ABSTRACT
The goal of this chapter is to provide a selective overview of several theoretical frameworks designed to explain various aspects of second language (L2) speech (pronunciation) development. We first outline aspects of L2 pronunciation that must be accounted for in a viable theory and discuss some key differences between pronunciation and other skills, including the important roles of age and native language, the physical articulatory component of pronunciation and the importance of social issues in pronunciation development. We then survey theoretical frameworks, drawn from linguistic, psychological, interactionist, sociocultural, identity and sociocognitive perspectives on language learning, examining their relevance to L2 pronunciation. We conclude by discussing the role of research in pronunciation pedagogy and suggesting possibilities for moving research forwards with theory that can address both social and cognitive aspects of learning. Finally, we provide several recommendations for future reading and list several topics in L2 pronunciation learning intersecting with the content of this chapter.
