How is it possible that students learning PMPs (pedagogical movement patterns--synchronized with speaking the vowels, consonants, rhythm groups, stress patterns, intonation contours and tone groups) could be better done by using a video (of me!) than learning "live" from an instructor?
|Clip art: Clker|
comments to this post, in fact. Here are the ETPs (elevator talking points) for when/why AH-EPS is better.
- AH-EPS can do a substantial amount of the initial, basic pronunciation instruction for the inexperienced teacher, which can then be followed up in regular classroom instruction, modelling and correcting.
- Haptic pronunciation teaching, and haptic work in general, is highly susceptible to visual and auditory distraction. The haptic video framework (movement and touch performed along with the video modelling) maintains attention well.
- For many instructors--myself included--leading the class in initial PMP training can quite "cognitively and affectively" complex. Trying do the precise movements leading the class and visually monitoring student performance at the same time is challenging, at best. When you are really tired, nearly impossible, especially if you are even slightly ambidextrous. (See earlier posts on that!)
- Most importantly, it is essential that the PMPs be performed with precision by the model, so that hand and arm placement is done consistently across the visual field. If not, some highly visual students will not be able to "nail down" or anchor where the touch occurs at or near the end of the gesture.
- And finally, we have about eight years of experience and field testing using the PMPs in many different instructional settings.
AH-EPS v2.0 will be launched shortly.
For more info: email@example.com
Keep in touch.