Inquiry on second language (L2) pronunciation instruction efficiency has yielded mixed outcomes probably due to individual differences, instruction targets and foci, instructional input type and lenght, and evaluation procedures. In spite of a move towards underscoring speech intelligibility and understandability, most reviewed studies fostered native-like pronunciation. Though most studies involved classroom instruction, many presented Computer Assisted Pronunciation Teaching. Reading-aloud tasks appear the most usual evaluation type, and few studies judged spontaneous speech.