An important shift in language learning research is the understanding that pronunciation instruction is necessary to ensure learners’ balanced development in pronunciation and second language (L2) speech. Research focusing on understanding what types of pronunciation instruction are effective and what makes them most effective has grown dramatically over the past decade. Given the methodological heterogeneity apparent in this body of literature, however, many questions remain to understand the specific effects of pronunciation training paradigms on learners’ L2 development. In this article, we make the case that replication is a productive means of validating findings and assessing the strength of existing evidence in L2 pronunciation research. As prime targets for replication, we review three studies that offer different perspectives on how L2 pronunciation instruction can be optimized. We have chosen each of these studies because they significantly advance the field conceptually, have broken new ground empirically, and point to areas in which replication studies can have a large impact. We describe a series of close and/or approximate replications of each initial study that would add detail to existing knowledge and provide a more comprehensive understanding of how and why L2 pronunciation instruction is effective, for whom, and under what conditions.

语言学习研究的一个重要转变是认识到发音指导对于确保学习者在发音和第二语言 （L2） 语音方面的平衡发展是必要的。在过去十年中，专注于了解哪些类型的发音教学是有效的以及什么使它们最有效的研究急剧增长。然而，鉴于这一文献中明显的方法异质性，要理解发音训练范式对学习者 L2 发展的具体影响，仍有许多问题。在本文中，我们提出 replication 是验证 L2 发音研究中发现和评估现有证据强度的有效手段。作为复制的主要目标，我们回顾了三项研究，这些研究为如何优化 L2 发音教学提供了不同的观点。我们选择这些研究中的每一项，是因为它们在概念上显着推动了该领域的发展，在实证上开辟了新天地，并指出了复制研究可以产生重大影响的领域。我们描述了每项初步研究的一系列紧密和/或近似重复，这将为现有知识增加细节，并更全面地了解 L2 发音指导如何以及为什么有效，对谁有效，以及在什么条件下有效。