The Revised Speech Learning Model (SLM-r)

Flege, James Emil; Bohn, Ocke‐Schwen

doi:10.1017/9781108886901.002

Cited by 326 publications

(352 citation statements)

References 208 publications

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“…In terms of the SLM (Flege, 1995; and its recently revised version, the SLM-r; Flege and Bohn, 2021), all four English vowels will be initially categorized in terms of the closest L1 phones. Exposure to authentic target language input may enhance the ability to differentiate the L2 from L1 sounds and thus establish separate categories for the L2 sounds.…”

Section: Discussion Of Perceptual Assimilation Tasks Resultsmentioning

confidence: 99%

“…One of the goals of this paper is to examine if individual variation in the perceived similarity between L1 and L2 sounds is related to perception and production accuracy, as would be predicted by the SLM-r (Flege and Bohn, 2021). In order to answer this question, a number of Spearman correlations were conducted relating crosslinguistic perceptual similarity measures and L2 perception and production measures.…”

Section: Cross-task Comparison Correlational Analysismentioning

confidence: 99%

“…The Speech Learning Model (SLM, Flege, 1995;Flege, 2003; see Flege and Bohn, 2021 for its recently revised version SLM-r) proposes that the greater the perceived dissimilarity between L1 and L2 phones, the greater the likelihood that learners establish target-like categories. Like the PAM, the SLM proposes that the ability to discern between L1 and L2 categories is expected to improve with increased exposure to target-language input.…”

Section: Introductionmentioning

confidence: 99%

“…Like the PAM, the SLM proposes that the ability to discern between L1 and L2 categories is expected to improve with increased exposure to target-language input. Therefore, phones that are perceived as different from any L1 phone may eventually be categorized more accurately than those that are readily mapped onto L1 categories and are consequently perceived and produced in terms of that L1 category (Flege, 1995;Flege and Bohn, 2021). Still, some target language phones may in fact be sufficiently close to L1 counterparts that their perception and production in terms of the L1 category may be undetected by native listeners (Flege, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…This assumes that group tendencies are representative of individuals' perceptual judgements. Flege and Bohn's (2021) SLM-r claims that individual differences in L1 category precision may influence the discernment of cross-linguistic phonetic differences. In addition, Flege and Bohn caution that individuals may differ in the way they map L2 sounds onto L1 categories particularly in a PAT.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

When the Easy Becomes Difficult: Factors Affecting the Acquisition of the English /iː/-/ɪ/ Contrast

2021

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The degree of similarity between the sounds of a speaker’s first and second language (L1 and L2) is believed to determine the likelihood of accurate perception and production of the L2 sounds. This paper explores the relationship between cross-linguistic similarity and the perception and production of a subset of English vowels, including the highly productive /iː/-/ɪ/ contrast (as in “beat” vs. “bit”), by a group of Spanish/Catalan native speakers learning English as an L2. The learners’ ability to identify, discriminate and produce the English vowels accurately was contrasted with their cross-linguistic perceived similarity judgements. The results showed that L2 perception and production accuracy was not always predicted from patterns of cross-language similarity, particularly regarding the difficulty distinguishing /iː/ and /ɪ/. Possible explanations may involve the way the L2 /iː/ and /ɪ/ categories interact, the effect of non-native acoustic cue reliance, and the roles of orthography and language instruction.

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Section: Discussion Of Perceptual Assimilation Tasks Resultsmentioning

confidence: 99%

Section: Cross-task Comparison Correlational Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

When the Easy Becomes Difficult: Factors Affecting the Acquisition of the English /iː/-/ɪ/ Contrast

2021

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Perception in Pronunciation Training

Thomson

2022

Second Language Pronunciation

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How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training

2022

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Growing evidence suggests that auditory processing ability may a crucial determinant of language learning, including adult second language (L2) speech learning. The current study tested 47 Chinese English-as-a-Foreign-Language students to examine the extent to which two types of auditory processing, i.e., perceptual acuity and audiomotor integration, related to improvements in the comprehensibility and nativelikeness of L2 speech following two weeks of choral repetition training (i.e., shadowing). All participants' pronunciation proficiency became significantly more comprehensible over time, and the degree of improvement in the nativelikeness of pronunciation was tied to the ability to remember and reproduce sounds (i.e., audio-motor integration). The findings suggest that robust auditory-motor integration may play a key role in the acquisition of advanced-level L2 pronunciation proficiency (i.e., comprehensible and nativelike speech).

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The Revised Speech Learning Model (SLM-r)

Cited by 326 publications

References 208 publications

When the Easy Becomes Difficult: Factors Affecting the Acquisition of the English /iː/-/ɪ/ Contrast

When the Easy Becomes Difficult: Factors Affecting the Acquisition of the English /iː/-/ɪ/ Contrast

Perception in Pronunciation Training

How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training

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