Effective learning begins with effective teaching: Teacher cognition and L2 pronunciation instruction

This article not only serves as the introduction to the special issue “Second language pronunciation: Learning, pedagogy, and teacher education,” but also as a space for the guest editors to reflect on the role of teacher cognition in second language pronunciation instruction. To this end, the authors conducted a comprehensive review of 14 articles on English teachers' cognition and pronunciation instruction published over the last decade. Selected articles were analyzed based on their findings, contributions, and limitations. The discussion highlights common themes and results and uses them to make recommendations for researchers, teachers, and teacher trainers.