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The Acquisition of L2 Phonology is a wide-ranging new collection which focuses on various aspects of the acquisition of an L2 phonological system. The authors are researchers and practitioners from five different countries. The volume has been divided into three major sections. Phonetic Analysis presents five studies of language learners in both naturalistic and formal-educational settings, which illustrate aspects of L2 production and perception. In Phonological Analysis a more abstract and comparative perspective is taken, in order to use recent theories modeling the route of L1/L2 pronunciation and reading ability development to account for observable tendencies in learner behavior. Pedagogical Perspectives consists of four contributions of high practical value, which look at the mastery of native-like or highly intelligible pronunciation as an important component of L2 education.

Second language acquisition --- Grammar, Comparative and general --- Phonology --- Second language acquisition. --- Second language learning --- Language acquisition --- Phonology. --- Linguistics --- Philology --- Grammar, Comparative and general - Phonology --- Grammar, Comparative and general Phonology --- Acquisition of L2 Phonology. --- L1/L2 pronunciation. --- L2 Phonology. --- L2 education. --- L2 perception. --- L2 phonological system. --- L2 production. --- SLA. --- Second Language Acquisition. --- phonology. --- second language phonology.

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This volume, through highly selective and rigorous review processes, has collected eight empirical studies showcasing research advances in multiple domains including child first language, adult additional language, and heritage language acquisition. The studies are theoretically motivated and have adopted a spectrum of innovative methodological strategies to achieve a broader understanding of the nature of learning and the learning process. The volume encompasses a wide range of contents: 1) The L1 and L2 acquisition of syntax, semantics, phonetics, and the syntax-discourse interface; 2) Data comparisons across different learner groups: L1 Chinese children, L2 Chinese learners, and Chinese heritage speakers; 3) Acquisition of language skills: speaking, listening, and writing; and last but not least, 4) Instructional interventions including consciousness-raising and metacognitive strategy training. The volume is intended to bridge the gap between research and instruction by helping teachers understand their students and their learning. Informed by research, teachers can opt for appropriate pedagogical approaches and instructional conditions for their students. The volume is guest-edited by Xiaohong Wen, Professor in Applied Linguistics and Chinese language Acquisition at the University of Houston.

Language --- lexical access --- second language speech --- fluency --- accuracy --- complexity --- information structure --- child language acquisition --- Mandarin Chinese --- word order --- Chinese as a foreign language --- consciousness-raising --- obligatory and forbidden contexts --- perfective aspect marker --- rule induction --- Mandarin consonants --- English CFL learners --- L2 perception and production --- Chinese --- listening --- metacognition --- metacognitive strategy --- strategy training --- Mandarin --- polysemy --- verb semantics --- L2 Chinese --- descriptive writing --- metadiscourse --- cohesion --- local --- global --- text --- interactive --- interactional --- sentence-final particle --- Chinese heritage speakers --- features