Abstract
After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. As Derwing (2010) underscored in her 2009 plenary at the first annualPronunciation in Second Language Learning and Teaching(PSLLT) conference, a record number of graduate students researching L2 pronunciation and subsequently launching into academic positions at international universities assures L2 pronunciation a bright future in research and teacher training. Other indicators of momentum include the focus of aLanguage Teachingtimeline on the topic of pronunciation (Munro & Derwing 2011), the appearance of multiple encyclopedia volumes or handbooks of pronunciation (e.g. Levis & Munro 2013; Reed & Levis 2015), and the establishment of the specializedJournal of Second Language Pronunciationin 2015, which constitutes a milestone in the professionalization of the field and ‘an essential step toward a disciplinary identity’ (Levis 2015: 1).
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