In recent years, several researchers have made strong calls for research on teaching for "intelligible" (rather than "native-like") pronunciation. Their reasoning is that, while maintaining their first language (L1)-related accents to a certain degree, students need to fulfill the minimal phonological requirements to be comprehensible in order to achieve the goal of successful communication. In fact, one can see an increasing number of second language (L2) pronunciation studies which extensively explore which pronunciation phenomena significantly affect speech intelligibility in successful communication between native speakers (NSs) and nonnative speakers (NNSs) as well as between NNSs and NNSs. These studies aim to set teaching and learning priorities and design optimal syllabi for teaching intelligible pronunciation in L2 classrooms. Whereas most instructed L2 acquisition review articles have exclusively focused on grammar teaching, this study took a first step towards conducting a research synthesis to summarize the state of the art of this emerging field--the pedagogical potential of pronunciation teaching. (Contains 2 tables and 5 footnotes.)