HICPR: Who needs word stress patterns anyway? And which?

Sunday, May 6, 2012

Who needs word stress patterns anyway? And which?

Clip art: Clker

A good question! Any number of studies suggest that learners can guess at some patterns with more or less success. For example, this one or this one, both of which focus on vowel quality in English as a primary "beacon" for learners. How much explicit instruction in word stress patterning is optimal will, of course, depend on the learner population and where they are developmentally. For most instructors, a basic, working understanding of word stress patterns is essential. At the recent British Columbia Teacher of English as an Additional Language (BCTEAL) conference in Vancouver, I attended two very nice presentations that presented the basic word and phrase stress patterns "tool kit" nicely: "Unlocking the Mysteries of Syllable Stress" and "Integrating Prosodic Practice with Grammar Instruction" by Egle. (I'm sure she'll be happy to share those handouts or powerpoint with you, if interested.) Her work is generally with white collar clients in business and industry, often with serious fossilization issues. What I found most interesting was that the set of patterns that she has identified over time that are necessary for her students-- are almost identical to those that I use in basic teacher training, especially for nonnative English speaking instructors. The apparent difference in application, however, is worth noting. Egle needs to do a great deal of deductive work up front, presenting patterns and then proceeding to examples. In my work, especially in the EHIEP system, the instructor must have the patterns "in hand" to refer to them constantly, for the most part after the fact, as more and more examplars of the pattern accrue or emerge in the course of "normal" classroom instruction, especially in speaking and listening work. Other classroom contexts require different mixes of those two approaches, of course, but somebody in the room has to have a good handle on the tools, regardless. (If you are not sure what those are, you are part of the problem!)

2 comments:

Mandy EgleMay 9, 2012 at 12:32 PM
It was really great to meet you at the conference and see your graduate students present the skills you've taught them. Plus it is very exciting when I find that I'm not the only teacher in the room that really cares about teaching syllable stress!

I do hope we have the opportunity to speak more in the future!

Best regards,
Mandy Egle (sorry, no 'n' in my last name)
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Bill ActonMay 15, 2012 at 11:11 AM
Will see if I can arrange for you to Skype in to our graduate seminar in applied phonology this summer. The grad students will have to do a presentation based on your two presentations, too!
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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.)