Non-native speakers may have difficulty in learning words with non-native sound sequences (e.g., Flege & Bohn, 2021). Furthermore, the extent to which knowledge obtained from practising one skill, such as listening, may transfer to another skill, such as speaking, is a contentious debate (e.g., Li & DeKeyser, 2017). We investigated how native phonology and production practice affects comprehension and speech production of novel non-native words. We used a cross-situational learning paradigm (CSL) to train native speakers of English on pseudowords containing a non-native European Portuguese nasal vowel. The effect of comprehension versus production practice was manipulated to measure the effect of task modality on learning words containing native and non-native sounds. In the CSL task, comprehension improved but pseudoword repetition accuracy declined over training.We observed no effect of task modality in the CSL task or the comprehension test, except a significant effect of production practice on accuracy in the production test. There was also no effect of native phonology in either the CSL task or the comprehension test. There was, however, a significant learning effect of nasal word types in the main analysis of the production test, contrary to our predictions. Our general findings support the robustness of CSL for novel word comprehension, rather than word production performance.