• foreign accent
• foreign language acquisition
• L2 classroom learning
• phonetic-phonological acquisition

Pronunciation is one of the first difficulties that learners of a foreign language have to face in their learning path. Conversely, for native speakers, foreign accent is often considered an obvious phenomenon, which can be overcome only in rare cases, and can also negatively affect the attitude and motivation of native speakers themselves when they learn a second language (L2). However, the centrality of the phonetic-phonological dimension in learning is countered by a certain marginality in the teaching practice. Nowadays we know that the impediment to achieving skills in perception and production of L2 sounds depends mostly on the quantity and quality of the L2 input received in classroom. The first part of this work aims to provide a critical review of the most important theoretical models of natural (SLA) and guided (FLA) L2 learning acquisition. The second part is dedicated to the phonetic-phonological classroom teaching practices; we propose some considerations about didactic practices that might improve the efficacy of the phonetic-phonological classroom teaching.