In this paper, we attempt to outline a hierarchical model of acquisition of second language phonology. This is done within strict linguistic parameters. In our opinion, language use involves not only the scrutinization of contexts and evocation of appropriate rules, but also a more global process of referring to the speaker's model of language. Furthermore, we hypothesize that learning the phonology of a second language is accomplished in a contact situation in which a conflict emerges between the native and target phonologies. The contact framework is a dynamic one in the sense that the learner has to carry out a number of operations, such as a selection and synthesis of segments and features and a matching procedure. In more formal settings, the “rehearsal” needs to be reinforced by pedagogical interventions. These help the learner to build a target phonological system with a satisfactory degree of confide