Pronunciation is a source of concern for L2 students and their instructors. Researchers in the field of pronunciation tend to agree that comprehensible speech—that is, speech that can be easily understood by an interlocutor—is a more realistic goal than native-accented speech—that is, a spoken variety of the mother tongue that is not geographically confined to a place within a particular country. While native-accented speech is often an unspoken goal in the classroom, comprehensible speech is not. Numerous studies have shown that certain types of training can improve L2 speech comprehension. This commitment considers research on preparing the discernment and creation of both segmental (i.e., discourse sounds) and suprasegmental elements (i.e., stress, cadence, tone, pitch). We must focus on the following factors before we can determine whether or not a particular pronunciation feature is simple to teach and, more importantly, easy to learn: 1) establishing classroom priorities that prioritize L2 speech comprehension; what's more, 2) depending upon experiences acquired through examination into L2 articulation preparing. The objective of the scaled down survey is to help contextualize the papers introduced in this assortment.