HICPR: Focus on "Phon" (in integrated pronunciation instruction): Post hoc FOP

Friday, June 22, 2012

Focus on "Phon" (in integrated pronunciation instruction): Post hoc FOP

Clipart: Clker

"Focus on form" has become a basic construct of contemporary language teaching. (Wikipedia has a nice, concise definition, based on Long 1991.) Although there are several variants on this theme today, Long's key assumption was " . . . the learner must be aware of the meaning and use of the language features before the form is brought to their attention." [Italics, mine.] In other words, that would appear to exclude doing a little mini-lesson just before learners are to encounter a problematic form. (That is actually a bit extreme, but let's go with that for now.) Go a step further and focus on those situations where the learner (not just the instructor) is also aware of the "problem," perhaps based on a breakdown in communication or a very evident pronunciation or articulation difficulty--even if the task was not entirely compromised at the time. In other words, an obvious, easily recognized mis-pronunciation happens which deserves "treatment." We'll call this one "Post Hoc FOP." There are at least three other logical possibilities (my terms here): "Pre-Hoc FOP," and "Mid-Hoc FOP" and "Sub-Hoc FOP" which will be dealt with later. Those are, in a very real sense, relatively spontaneous clinical interventions based in real-time communication. So, what do you do? Here are a few to get the ball rolling (One of these, some combination of these or something else.) Instructor . . .

Ignores it.
Notes covertly and consults with student privately later.
Requests target be repeated out loud, by learner or class as a whole
Leads learner to correct approximation of the sound.
Models correct pronunciation once or twice without further attention.
Passes to learner written note on "error."
Does a quick, impromptu (probably canned) insightful explanation
Instructs learner to "notice" something . . .
Uses gesture signalling pronunciation issue (may be very differentiated to indicate part of speech, etc.)
Points to Gattegno-like wall chart . . .
Instructs learner to put the target sound or word on personal practice list or in pronunciation diary or "log."
Has peer point out error.
Has peer makes notes to be shared later.
(Haptic-integrated) does word or phrase with learner using appropriate pedagogical movement pattern a couple of times.
(Haptic-integrated) instructs learner to do word or phrase as homework. (See also earlier posts on EHIEP-based homework frameworks.)

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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.)

Friday, June 22, 2012

Focus on "Phon" (in integrated pronunciation instruction): Post hoc FOP

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