The field of second language (L2) pronunciation instruction has benefited greatly from an
increasing amount of research and attention in the last ten years. Before this, the field
suffered from a narrow approach to pronunciation featuring a dominant emphasis on
students sounding native-‐like. However, in the last ten years, a paradigm shift has occurred
bringing focus to aspects of intelligibility and comprehensibility (Derwing & Munro, 2005;
Levis, 2005). With the focus of L2 pronunciation research and instruction shifting, areas of …