The pronunciation of a second or foreign language is often very challenging for L2 learners. It is difficult to address this topic in the classroom, because learners with different native languages (L1s) can have very different challenges. We have therefore developed a Computer-Assisted Listening and Speaking Tutor (CALST), which selectively offers exercises for listening and pronunciation training tailored in relation to the learner’s native language (L1). Based on information given in its connected database L1-L2map, CALST offers exercises focused on Norwegian segmentals for speakers of more than 500 languages, and exercises related to phonotactics for 10 languages. Exercises focusing on stress placement in words, word tones, fast speech phenomena and intonation are under development. As there is no spoken standard of Norwegian, the user can choose one of eight dialects as target language. The latter choice is so far valid for segmental exercises only. L1-L2map is easily expandable, and single language access is given to expert contributors on request at http://calst.hf.ntnu.no/L1-L2map/. At present, CALST can be used to learn Norwegian pronunciation (www.calst.no). However, it can easily be extended to other languages by adding relevant content into the existing framework. 1. Norwegian University of Science and Technology (NTNU), Trondheim, Norway; olaf.husby@ntnu.no 2. NTNU, Trondheim, Norway; jacques.koreman@ntnu.no 3. NTNU, Trondheim, Norway; violeta.martinez-paricio@ntnu.no 4. NTNU, Trondheim, Norway; jardar.abrahamsen@ntnu.no 5. NTNU, Trondheim, Norway; egil.albertsen@ntnu.no 6. NTNU, Trondheim, Norway; keivan.hedayatfar@ntnu.no 7. NTNU, Trondheim, Norway; oyvind.bech@gmail.com How to cite this article: Husby, O., Koreman, J., Martinez-Paricio, V., Abrahamsen, J. E., Albertsen, E., Hedayatfar, K., & Bech, O. (2015). Selective teaching of L2 pronunciation. In F. Helm, L. Bradley, M. Guarda, & S. Thouesny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 243-248). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000340