LAUSR

The Speech Learning Model (Flege, 1995) hypothesizes that, in second language (L2) learning, the greater the difference the learner perceives between in a sound from a first language (L1) category and a sound from an L2 category, the more likely it is that a new L2 category will be formed. Finding an L1 category that is not similar in some way to an L2 category is difficult. However, a L2 sound, that is similar to an L1 sound, could be consciously taught as a new allophone of that sound in a way that focuses attention on phonetic differences. In this study, Chinese L1 speakers, from a region of China where /n/ and /l/ in word initial position in their dialect (and in Mandarin) are produced as /n/, will be taught a dark Arabic /l/ as a new position specific allophone to be used in word initial position in English and Mandarin Chinese. Results from perception and production of /l/ and /n/ before and after training will be reported.