Quick (modest) answer: In many contexts.
Here are your basic EHIEP "Elevator talking points!")
|Clip art: Clker|
When . . .
A. Integrating new or changed pronunciation into spontaneous speech is a prime concern.
B. Learners' immediate need is anchoring new vocabulary or basic intonation contours.
C. Presenting new vocabulary, especially terms that are not easily contextualized.
D. Doing on-the-spot correction of mispronunciation, especially in class.
E. Holding learners' attention during pronunciation work is problematic (due to environmental distraction or other "internal" factors).
F. Doing focused peer correction of basic prosodics (intonation, rhythm and stress) using oral reading conversational texts.
G. Learner pronunciation homework is critical to success.
Those are EHIEP-based (Essential Haptic-integrated English Pronunciation), the basic model we have been developing here and elsewhere for sometime. (For more info and a free copy of the draft v2.0 AH-EPS Instructor's guide, email: email@example.com.) For demos of what the basic pedagogical movement patterns look like see this earlier blogpost. (Do that soon; the links are only live until 11/30!)
Tomorrow's post will be focus on when AH-EPS, the haptic video system for doing EHIEP, is best.
Keep in touch!