PAM-L2 and phonological category acquisition in the foreign language classroom

Models of second language (L2) speech learning are designed to account for phonological acquisition in the L2. Both the Perceptual Assimilation Model of L2 speech learning (PAM-L2; Best & Tyler, 2007) and the Speech Learning Model (SLM; Flege, 1995, 2003) have based their predictions on L2 acquisition by immersion in a predominantly L2 environment. However, many second languages are learned via formal instruction in a foreign language (FL) classroom, often in the learner’s native language environment. Piske (2007) outlined how the principles of SLM might apply to the FL classroom, concluding that formal instruction should begin at an early age, there should be intensive foreign language use over an extended period of time, learners should have exposure to high quality input, and there should be training focused specifi cally on perception and production. The aim of this paper is to explore how the princ iples of PAM-L2 might complement those suggestions. The paper provides a thorough overview of PAM-L2, before outlining key characteristics of FL learning in the classroom that are likely to impact on L2 category acquisition, either positively or negatively. It also discusses methodological factors to be taken into consideration for any study investigating L2 category acquisition from a PAM-L2 perspective. Applying PAM-L2 to the FL classroom, the paper concludes that FL students need learning experiences that provide opportunities for them to discover the phonetic differences that signal phonological contrast in the L2. These experiences need to be provided at the earliest possible stages of learning, prior to the establishment of a large L2 vocabulary. A range of suggestions is provided for how PAM-L2 principles might be incorporated into FL learning curricula to maximise the opportunity for acquiring sensitivity to L2 phonological distinctions.