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This chapter provides an overview of findings, methods, and current research issues on the role of aptitude and individual differences in the acquisition of L2 pronunciation and speaking fluency. We examine empirical evidence supporting the role of experience-related factors, sociopsychological factors and cognitive aptitude factors in L2 speech performance and development. Amount of L2 exposure and use is identified as the most important factor in any learning context, whereas the contribution of motivation, anxiety, language learning aptitude and cognitive (memory, attention, inhibition) and auditory processing skills is difficult to determine, as they interact with one another in complex ways, and testing methods, target populations, and learning contexts are hardly comparable across studies. Future research should aim at increasing L2 speech assessment consistency and homogeneity and at investigating predictors of L2 speech attainment and their interplay longitudinally from a dynamic perspective.
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