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Wykład prof. Bohna (Uniwersytet w Aarhus) pt. "Core aspects of the revised Speech Learning Model" w ramach Dinstinguished Professors' Lectures

Szanowni Państwo!

Wydział Anglistyki serdecznie zaprasza na wykład prof. Bohna (Uniwersytet w Aarhus) pt. "Core aspects of the revised Speech Learning Model" w ramach Dinstinguished Professors' Lectures, który odbędzie się w dniu 15 stycznia 2021 r. o godzinie 13.15.

Link do spotkania w Zoomie:

Meeting ID: 682 2539 4575


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WA Distinguished Professors’ Lectures Series features internationally renowned scholars visiting the Faculty of English to share their research and professional expertise with the faculty and students. This time we have the honour to host Prof. Ocke-Schwen Bohn (Aarhus University), who will deliver a lecture “Core aspects of the revised Speech Learning Model (SLM-r)” that will take place on 15 January 2021 (Friday) at 1:15 p.m. via Zoom.


Over the past 25 years, much of the research on second language speech has been inspired by the Speech Learning Model (SLM, Flege 1995). Despite its success in generating testable hypotheses and initiating research which has provided considerable support for the SLM, we (Flege & Bohn, 2021) felt the need to revise the model because several of its assumptions needed clarification, and because part of the focus of the original SLM had become unproductive. This talk presents some of the core aspects of the revised Speech Learning Model (SLM-r). Like its predecessor, the SLM-r assumes that L2 learners of any age make use of the same mechanisms and processes to learn L2 speech that children exploit when learning their L1. Native vs. nonnative differences in L2 production and perception are ubiquitous not because humans lose the capacity to learn speech at a certain stage of neuro-cognitive development but because applying the mechanisms and processes that functioned “perfectly” in L1 acquisition to the sounds of an L2 does not yield the same results. The SLM-r attempts to model age effects by referring to age-related differences in the quality and the quantity of L2 input, and to age-related differences in perceived cross-language similarity. Whereas the SLM focused on between-group differences (child vs adult learners, experienced vs inexperienced L2 learners), the SLM-r is an individual differences model which focuses on how individuals learn L2 sounds and how L2 learning influences their production and perception of L1 sounds.






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