HICPR: Free L2 and haptic research studies and reports!

Saturday, February 18, 2012

Free L2 and haptic research studies and reports!

Clipart: Clker

You may have noticed that most of the research or sources linked off this blog connect to sites that are free, accessible to anybody. There is a good reason for that.You may also have noticed in the last decade or so that more and more published research is only accessible through publishers or professional associations. Although I do occasionally buy a copy of a study online, at $30+ per piece, the budget runs out quickly. And when I do get the article, I still cannot follow up on many of the sources in the reference list--for the same reason. The "Guild," the traditional owners of information, membership and privilege are attempting to maintain what control they have left today. The very notion that those of us without access to the original research should simply accept uncritically the digested version of a study by any expert is losing ground rapidly today. There are a growing number of excellent, online refereed and unrefereed journals such as the Asian EFL Journal, that are freely accessible--let alone a phenomenal number of quality research blogs. In many disciples, the blog is quickly replacing the journal article as the venue of choice for disseminating research findings. As a matter of principle, if the HICP practitioner cannot personally check the details and validity of a study--for free, it will generally not be cited here. (For one of my favorite musical depictions of the fading power and place of the Guild in a culture, see the Youtube link above.) Granted, that still somewhat restricts the scope of what can be brought in to substantiate haptic-integrated classroom practice, but fortunately it also limits the necessity of taking too seriously "Die Meister-Thinkers" of disembodied, inaccessible research--and opinion, as well.

5 comments:

Bill ActonFebruary 19, 2012 at 4:09 AM
If you are interested in more on this issue, you might begin here http://ec.europa.eu/research/science-society/document_library/pdf_06/harnad-1-022007_en.pdf or here: http://openaccess.eprints.org/index.php?/archives/416-Journal-Affordability,-Research-Accessibility,-and-Open-Access.html
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Angelina Van DykeFebruary 19, 2012 at 5:16 PM
This comment has been removed by the author.
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Angelina Van DykeFebruary 19, 2012 at 5:17 PM
Quality research is intellectual property worth protecting. This is not a bad thing in our world of impatient knowledge aquisition. Wisdom is for those who search for it and pay the price for it. Even the Bible recognizes that. What it doesn't recognize is research that is disembodied.
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Bill ActonFebruary 19, 2012 at 8:07 PM
I have no problem with that. The question is what the price should be--especially when research is paid for by government grants--and who should be authorized or sanctioned to interpret such generally inaccessible research to the rest of us. Who are we to trust with that responsibility? Having been a reviewer for professional journals for decades I have seen how compromised and politicized the Guild has become . . .
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r.m.smithFebruary 19, 2012 at 9:59 PM
I think knowledge should be available to and for everyone, anytime, anywhere. This flattens hierarchy, power, and inspires creativity, ingenuity, and FREEDOM. A fast and good read on a very successful company that has flattened power to inspire personal investment, process, production, creativity, and loyalty is Hamel's (2011) article 'First Let's Fire All the Managers' published in the December 2011 issue of the Harvard Business Review. This article support’s Acton’s (1992) thesis in ‘Technique Entropy in Language Teaching’ that informed change should be the norm, not the exception. If Acton (1992) and Hamel (2011) are correct then it would seem fair practice that research and knowledge are collective entities and the entire world should have equal access. Humans are ascending and transcending into an open world – love live openess and FREEDOM!
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What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)