Frontmatter -- About the Authors -- Contents -- Introduction -- Part I: Pronunciation development and intelligibility: Implications for teaching and training studies -- Plural formation in English: A Brazilian Portuguese case study -- Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training -- L2 accented speech measured by Argentinian pre-service teachers -- Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese -- Part II: L2 pronunciation teaching -- A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction -- An extra layer of support: Developing an English-speaking consultation program -- Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation -- Part III: L2 pronunciation training: Implications for the classroom -- Orthographic interference in the acquisition of English /h/ by Francophones -- Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system -- Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? -- Part IV: Pronunciation in the laboratory: High variability phonetic training -- On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners -- Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish -- Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning -- Conclusion -- An overview of pronunciation teaching and training -- Index