Abstract
<jats:title>Abstract</jats:title> <jats:p>Third language acquisition has emerged as a new research perspective at the end of the 20th century with the recognition of qualitative and quantitative differences between the learning of the first non‐native language (L2) and the subsequent ones (L3/Ln). A growing body of L3 literature attests to dynamically developing investigations into speech patterns of multilingual learners. These learners are characterized as possessing enhanced metalinguistic awareness, previous linguistic knowledge, and extended cross‐linguistic interactions. The goal of L3 phonological acquisition research is to explore the specific properties of perception, production, and phonological processing of multilingual speakers. Key research areas in L3 speech learning involve the nature and sources of cross‐linguistic influence as well as a potential advantage for learning subsequent non‐native phonologies. Major differences in L2 and L3 speech learning arise from varied language learning history and use, a broadened phonetic/phonological repertoire and increased perceptual sensitivity. Further, specific differences in L3 speech study designs relate to data collection in all languages from the multilinguals' repertoire, language mode induction, and participant/control group selection. In spite of the dynamic upsurge of L3 speech research agenda, areas that require further development include theoretical modeling as well as L3 speech processing.</jats:p>