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Abstract

This scoping review maps 25 years of empirical research on L2 English pronunciation (1996–2020), covering 463 studies published in 35 prominent journals across second language acquisition, second language learning and teaching, and phonetics and phonology. Using Arksey and O’Malley’s framework, it traces developments in participants’ L1 profiles, phonological features, and the treatment of the construct of intelligibility. Four major trends emerge: a gradual diversification of participant profiles, a move away from native-speaker benchmarks, increased attention to suprasegmental features, and a rising — yet still unstable — presence of intelligibility as a research focus. The analysis highlights both changes over time and persistent divides between domains of research. The review calls for more diverse samples, clearer definitions of intelligibility, and stronger cross-disciplinary dialogue. Such developments could help consolidate theoretical foundations, improve comparability across studies, and advance both research and pedagogy in L2 pronunciation.

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/content/journals/10.1075/jslp.25059.ter

2026-07-14

2026-07-19

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