The functional load principle in ESL pronunciation instruction: An exploratory study

By Murray J. Munro, Tracey M. Derwing. 2006

386 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0178c59157c14d0eca8abe49a212e2cefe9f0217

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “…by this study, in order to promote learners’ communicative success through instruction, teachers should not restrict their teaching only to pronunciation targets, such as individual sounds (e.g. Munro and Derwing 2006), syllable structure (e.g. Couper 2006), or word stress (e.g. Field 2005).”
Pronunciation teaching practices in communicative second language classes (2016, background): “Research also suggests that some segments and their clusters are more important for distinguishing meaning (e.g. bit – beat in English) than others (e.g. then – den ) and that these former targets should receive attention in a language classroom (Munro and Derwing 2006).”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “…studies have investigated how the intelligibility and/or comprehensibility of L2 speech has been affected by the following: phonological elements (Munro & Derwing, 1995, 2006; Hahn, 2004), L2 experience (Trofimovich & TESL CANADA JOURNAL/REVUE TESL DU CANADA 39 VOL. 28, NO 2, SPRING 2011 Baker,…”
Beliefs and practices of Brazilian EFL teachers regarding pronunciation (2016, background): “Although it is true that these sounds are often mispronounced by speakers of BP, the substitutions they make are considered to have low functional load, i.e. less importance in distinguishing meaning in English (Brown, 1988, 1991; Munro & Derwing, 2006).”
DECONSTRUCTING COMPREHENSIBILITY (2012, background): “It is necessary to note that the descriptors in both scales are vague with respect to the errors that lead to listener diffi culty because some errors could be more detrimental to comprehensibility than others (e.g., Munro & Derwing, 2006 ).”
Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “For example, the functional load of a contrast such as /n/-/l/ is very high in English (that is, the two sounds have many minimal pairs), as compared to /f/-/θ/ (Munro & Derwing, 2006), and thus would be more likely to warrant emphasis in the curriculum.”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “These features comprise not only suprasegmental features such as lexical stress (Field, 2005), sentence stress (Hahn, 2004), but also segmental features such as segmental contrasts with high functional load (Munro & Derwing, 2006) and lingua franca cores (Jenkins, 2000).”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “…prioritize segmental accuracy ahead of prosodic, temporal, lexical, and grammatical characteristics of L2 speech, arguably owing to the saliency of segmental substitutions to the listener and the relative learning difficulty of certain segmental contrasts for the L2 speaker (Munro & Derwing, 2006).”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “…teaching/learning targets not only for Japanese learners of English Language Learning 62:2, June 2012, pp. 595–633 602 but also other English as a second or foreign language (ESL/EFL) students worldwide, because of its high functional load on listeners’ comprehension (see Munro & Derwing, 2006).”
Revisiting the Intelligibility and Nativeness Principles (2020, background): “There is compelling evidence that errors in higher functional load segmental features are associated with greater loss of comprehensibility, which in Section 2 above is part of the Intelligibility Principle (Munro & Derwing, 2006; Suzukida & Saito, 2019).”
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010 (2012, background): “However, given the limited class time usually allocated to pronunciation instruction, it is important to know which sounds should receive the most attention (Munro & Derwing, 2006).”