HICPR: Effective (pronunciation) learning techniques

Monday, January 14, 2013

Effective (pronunciation) learning techniques

You may have seen a media report on this new research monograph, Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology by Dunlosky, Rawson, Marsh, Nathan and Willingham (published online by Psychological Science in the public interest). If you have the time, it is worth reading through. Here's why. The research focused on 10 learning strategies used by students, mostly in high school and college. By "learning strategies" the authors mean, for the most part, what students do on their own, outside of the "curriculum," in studying (for tests!) and homework.

Credit: AMPISys, Inc.

Among the the "winners" of the 10 are "distributed practice" strategies such as taking practice tests and spreading out study sessions. The bottom three were: underlining, rereading and using "mnemonic devices." The monograph itself is a great piece of work (although at times a bit overly optimistic on what "Cognitive and Educational Psychology" is up to or worth). What was fascinating was the general conclusion that "educators" (not specifically defined) do not do enough with this area. At least some of the blame goes to teacher education where, in the review of current TT textbooks, little or no mention is made of research into learning strategies/techniques and what students do "on their own" and how they learn to do what they do.

EHIEP is based on the idea of providing instructors and students with a range of strategies for anchoring pronunciation work and (by extension) using those outside of class. Although the basic curriculum is designed to be carried out successfully in a classroom setting-without depending on students practicing outside of class in any systematic manner, the optional Student Workbook and accompanying haptic video and audio packet are strongly recommended whenever possible. (The complete system will be available at the 2013 TESOL conference in Dallas for the first time. Some of the new demonstration videos will be linked here off the blog next month.) Keep in touch.

1 comment:

Bill ActonJanuary 14, 2013 at 4:31 AM
One of the unspoken assumptions of the monograph is that the efficacy of the strategies was also closely related to the REASON or what generally motivates students to study or do homework: assessment. And since there is such strong "anti-testing" sentiment in many quarters, there may be a very good reason as well as to why teachers are not all that inclined to assist students in developing those types of strategies or techniques. Teach to the test? Never!
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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.)