What Characterizes Comprehensible and Native?like Pronunciation Among English?as?a?Second?Language Speakers? Meta?Analyses of Phonological, Rater, and Instructional Factors

The current study presents two meta-analyses to explore what underlies the assessment and teaching of comprehensible nativelike pronunciation among English-as-a-Second-Language speakers. In Study 1, listener studies (n = 37) were retrieved examining influence segmental, prosodic, temporal features on listeners’ intuitive judgements comprehensibility nativelikeness/accentedness as per different backgrounds (expert, mixed, L2). 2, training 17) effects temporal-based instruction ESL learners’ pronunciation. results showed that (a) related a range features; (b) accentedness strongly tied participants’ correct consonants vowels; (c) led larger gains in than nativelikeness. Moderator analyses demonstrated expert listeners more reliant phonological information. Greater nativelikeness became clearer, especially when treatment targeted prosodic accuracy. findings suggest practitioners should prioritize suprasegemental practice help students achieve L2 attainment pronunciation, by contrast, may require an exclusive focus refinement segmental accuracy, which is resistant instruction.