As the studies mentioned above have demonstrated, various methods of training have teaching L2 sounds in chunks or carried phrases to complement the input of words in isolation, so that L2 learners can be made aware of coarticulation and learn linking between words. For instance, the French phrase “les amis” /lezami/ is pronounced as “les” /le/ and “amis” /ami/ when read as isolated words. Chunking involves learning multi-word units, rather than individual words, and might actually benefit second language learners, as it has been demonstrated to help retention of sequences that occur more frequently in the target language (Arnon & Christiansen, 2014). Second language teachers can consider incorporating chunks when teaching speech production, as it would make learners more aware of coarticulation and how the pronunciation of words change depending on the context.

Contrastive analyses can also be utilized to help learners tell the subtle differences between similar sounds of the second language and their native language. This would be especially useful for adult learners, such as the native Cantonese speakers learning L2 English in Chan’s (2014) study. The analyses may then translate into better production of the second language sounds, as contrasts in differences of sounds can be detected for adjustments and more training as needed.