Abstract
Abstract This special issue looks at the decisions behind prosody teaching in recently published L2 pronunciation studies. The teaching of prosody can include a variety of topics (e.g., lexical stress, intonation, prominence, rhythm, etc.) and approaches to teaching, but the justifications for the decisions about what to emphasize often are not extensively explained in published articles. It is the intention of this issue to provide descriptions of a variety of studies, some face-to-face and some using technology, in the hope that future studies focused on prosody will provide more complete accounts of their own decisions. Each of the articles in this issue address decisions to teach prosody, the teaching approach of the study, materials used, and an evaluation of the decisions made.
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