Abstract Phonetic and prosodic variability is a defining characteristic of Spanish heritage speakers. This paper presents a synthesis of research on segmental, vocalic, and suprasegmental features in heritage Spanish and argues that such variability reflects systematic bilingual adaptation shaped by task demands, literacy experience, and patterns of language use. Heritage speakers typically preserve core phonological contrasts and demonstrate high perceptual sensitivity, even when phonetic realization varies across contexts. Particular attention is paid to prosodic phenomena, especially stress and intonation, given their role in intelligibility, pragmatic meaning, and pronunciation assessment. On the basis of this evidence, the paper examines implications for pronunciation assessment and placement practices, highlighting the risk of misclassification when evaluation relies primarily on literacy-based tasks. The final section translates empirical findings into pedagogical implications, advocating intelligibility-oriented pronunciation targets, contextualized instructional approaches, and greater integration of phonetic research into teacher education.
Abstract The present study investigated the effectiveness of classroom-based perception training and different types of corrective feedback on learners’ perception of the German vowel pairs /ʊ/–/ʏ/ (as in Mutter – Mütter ) and /ɔ/–/œ/ (as in Tochter – Töchter ). Participants included 68 L2 learners of German in intact university courses. They completed an in-class perception training and were assigned to one of three feedback conditions: target feedback, nontarget feedback, or a combination of both. Results from an AX task revealed that learners with low prior perceptual accuracy benefited from the training, whereas learners with higher prior perceptual accuracy did not. No differential effects emerged among the three feedback types, suggesting that in ecologically valid classroom contexts, the mere presence of feedback may be more influential than its specific form. These findings highlight the pedagogical value of early perception-focused pronunciation instruction in classroom contexts.
Abstract In the fall of 2024, Ron Thomson and Tracey Derwing invited 15 pronunciation scholars representing several subspecialties to participate in a full-day symposium to discuss directions for pronunciation research. To prepare for the symposium, held in conjunction with the Pronunciation in Second Language Learning and Teaching Conference, 2025, participants received eight questions beforehand (some requiring teacher consultation). The responses were grouped thematically and shared with the researchers who then reflected together on a research agenda for pronunciation, taking into consideration the thoughtful suggestions each had made. Lynda Yates, the discussant, reflected on and added to the conclusions. These ideas are offered here as suggestions for graduate students, early-stage academics, and senior researchers alike. Pronunciation research has come a long way in the last three decades. Collaboration on future steps can ensure that the forward momentum is maintained.
