In this paper, I first provide a brief review of how scholars have conceptualized, tested, and elaborated aptitude frameworks relevant to second language (L2) speech learning. Subsequently, I introduce an emerging paradigm that assigns a fundamental role to domain-general auditory processing (i.e., having a good ear) in L1 speech acquisition and proposes that the same faculty acts as a cornerstone of L2 speech learning (i.e., the Auditory Precision Hypothesis-L2). This hypothesis predicts that learners with more precise auditory processing ability will be able to make the most of every input opportunity, which will result in more advanced L2 speech proficiency. To close, I will provide suggestions on how scholars can assess L2 students’ auditory processing ability (e.g., our team's offline test deposited at L2 Speech Tools for Researchers & Teachers [http://sla-speech-tools.com/]) and discuss how the results can be used to maximize learners’ L2 speech learning opportunities via optimal, profile-matched training programs (e.g., explicit vs. incidental training; naturalistic vs. classroom learning; phonetic vs. auditory training).

在本文中，我首先简要回顾了学者们如何概念化、测试和阐述与第二语言（L2）语音学习相关的能力倾向框架。随后，我介绍了一种新兴范式，该范式在 L1 语音习得中为领域通用听觉处理（即，拥有一双好耳朵）赋予了基础性作用，并提出相同的能力作为 L2 语音学习的基石（即，听觉精确度）。假设-L2)。这一假设预测，具有更精确听觉处理能力的学习者将能够充分利用每一个输入机会，从而获得更高级的 L2 语音熟练程度。最后，我将就学者如何评估 L2 学生的听觉处理能力提供建议（例如，