Abstract
Though it is crucial for the development of ESL / EFL learners' speech perception and production, pronunciation is almost neglected in the English textbooks used at Iraqi schools. This negligence is both in terms of content and instruction. In such textbooks, very little pronunciation materials can be found and very limited time for practice is available for the teacher. This article aims to overcome the above shortcoming of English textbooks at Iraqi schools by setting priorities in English pronunciation based on the Functional Load principle. For this aim, an investigation is carried out following a qualitative methodology. The qualitative results have identified a set of phonemic priorities for the teaching of English pronunciation in Iraqi schools. These priorities represent high and low phonemic loads which can enrich the English textbooks in Iraqi schools and guide in some way the teaching of pronunciation.
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