HICPR: The "Well . . . duh . . . " Factor: Emotion can shut down the brain!

Thursday, May 10, 2012

The "Well . . . duh . . . " Factor: Emotion can shut down the brain!

Clip art: Clker

This is just too good to pass over. What a revelation! Researchers have made " . . . the surprising discovery [in bilinguals] that our brain shuts down . . . unconscious access to the native language when faced with a negative word such as war, discomfort, inconvenience, and unfortunate [in the L2]." The "primal" reptilian part of the brain responsible for this temporary shutting down of higher brain functions is probably depicted in the diagram to the left in light blue and yellow. (The Science Daily summary does not specify.) Furthermore, "We were extremely surprised by . . . a cancellation of the response to the negative words [as observed by fMRI, in the L1]." Can we then assume the converse, that positive words such as peace, comfort, convenience and fortunate in the L2 link up better? That apparently was not studied or at least not reported. What does this mean for pronunciation change? Simple, maybe. Stick with anchoring the felt sense of warm, fuzzy words and phrases only--for the time being. I'll stay with this for you. How did we ever teach anything before the advent of the fMRI? Well . . . duh . . .

3 comments:

Angelina Van DykeMay 10, 2012 at 7:35 PM
So, no more "bad, nasty, dangerous and devastating"?
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Bill ActonMay 10, 2012 at 8:01 PM
Ouch! I'll have to think that one through! Angelina's comment relates to the fact that in one of the protocols we use those four words, spoken very rapidly, with compressed space between syllables to develop the felt sense of more "native like" clusters of syllables in spontaneous speaking. (We refer to it as compacting speech.) Since we are not trying to anchor the meaning of the words but instead a body-state of movement, the "fact" that the L1 brain may not be experiencing the negative affect as intensely, based on the research summarized in the blogpost, may not be all that "bad" a thing. The short name of the protocol is the "Rhythm Fight clud" (3 forms available Youtube.) If we actually begin to take this idea at all seriously, it could mean replacing a few other words we use as haptic markers in the EHIEP system as well!
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Angelina Van DykeMay 11, 2012 at 1:53 PM
I thought it was more about the ying and yang of positive versus negative words (left and right brain?), since you do use "nice, easy, beautiful and fascinating" as well.
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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.)