{'fraction_non_alphanumeric': 0.03974706413730804, 'fraction_numerical': 0.015356820234869015, 'mean_word_length': 5.556213017751479, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Changes in L2 pronunciation


 This special issue revisits an extraordinarily influential paper for L2 pronunciation research and teaching (Munro & Derwing, 1995) by looking again at the original paper with new eyes and new analyses. The
 special issue also includes invited papers addressing current approaches based on the three key constructs in Munro and Derwing (1995): Intelligibility, comprehensibility, and accentedness. Papers in the issue include a
 reconsideration of the Intelligibility and Nativeness principles from Levis (2005), applications
 of the constructs to L2 Spanish (Nagle & Huensch), a consideration of how everyday L2 use affects comprehensibility (Zielinski &
 Pryor), long-term effects of intensive instruction (French, Gagné & Collins), influences on listener reaction to L2 speech (Isaacs &
 Thomson), empirical evidence for the dynamic nature of comprehensibility (Trofimovich et al.), a study on ELF intelligibility and functional
 load considerations (Thir), the relationship between comprehensibility and social evaluation of speech (Vaughn & Whitty), and one book
 review.