Phonemic Minimal Pairs and Functional Load Theory: A Critical Review of Pedagogical Applications and Effectiveness in L2 Phonology
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Keywords
Functional Load Theory, phonemic minimal pairs, L2 phonology, intelligibility, input and output, pedagogical effectiveness
Abstract
This review paper systematically examines the pedagogical shift in second language (L2) phonology, transitioning from the traditional pursuit of a native-like accent to a modern emphasis on intelligibility. Central to this discussion is the application of Functional Load Theory (FLT), which serves as a robust framework for optimizing the selection and prioritization of Minimal Pair (MP) instruction. By analyzing the information-bearing capacity of various phonemic contrasts, FLT provides an objective basis for focusing on those errors that most significantly impede communicative success. This paper evaluates how MP drills effectively bridge the gap between auditory perception (input) and articulatory production (output). Through a comprehensive synthesis of empirical evidence, including the roles of Computer-Assisted Pronunciation Training (CAPT) and the Noticing Hypothesis, the paper argues that FLT-based prioritization yields rapid improvements in learner efficiency. However, critical gaps remain, particularly regarding the over-focus on consonants and the lack of longitudinal data for adult learners. The review concludes that while MP instruction is a high-efficiency tool, future pedagogical success lies in the integration of suprasegmental features and AI-driven personalized feedback systems. This critical review aims to bridge the current gap between complex linguistic theories and practical classroom applications.
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