject expert for the speaking section of the IELTS test?

Does it matter if I use American or British English for IELTS?

For daily tips and advice on how to ace your IELTS test, you can join us on Facebook.

We are always here to help

We pride ourselves on providing outstanding customer service to ensure that you have the best possible experience when you take your IELTS test with us.

Our team of IELTS experts are ready to help you and answer any questions that you have.

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We are a proud co-owner of the IELTS test which we deliver through our extensive network of test centres. Preparing for an English language test is not difficult or expensive with IELTS. We offer a comprehensive range of low-cost and free IELTS preparation materials which will help you as you study for the test.

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Grammar and words is a fairly large AWELU section with a number of subsections. That the section is large means that it might be difficult sometimes to find the exact information that you are looking for. Of course the subsection headings, the index, and the search engine will be of great use to you, but you may also find the following brief introductions to each subsection useful.

The rest of this introductory text is organised as follows: You first get a short piece of text in which the name of the subsection is provided. After this short text, you get a link to the subsection in question. Then there follows another short text and another link, and so on.

The first subsection after this introduction is called Selective mini grammar. In this subsection you are introduced to a number of terms and concepts that you need to be familiar with in order to fully understand what is said in other parts of AWELU. Even if you know a lot of grammatical terminology in Swedish or some other language, you might not know what all these terms correspond to in English. So, if you feel that you are not comfortable using terms such as Noun, Clause, or Subject Predicative, or if you do not know how to analyse clauses or phrases, this is where you start:

The second subsection is concerned with Common problems and how to avoid them. Here you find information about a number of areas where people writing in English often make mistakes or run into difficulties. Generally speaking, the problems mentioned here are not typically Swedish, but rather problems that people tend to experience when writing in English, regardless of their linguistic background.

The third subsection is devoted to Punctuation. If you write proper academic texts in English, you also need to be able to make use of punctuation properly.

Another notoriously tricky area for people writing in English is Spelling. We know that English is not one of those languages where the spelling of a word automatically gives you its correct pronunciation, and it is definitely not the case that the pronunciation of an English word straightforwardly determines its spelling. This means that we all need to use dictionaries and automatic spell-checks when we write in English. The topics that the subsection on spelling is concerned with are commonly confused words, certain spelling rules/conventions, and some important differences between British and American spelling.

Obviously, we cannot produce texts in English if we do not know enough about English words, so the next subsection has its Focus on Vocabulary. The following topics are dealt with here: Vocabulary Awareness, Useful Phrases and Expressions, Abbreviations, and Discipline Specific Vocabulary.

Related to vocabulary is Register and Style. What words are appropriate to use in a given context depends to a large extent on the type of context, the type of text you are writing, and what your relationship is to the expected reader(s). Whatever it is that you are writing, you have to take such matters into consideration.

Another subsection that has to to with the use of words is Dictionaries. Here you get some useful general information about dictionaries and how they could be used in academic writing. You will also find links to on-line dictionaries that AWELU recommends.

Finally, you are introduced to Corpora and how corpora can be used, for instance, by non-native writers who want to improve their writing and make it more native-like. We are convinced that corpora can be of great use for both advanced and less advanced writers.

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Grammar and words is a fairly large AWELU section with a number of subsections. That the section is large means that it might be difficult sometimes to find the exact information that you are looking for.

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Contents of The Internet Grammar of English

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Academic English for International Students & EAP Teachers

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Academic English Resources and Academic English Worksheets for International Students. Reading, Writing, Listening and Speaking Skills.

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Why improve your understanding of grammar and punctuation?

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What Is Aspect in Grammar?

Where tense tells us when an action occurs, the aspect further informs us about the action's duration. For example, if it started in the past, is it still acting in the present, or did it act for a while and then stop before the present?
Read More...

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The Blue Book of Grammar and Punctuation | English Grammar Usage Guide

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GrammarBook.com helps you master English grammar and writing with free usage rules, reinforcing examples, fun quizzes, and The Blue Book of Grammar and Punctuation.

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Compose bold, clear, mistake-free writing with Grammarly's AI-powered writing assistant.

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How do I give verification institutions permission to view my results?

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If you're preparing to take the IELTS exam our short preparation guides can help you attain the score you need.

IELTS Academic or General training

IELTS Academic is suitable for those planning to study at university at undergraduate or postgraduate level or join a professional organisation in an English-speaking country.

IELTS General training is for those planning to train or study at below degree level, work in an English-speaking country or emigrate to an English-speaking country.

The IELTS test assesses your abilities in listening, reading, writing and speaking and the exam lasts for a little under 3 hours.

IELTS listening test

The listening test takes about 30 minutes to complete, there are 40 questions which can be chosen from: multiple choice, matching, plan/map/diagram labeling, form completion, note completion, table completion, ﬂow-chart completion, summary completion, sentence completion, short-answer questions.

The test assess your ability to understand ideas and factual information, recognise the opinions, attitudes and purpose of a speaker and follow the development of an argument.

IELTS reading test

The IELTS reading test takes approximately 60 minutes and assess your reading skills for grasping main ideas and detail, understanding inferences and implied meaning recognising a writer's opinions, attitudes and purpose.

There are two separate reading tests, one for academic and one for general training. The academic test uses long texts from books, journals, magazines and newspapers. The general training test uses contains two or three short factual texts on topics are relevant to everyday life in an English-speaking country.

IELTS writing test

The IELTS writing test also takes 60 minutes and again is split between academic and general IELTS test.

The academic test contains two tests, in the first you will be asked to presented with a graph, table, chart or diagram and are asked to describe, summarise or explain the information.

You may also be asked to describe and explain data, how something works or describe an object or event. For the second task you will be asked to write an essay in response to an argument or problem.

For the first task in the general training test you will be presented with a situation and asked to write a letter requesting information or explaining the situation you have been presented with. For task 2, you will write an essay in response to a point of view, argument or problem.

IELTS speaking test

The speaking test is a two part exam, takes between 11 and 14 minutes, candidates interviewed individually and the test is recorded. In the first part of the IELTS speaking test the examiner will ask some simple questions to find out a little about you and help put you at ease. These will be general questions such as about your family, your studies, where you come from or what your interests.

The second part of the IELTS speaking test lasts between 3 and 4 minutes (including 1 minute preparation time). You will be given a task card and asked to speak about the task, without interruption, for between 1 and 2 minutes.

Part 3 of the test lasts between 3 to 4 minutes and you will be asked questions linked to the topic in the previous task.

Preparing for the IELTS exam

At IH London we run regular IELTS preparation courses to help you prepare for and get the level you need.

Our IELTS preparation courses are made up of intensive lessons focusing on the academic skills - reading, listening, speaking and writing English - needed to pass the IELTS test.

Many of our IELTS teachers are also examiners so you get the best advice to help you get the scores you need.

Our IELTS classes have an average of 10 students per class. We keep class sizes small to ensure you receive plenty of personal support from our specialist teaching staff.

You can book a place on our IELTS preparation course online, once you have booked a place you will be provided with the entrance test once you have booked your course.

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All about IELTS - International House London

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If you're preparing to take the IELTS exam our short preparation guides can help you attain the score you need. IELTS Academic is suitable for those planning to study at university at undergraduate or postgraduate level or join a professional organisation in an English-speaking country.

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Cambridge Dictionary | English Dictionary, Translations & Thesaurus

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The most popular dictionary and thesaurus for learners of English. Meanings and definitions of words with pronunciations and translations.

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Each word in italics is the most frequently occurring member of the word family in the Academic Corpus. For example, analysis is the most common form of the word family analyse. British and American spelling is included in the word families, so contextualise and contextualize are both included in the family context.

Sublist 1 contains the most common words in the AWL. Sublist 2 contains the next most common words, and so on. There are 60 families in each sublist, except for sublist 10 which has 30.

You can download the AWL Sublists document either as a text (.rtf) file or as an Acrobat (.pdf) document.

Click on the links below to download the preferred version.

All PDF documents require Acrobat Reader.

Director School of Linguistics and Applied Language Studies

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Each word in italics is the most frequently occurring member of the word family in the Academic Corpus. For example, analysis is the most common form of the word family analyse. British and American spelling is included in the word families, so contextualise and contextualize are both included in the family context.

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26 years ago, political journalist David Aaronovitch watched the Conservatives crumbling in Westminster and was on the Blair bus before the New Labour win. Now he sees history repeating itself

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Latest UK and world news, politics, lifestyle and sport, with analysis and opinion from the i paper. For open minds

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters.

From the archives

All 6 Minute English programmes pre-September 2014 can be found here.

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters. All 6 Minute English programmes pre-September 2014 can be found here.

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The home of news and fun facts for kids. Find out what is going on, with stories, pictures and videos. Try a quiz or one of our free games.

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Non-native pronunciations of English result from the common linguistic phenomenon in which non-native users of any language tend to carry the intonation, phonological processes and pronunciation rules from their first language or first languages into their English speech. They may also create innovative pronunciations for English sounds not found in the speaker's first language.

The speech of non-native English speakers may exhibit pronunciation characteristics that result from their imperfectly learning the sound system of English, either by transferring the phonological rules from their mother tongue into their English speech ("interference") or through implementing strategies similar to those used in primary language acquisition. They may also create innovative pronunciations for English sounds not found in the speaker's first language.

The age at which speakers begin to immerse themselves into a language (such as English) is linked to the degree in which native speakers are able to detect a non-native accent; the exact nature of the link is disputed amongst scholars and may be affected by " neurological plasticity, cognitive development, motivation, psychosocial states, formal instruction, language learning aptitude", and the usage of their first (L1) and second (L2) languages.

English is unusual in that speakers rarely produce an audible release between consonant clusters and often overlap constriction times. Speaking English with a timing pattern that is dramatically different may lead to speech that is difficult to understand.

More transparently, differing phonological distinctions between a speaker's first language and English create a tendency to neutralize such distinctions in English, and differences in the inventory or distribution of sounds may cause substitutions of native sounds in the place of difficult English sounds and/or simple deletion. This is more common when the distinction is subtle between English sounds or between a sound of English and of a speaker's primary language. While there is no evidence to suggest that a simple absence of a sound or sequence in one language's phonological inventory makes it difficult to learn, several theoretical models have presumed that non-native speech perceptions reflect both the abstract phonological properties and phonetic details of the native language.

Non-native pronunciations may be transmitted to the children of learners, who will then exhibit a number of the same characteristics despite being native speakers themselves. For example, this process has resulted in many of the distinctive qualities of Irish English and Highland English which were heavily influenced by a Goidelic substratum.

General features among most or all Arabic speakers:

Dialectal features:

Egyptians and speakers from some other dialects (e.g. Levantine and North African dialects) tend to pronounce the affricate /d͡ʒ/ as a .

Difficulty with dental fricatives /θ/ and /ð/ for speakers with no native /θ/ ⟨ث⟩ and /ð/ ⟨ذ⟩ in their dialect's phonemic inventory.

Vowel length confusions.

Confusion of /b/ /v/, usually realized as [b~β] (/b/ /v/ are only distinguished in Valencian and Balearic).

Rhotic pronunciation, with /r/ pronounced as a trill [r] or a flap [ɾ].

Difficulties with word-initial clusters involving /s/, where an epenthetic e is usually added.

Narrower pitch range, with emphasis marked with extra length instead of extra pitch variation.

Problems with variable stress.

Problems with contrastive stress.

E.g. with sugar or without sugar? (the second sugar is more heavily stressed)

These are the most common characteristics of the Czech pronunciation of English:

Final devoicing of voiced consonants (e.g. "bet" and "bed" are both pronounced [bɛt]), since non-sonorant consonants are always voiceless at the end of words in Czech. Some speakers may pronounce consonant-final English words with a strong vocalic offset, especially in isolated words (e.g. "dog" can be [ˈdɔɡə]).

Czech /r/ is alveolar trill. There is a tendency to pronounce the trill in English and in all positions where ⟨r⟩ is written.

Final -er (-or) pronounced as syllabic alveolar trill [r̩] (e.g. "water" sounds [ˈvɔːtr̩]). Stressed /ɜː/ tends to be realized as [ɛːr] (e.g. "bird" [bɛːrt].

Tendency to realize both /v/ and /w/ as [v], since /w/ does not exist in Czech.

Tendency to pronounce the initial ⟨wr⟩ cluster as [vr] (e.g. "write" [vrajt]).

Tendency to realize /θ/ as [s] or [f], since [θ] does not exist in Czech.

Tendency to substitute /ð/ as [d] or [d͡z], since [ð] does not exist in Czech.

Tendency to pronounce /h/ as voiced (e.g. "how" [ɦau̯]).

Tendency not to aspirate the stops /p, t, tʃ, k/ (e.g. "keep" sounds [kiːp] instead of [kʰiːp]), since these stop consonants are not aspirated in Czech.

/æ/ is often realised as [ɛ], so that "had" sounds like "head" [ɦɛt], homophonous with "hat".

Schwa [ə] does not exist in Czech. Speakers tend to pronounce it as [ɛ] (e.g. "a table" [ɛ ˈtɛjbl̩]) or [a] (e.g. "China" [ˈt͡ʃajna]).

Tendency to realise /ŋ/ as [ŋk] or [ŋɡ] (e.g. "singing" [ˈsɪŋgɪŋk]), because Czech [ŋ] is an allophone of /n/ before velar stops.

Tendency to isolate all words in speech, because the liaison is unusual in Czech. For instance, "see it" tends to be pronounced [siː ʔɪt], rather than [siː‿ɪt].

The melody of the Czech language is not so strong as in English. Czech speakers may sound monotonous to an English ear.

These are some of the most significant errors a Dutch speaker might have:

Pronunciation of consonants

Speakers have difficulty with dental fricatives, often pronouncing /ð/ as [d] (failing to contrast then and den) or [s] (especially between vowels). Similarly, the dental fricative /θ/ is replaced by [s] or [t], though Belgian speakers may pronounce both /θ/ and /ð/ as [f] in word-final position.

The voiced stops and fricatives undergo terminal devoicing, especially in stressed syllables, causing feed and feet to be pronounced as the latter. Similarly, Dutch voicing assimilation patterns may be applied to English utterances so that, for example, iceberg is pronounced as [aɪzbɜːk], and if I as [ɪv aɪ].

Speakers have difficulty with the glottalization of /p t k/, either not pronouncing it or applying it in the wrong contexts so that good morning is pronounced [ɡʊʔ ˈmɔːnɪŋ].

The voiceless stops /p t k/ lack aspiration in stressed syllable-initial context.

Medial /t/ is replaced by /d/ so that better is pronounced as [bɛdə].

The postalveolar sibilants /tʃ dʒ ʃ ʒ/ tend to be pronounced as their alveolo-palatal equivalents in Dutch: [tɕ ɕ dʑ ʑ]; beginners may pronounce them as alveolar (and voiceless) [ts] or [s] in syllable-final positions, leading to wish being pronounced as [wɪs].

/l/ may be strongly pharyngealized, even in contexts where dark l doesn't normally appear in English. Beginners may insert an epenthetic schwa between /l/ and a following /p, f, m, k/, leading to milk being pronounced as [ˈmɪlək].

/h/ could pose difficulties for certain regional dialects which lack /h/, such as in Zeelandic and West Flemish.

/w/ is replaced by , which English listeners may perceive as /v/.

The alveolar consonants /t, d, n, s, z, l/ are articulated with the blade of the tongue, rather than the tip as in English.

Pronunciation of vowels

Speakers have difficulty distinguishing between /æ/ and /ɛ/, so that man and men are both pronounced as the latter.

Speakers have difficulty distinguishing between /uː/ and /ʊ/, so that pool and pull are both pronounced with [u]. Some advanced speakers may employ a glide [ʉy].

/iː/ is pronounced closer, tenser, and sometimes shorter than usual. Some advanced speakers might over-compensate for the length with a diphthong like [ëi].

/ʌ/ is replaced by [ʉ]. Spelling might cause confusing with /ɒ/ in words like wonder, nothing and lovely.

British English /ɒ/ is replaced by [ɔ].

British English /ɜː/ is replaced by the sequence in Dutch /dør/, with significant lip-rounding and r-insertion.

/eɪ/ is replaced by [eː].

/əʊ/ is replaced by [oː]. More advanced speakers might use the Dutch diphthong [eːu].

/aɪ/ tends to be overly long before fortis consonants, giving the impression of a following lenis consonants.

Because of the phonetic differences between English and French rhotics, speakers may perceive English , allophonically labialized to [ɹʷ], as -like and have trouble distinguishing between /r/ and /w/.

French speakers have difficulty with and many delete it, as most French dialects do not have this sound.

French speakers have difficulty with dental fricatives /θ/ and /ð/ (since these sounds do not exist in French). In France they may be pronounced as /s/ and /z/., while in Quebec, Canada, the usual substitution is /t/ and /d/.

Speakers tend not to make a contrast between /ɪ/ (as in ship) and /iː/. (as in sheep).

Speakers may not velarize in coda positions as most native speakers do.

They have a smaller pitch range, less consonant cluster reduction and less vowel reduction.

German features terminal devoicing, which is often carried over to English (creating homophones in cub/cup, had/hat, etc.)

German speakers tend to realise /w/ (written ⟨w⟩ in English) as [v] (also written ⟨w⟩ in German) when speaking English.

The German /r/ is realised differently from the English /r/. Whereas in the former case the tongue touches the soft palate, in the latter case it does not.

The lack of discrimination in Hebrew between tense and lax vowels makes correctly pronouncing English words such as hit/heat and cook/kook difficult.

In Hebrew, word stress is usually on the last (ultimate) or penultimate syllable of a word; speakers may carry their stress system into English, which has a much more varied stress system. Hebrew speakers may also use Hebrew intonation patterns which mark them as foreign speakers of English.

Since Hungarian lacks the phoneme , many Hungarian speakers substitute for /w/ when speaking in English. A less frequent practice is hypercorrection: substituting /w/ for /v/ in instances where the latter is actually correct.

A study on Italian children's pronunciation of English revealed the following characteristics:

Tendency to realise as ("singer" rhymes with "finger") or as because Italian [ŋ] is an allophone of /n/ before velar stops.

The /əl/ sequence in words like bottle is realized as [ʌl], [ɒl], or [ʊl].

Tendency to realise word-initial /sm/ with [zm], e.g. small [zmɔl]. This voicing also applies to /sl/ and /sn/.

Since and are typically pronounced as dental stops anyway, words like there and dare can become homophones.

Schwa does not exist in Italian; speakers tend to give the written vowel its full pronunciation, e.g. lemon [ˈlɛmɔn], television [ˌt̪ɛleˈviʒɔn], parrot [ˈpɛr(ː)ɔt̪], intelligent [in̪ˈt̪ɛl(ː)idʒɛn̪t̪], water [ˈwɔt̪ɛr], sugar [ˈʃuɡar].

Italian speakers may pronounce consonant-final English words with a strong vocalic offset, especially in isolated words, e.g. dog [ˈdɔɡːə].

Tendency to realise as ; a trill rather than the native approximant ~, even when the dialect of English they are learning is nonrhotic.

In addition, Italians learning English have a tendency to pronounce words as they are spelled, so that walk is [walk], guide is [ɡwid̪], and boiled is [ˈbɔilɛd]. This is also true for loanwords borrowed from English as water, which is pronounced [ˈvat̪ɛr] instead of [ˈwɔːtə(r)].

Speakers tend to confuse /l/ and /r/ both in perception and production, since the Japanese language has only one liquid phoneme /r/, whose possible realizations include central and lateral . Speakers may also hear English /r/ as similar to the Japanese /w/.

Various pronunciation mistakes are bound to happen among Brazilian L2 speakers of English, among which:

Pronunciation of vowels

Especially in a British context, confusion of /əʊ/ and /ɒ/. The Brazilian /ɔ/ is equivalent to RP English /ɒ/, and English orthography rarely makes a clear demarcation between the phonemes, thus cold (ideally [ˈkɜʊ̯ɫd]) might be homophone with called /ˈkɔːld/. The North American equivalent of British /əʊ/, /oʊ/, may be easier to perceive as it closely resembles the Portuguese diphthong [ow]. Speakers may also have trouble distinguishing between schwa and /ʌ/.

In a British context, the diphthong /əʊ/ might also be pronounced as the Portuguese diphthong eu, [ew].

Persistent preference for /æ/ over /ɑː/ (even if the target pronunciation is England's prestige accent), and use of /æ/ within the IPA [ɛ] space (Portuguese /ɛ/ is often [æ], what makes it even more due to confusion in production and perception), so that can't, even in RP, might sound like an American pronunciation of Kent. Some might even go as far as having [le̞st] instead of /læst ~ lɑːst/ for last

Pronunciation of consonants

Difficulty with dental fricatives /θ/ and /ð/. These may be instead fronted [f v], stopped [t̪ d̪] or hissed [s̻ z̻].

Speakers may pronounce word-initial r as a guttural ar pronunciations or a trill). These often sound to English speakers as /h/, leading to confusion between ray and hay, red and head, height and right, etc.

Neutralization of coda /m n ŋ/, giving preference to a multitude of nasal vowels (often forming random diphthongs with [j̃ w̃ ɰ̃], or also randomly losing them, so that sent and saint, and song and sown, are homophonous) originating from their deletion. Vowels are also often strongly nasalized when stressed and succeeded by a nasal consonant, even if said consonant starts a full syllable after it.

Fluctuation of the levels of aspiration of voiceless stops /p t k/, that might sound like /b d g/.

Loss of contrast between coronal stops /t d/ and post-alveolar affricates /tʃ dʒ/ due to palatalization of the earlier, before vowels such as /iː/, /ɪ/, /juː/, and /ɨ/.

Epenthetic [i] to break up consonant clusters.

Palatalization due to epenthetic /ɪ ~ iː/, so that night sounds slightly like nightch ([ˈnajtɕ ~ ˈnajtɕi̥] rather than /ˈnaɪt/) and light sounds like lightchie ([ˈlajtɕi] rather than /laɪt/).

Loss of unstressed, syllable-final [i ~ ɪ ~ ɨ] to palatalization, so that city sounds slightly like sitch ([ˈsitɕ ~ sitɕi̥] rather than /ˈsɪti/).

Post-alveolar affricates /tʃ dʒ/ are easily confused with their fricative counterparts /ʃ ʒ/, often merging chip and ship, cheap and sheep, and pledger and pleasure.

Absence of contrast of voice for coda fricatives. He's, hiss and his are easily homophonous. Spelling pronunciations, with all words with historical schwas left in the orthography being pronounced /z/ even when the usual would be /s/, are also possible.

English is less prone to perfect liaison-style sandhi than Portuguese, Spanish and French might be. Often, two identical or very similar consonants follow each other within a row, each in a different word, and both should be pronounced. Brazilians might either perform epenthesis or delete one of them. As such, this stop is produced either [ˈdis i̥sˈtɒpi̥ ~ ˈdiz isˈtɒpi̥] or [ˈdi sˈtɒpi̥], instead of the native /ðɪs ˈstɒp/

In Portuguese, the semivowels [j] and [w] may be vocalized to their corresponding vowels ([i] and [u, respectively). so that I love you is pronounced [ˈaj ˈlɐviː ˈuː]. These semivowels may also be epenthetically inserted between vowels of very dissimilar qualities.

To the exception of /s ~ z/ (here represented with a loss of contrast at the end of a word) and /r/, consonants tend to not elide corresponding to or assimilate to the next word's phoneme, even in connected speech. This means, for example, occasional epenthesis even if the following word starts in a vowel, as in their native language (not[ɕi] really).

Native Russian speakers tend to produce an audible release for final consonants and in consonant clusters and are likely to transfer this to English speech, creating inappropriate releases of final bursts that sound overly careful and stilted and even causing native listeners to perceive extra unstressed syllables.

Word-final obstruents are pronounced voiceless in Russian even if spelled with letters otherwise denoting their voiced counterparts, and speakers may fail to pronounce word-final voiced obstruents in English correctly, substituting for etc.

Difficulty with English vowels. Russian speakers may have difficulty distinguishing and , and , and and ; similarly, speakers' pronunciation of long vowels may sound more like their close counterpart (e.g. may sound closer to /æ/)

Speakers typically realise English /r/ as a trilled , the native Russian rhotic.

The palato-alveolar affricate may be realised as a sequence of a stop and a fricative: .

The "clear" alveolar may be realised as Russian , sounding closer to English "dark" velarised .

Consonants written twice in English may be pronounced geminated by Russian speakers.

Vowel length confusions.

Since Spanish does not make voicing contrasts between its fricatives (and its one affricate), speakers may neutralize contrasts between and ; likewise, fricatives may assimilate the voicing of a following consonant.

Rhotic pronunciation, with /r/ pronounced as a trill [r] or a flap [ɾ].

For the most part (especially in colloquial speech), Spanish allows only five (or six) word-final consonants: , , , and ; speakers may omit word-final consonants other than these, or alter them (for example, by turning to /n/ or /ŋ/).

In Spanish, /s/ must immediately precede or follow a vowel; often a word beginning with [s] + consonant will obtain an epenthetic vowel (typically ) to make stomp pronounced [e̞sˈto̞mp] rather than [stɒmp].

In Spanish, the /θ/ phoneme exists only in (most dialects of) Spain; where this sound appears in English, speakers of other Spanish dialects replace /θ/ with , /s/ or .

Speakers tend to merge and , pronouncing both as a plosive unless they occur in intervocalic position, in which case they are pronounced as a fricative. A similar process occurs with and .

The three nasal phonemes of Spanish neutralize in coda-position; speakers may invariably pronounce nasal consonants as homorganic to a following consonant; if word-final (as in welcome) common realizations include , deletion with nasalization of the preceding vowel, or .

Devoicing of final consonants.

Narrower pitch range, with emphasis marked with extra length instead of extra pitch variation.

Problems with variable stress.

Problems with contrastive stress.

Note: There are three main dialects in Vietnamese, a northern one centered on Hanoi, a central one whose prestige accent is centered on Huế, and a southern one centered on Ho Chi Minh City.

Speakers also have difficulty with English consonant clusters, with segments being omitted or epenthetic vowels being inserted.

Speakers may not aspirate initial /p/, /t/, /k/ and /tʃ/, native English-speakers think that they pronounce as and . For example, when Vietnamese people pronounced the word tie, native English-speakers think that they say the word die or dye.

Vietnamese is a tonal language and speakers may try to use the Vietnamese tonal system or use a mid tone with English words, but they pronounce with a high tone when the closed syllable is followed by /p, t, k/. They may also associate tones onto the intonational pattern of a sentence and become confused with such inflectional changes.[clarification needed ]

1. ^ Goldstein, Fabiano & Washington (2005:203)

2. Al Saqqaf, Abdullah; Vaddapalli, Maruthi (2 June 2012). "TEACHING ENGLISH VOWELS TO ARAB STUDENTS: A SEARCH FOR A MODEL AND PEDAGOGICAL IMPLICATIONS". Teaching English Vowels to Arab Students: A Search for a Model and Pedagogical Implications: 48.

3. ^ Hago, Omer; Khan, Waquar (October 8, 2015). "The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools". The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools. 1 (2): 89. doi:10.5296/elr.v1i2.7783.

4. Hago, Omer; Khan, Waquar (October 8, 2015). "The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools". The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools. 1 (2): 87. doi:10.5296/elr.v1i2.7783.

5. Hickey, Raymond (October 2014). "German pronunciations of English" (PDF). University of Duisburg-Essen.

6. Martin Russell, ^ Analysis of Italian children's English pronunciation Archived 2007-05-27 at the Wayback Machine. Accessed 2007-07-12.

7. ^ "Pronunciation problems for Brazilian students of English". Archived from the original on 2009-10-15.

8. "LanguageLink TEFL clinic - Pronunciation".

9. "О характерных ошибках в произношении при изучении английского языка".

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Paradis, Carole; LaCharité, Darlene (2001), "Guttural deletion in loanwords", Phonology, 18 (2): 255-300, CiteSeerX 10.1.1.596.8071, doi:10.1017/S0952675701004079

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Wiik, K. (1965), Finnish and English Vowels: A comparison with special reference to the learning problems met by native speakers of Finnish learning English, Turku: Annales Universitatis Turkuensis

# data[].attributes.attachment_link.description
Non-native pronunciations of English result from the common linguistic phenomenon in which non-native users of any language tend to carry the intonation, phonological processes and pronunciation rules from their first language or first languages into their English speech. They may also create innovative pronunciations for English sounds not found in the speaker's first language.