“…It has been argued that “learners need to be aware of [this] specific prosodic feature in the L2, different from (...) their L1, (…) to be able to (…) convey the[ir] intended meaning” and thus be intelligible (Ramírez Verdugo, , p. 142). A growing body of research has investigated liaison acquisition in learners with various L1s, notably English (De Moras, ; Howard, ; Lappin‐Fortin & Rye, ; Racine & Detey, ; Sturm, , ; Tennant, ; Thomas, ), German (Putska, ), and Spanish (Racine, ). Three types of issues arose across L1s: (a) miscategorization of liaisons (treating a forbidden liaison as a mandatory one, and vice versa), (b) mispronounciation of the consonant due to nontransparent patterns (e.g., an orthographical “d” is pronounced /t/ in liaison), and (c) lack of resyllabification across the two words involved (e.g., “les amis” pronounced [le z /a/mi] instead of [le/ z a/mi]).…”