ABSTRACT
Pronunciation is an important component of linguistic communicative competence, and the acquisition of pronunciation has received increasing attention from instructed second language acquisition (ISLA) researchers and theorists, and to a lesser extent vocabulary, have been the primary focus of research. Perception involves learners’ ability to identify second language (L2) phonemic and suprasegmental components in the input and to discern contrasts between various L2 phonemes, as well as differences between L2 and first language phonemes. The issue of pronunciation goals is particularly controversial for L2 English. The context of instruction also played a factor in the effectiveness of instruction, with larger effects found in second-language and laboratory contexts than in foreign-language or classroom contexts.
