Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom‐based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effectively promotes pronunciation development, (b) the types of instruction that may be more effective than others, and (c) the elements of pronunciation that may be more amenable to instruction than others. In the current paper, we first provide a state‐of‐the‐art review of existing L2 pronunciation‐based ISLA research. We next highlight avenues of future research we believe will benefit our understanding of the interaction between instructional approaches and L2 pronunciation development. Finally, in support of calls for increased research‐pedagogy dialogue, we provide a set of research‐informed teaching tips for L2 pronunciation instructors to consider.

中文翻译：

---

指导第二语言习得和第二语言发音


指示式第二语言习得 （ISLA） 探究强调系统地纵学习条件可能促进第二语言 （L2） 习得的方式。ISLA 研究倾向于优先考虑语法和词汇而不是发音。然而，基于课堂的发音研究的增加已经开始解决这一疏忽。在 ISLA 调查中，感兴趣的主题包括 （a） 教学在多大程度上有效地促进了发音发展，（b） 可能比其他教学更有效的教学类型，以及 （c） 可能比其他教学更适合教学的发音要素。在这篇论文中，我们首先对现有的基于 L2 发音的 ISLA 研究进行了最先进的回顾。接下来，我们将重点介绍我们认为将有助于我们理解教学方法与 L2 发音发展之间相互作用的未来研究途径。最后，为了支持增加研究-教育学对话的呼吁，我们提供了一套以研究为基础的教学技巧，供 L2 发音教师考虑。