Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help their students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities.

The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of ID proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999) and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching.

成人第二语言（L2）学习通常在其速率和结果方面表现出很大的变异性。尽管研究表明学习轨迹部分地受到社会和上下文因素的影响（例如Larson-Hall，2008），但某些学习者因素通过帮助L2学习者有效地注意和处理输入而在增强L2语音学习中起着重要作用，而某些学习者因素可能通过削弱注意力控制或减慢第二级输入处理的速度，阻碍第二级发音的学习。因此，为了使语言教师提供有效的指导并帮助他们的学生提高第二语言的发音能力，有利于他们了解学习者特征对第二语言学习的不同影响，并使这种理解适应他们的指导和学习活动。

本文的目的是提供对现有研究的回顾，这些研究探讨了与L2语音获取有关的个体差异（ID），并提出了对有效的L2语音教学的启示。本文首先介绍了L2发音研究的范式转换和Dörnyei（2009）提出的ID概念框架。接下来是对L2语音学习所涉及的过程的总结。第三部分着重介绍了四个ID的特性，这些特性会影响L2语音的发展。这些ID包括外语学习能力（例如，Saito和Hanzawa，2016年），音乐能力（例如，Milovanov等人，2010年），二语学习动机（例如，Moyer，1999年）和焦虑症（例如，Baran-，ucarz，2016年）。