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| Clip art: Clker |
It has been established for sometime that in controlled silent reading the eyes will pause slightly longer on long vowels, as opposed to short vowels. Although I do not have the instrumentation to check this,
based on this 2010 study by Heustegge, I would assume that EHIEP protocols which assign longer haptic anchors to long vowels and diphthongs ought to be doing precisely the same thing, that is help the learner develop more accurate representations of the vowels in memory. In the study, that effect was only evident in "silent speech" when subjects were apparently subvocalizing at some level, not when they said the words out loud.
That does suggest that perhaps teaching vowels--or even prosody-- might work even more efficiently if we
begin with more visual/haptic
anchoring (downplaying overt, spoken
repetition) and then bring in
monitored audition (speaking) a bit
later, more
gradually. I know you are saying to yourself: That sounds crazy to me! (Quick replay please: Did your eyes pause longer on the longer vowels? QED!) That is precisely how it is done in the EHIEP system.
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