HICPR: Learn L2 grammar like a native?

Monday, April 2, 2012

Learn L2 grammar like a native?

Clipart: Clker

Clipart:Clker

Only if you learn it in an immersion-based program (rather than a more pre-frontal approach relying on more explanation, etc.,), according to these two studies by Morgan-Short et al. (2012.) From the summary description in Science Daily it is, as usual, nearly impossible to figure out what the actual protocols and procedures were--and the original article is unaccessible. What is being claimed is that an "immersion treatment" resulted in activation of brain areas more like that of a native speaker. Just how much so, of course, is not characterized either.

The question applies to pronunciation instruction as well. Is it necessary or even preferable to learn it "like a native?" That the experiments even emulated "native like" is quite arguable as well. To quote another of my heros (philosopher Bertrand Russell): A difference that doesn't make a difference doesn't make a difference . . . The often unexamined assumption that how pronunciation is learned by native speakers should invariably serve as our primary model for instruction needs to be reexamined in light of today's developing multi-disciplinary collaboration in the field and CALL technology. We'll come back to that theme shortly in deconstructing some haptic-integration techniques, methodologists and methods. In the meantime, as a very useful exercise, consider what it might mean to your work were that no longer the case.

3 comments:

Angelina Van DykeApril 3, 2012 at 11:05 AM
It's easy to assert a view when you make it impossible for others to follow your trail - how annoying that you couldn't pull up the original article! What I did find interesting in the Morgan-Short study was that participants did not necessarily atrophy in their "native language brain mechanisms" after five months of no exposure or practice. As vague as that is defined, there may be some implications for giving the brain a rest so the memory can consolidate its mental circuitry. This also works for musicians, and then again, it doesn't! "Use it or lose it," is my motto in this case.

Clarification: considering what it might mean to my work if it were no longer the case that the ruling assumption was that our primary model for teaching pronunciation should be how pronunciation is learned by native speakers. Is that right?
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Bill ActonApril 3, 2012 at 5:10 PM
Yes, to your final question. The "Naturalist" belief system is so strong among methodologists today that it generally goes w/o saying that the closer to the process of L1 acquisition, the better--regardless of the context or learner types. The issue deserves a great deal of unpacking. In the theoretical article I am working on it will figure prominently. Bottom line: it has reached almost mythological proportions . . .
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Angelina Van DykeApril 6, 2012 at 10:42 PM
Thanks for the clarification Bill. I look forward to seeing the "Naturalist" position unpacked in your next article. Myth debunking is always good to read. I can't say I've ever approached pronunciation teaching from that perspective myself, but then again, perhaps I have through osmosis.

Derrida's "On Grammatology" is an interesting philosophical counterpoint to this.
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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.)