Startseite Linguistik & Semiotik Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers
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Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers

  • Amanda C. Walley
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Language Experience in Second Language Speech Learning
Ein Kapitel aus dem Buch Language Experience in Second Language Speech Learning

Abstract

Flege’s Speech Learning Model (SLM) focuses on how the perception and production of sounds in a second language (L2) are influenced by the first or native language (L1). A central claim of the model is that as the phonetic space becomes increasingly devoted or committed to the L1, L2 speech learning becomes more difficult. In particular, L2 learners have trouble establishing new perceptual categories, especially for sounds that are similar to those in the L1, and with respect to production, foreign accents are more likely to result. A corollary claim of SLM is that L1 sound perception is still quite flexible or “open” in childhood, in contrast to the impression given by much of the infant speech perception literature. Our Lexical Restructuring Model (LRM) is also concerned with L1 sound perception in childhood, but focuses to a greater extent on the relations between phonological and lexical levels of representation and processing. According to LRM, a) lexical representations are initially holistic (i.e., based on units larger than the phonemic/phonetic segment, such as the syllable), and b) as the child’s mental lexicon grows, representations become more fine-grained and/or segmentally-based. This chapter elaborates on these claims of the two models and their implications for spoken word recognition by native and non-native listeners, both children and adults. The extent to which these claims are supported by recent findings are considered, as well as suggestions for future research.

Abstract

Flege’s Speech Learning Model (SLM) focuses on how the perception and production of sounds in a second language (L2) are influenced by the first or native language (L1). A central claim of the model is that as the phonetic space becomes increasingly devoted or committed to the L1, L2 speech learning becomes more difficult. In particular, L2 learners have trouble establishing new perceptual categories, especially for sounds that are similar to those in the L1, and with respect to production, foreign accents are more likely to result. A corollary claim of SLM is that L1 sound perception is still quite flexible or “open” in childhood, in contrast to the impression given by much of the infant speech perception literature. Our Lexical Restructuring Model (LRM) is also concerned with L1 sound perception in childhood, but focuses to a greater extent on the relations between phonological and lexical levels of representation and processing. According to LRM, a) lexical representations are initially holistic (i.e., based on units larger than the phonemic/phonetic segment, such as the syllable), and b) as the child’s mental lexicon grows, representations become more fine-grained and/or segmentally-based. This chapter elaborates on these claims of the two models and their implications for spoken word recognition by native and non-native listeners, both children and adults. The extent to which these claims are supported by recent findings are considered, as well as suggestions for future research.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Dedication ix
  4. Alphabetical List of Contributors xi
  5. Acknowledgments xv
  6. Biographical Note xvii
  7. PART I: The nature of L2 speech learning
  8. The study of second language speech learning 3
  9. Nonnative and second-language speech perception 13
  10. Cross-language phonetic similarity of vowels 35
  11. Investigating the role of attention in phonetic learning 57
  12. You are what you eat phonetically 79
  13. PART II: The concept of foreign accent
  14. Nativelike pronunciation among late learners of French as a second language 99
  15. Second language acquisition of a regional dialect of American English by native Japanese speakers 117
  16. Acoustic variability and perceptual learning 135
  17. PART III: Consonants and vowels
  18. Strategies for Realization of L2-Categories 153
  19. Temporal remnants from Mandarin in nonnative English speech 167
  20. Cross-language consonant identification 185
  21. The relationship between identification and discrimination in cross-language perception 201
  22. PART IV: Beyond consonants and vowels
  23. Music and language learning 221
  24. Behavioral and cortical effects of learning a second language 239
  25. The perception of tones and phones 259
  26. Prosody in second language acquisition 281
  27. PART V: Emerging issues
  28. Implications of James E. Flege’s research for the foreign language classroom 301
  29. Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers 315
  30. Phonemic errors in different word positions and their effects on intelligibility of non-native speech 331
  31. The graphical basis of phones and phonemes 349
  32. References 367
  33. Author Index 399
  34. Subject Index 405
https://doi.org/10.1075/lllt.17.27wal

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Dedication ix
  4. Alphabetical List of Contributors xi
  5. Acknowledgments xv
  6. Biographical Note xvii
  7. PART I: The nature of L2 speech learning
  8. The study of second language speech learning 3
  9. Nonnative and second-language speech perception 13
  10. Cross-language phonetic similarity of vowels 35
  11. Investigating the role of attention in phonetic learning 57
  12. You are what you eat phonetically 79
  13. PART II: The concept of foreign accent
  14. Nativelike pronunciation among late learners of French as a second language 99
  15. Second language acquisition of a regional dialect of American English by native Japanese speakers 117
  16. Acoustic variability and perceptual learning 135
  17. PART III: Consonants and vowels
  18. Strategies for Realization of L2-Categories 153
  19. Temporal remnants from Mandarin in nonnative English speech 167
  20. Cross-language consonant identification 185
  21. The relationship between identification and discrimination in cross-language perception 201
  22. PART IV: Beyond consonants and vowels
  23. Music and language learning 221
  24. Behavioral and cortical effects of learning a second language 239
  25. The perception of tones and phones 259
  26. Prosody in second language acquisition 281
  27. PART V: Emerging issues
  28. Implications of James E. Flege’s research for the foreign language classroom 301
  29. Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers 315
  30. Phonemic errors in different word positions and their effects on intelligibility of non-native speech 331
  31. The graphical basis of phones and phonemes 349
  32. References 367
  33. Author Index 399
  34. Subject Index 405
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Heruntergeladen am 2.10.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.17.27wal/html
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