HICPR: Pronunciation "Flow-ency!"

Friday, April 18, 2014

Pronunciation "Flow-ency!"

Ran across an interesting note on prerequisites for speaking fluently, posted on the website of the "Effortless English Club": "To speak English fluently, of course you must understand instantly and speak without thinking." It then goes on to pitch its program:"After only 5 hours, most of my seminar students show improvement with their English speaking. They speak more quickly and more clearly. How? Mostly by changing their feelings and beliefs– by developing strong confidence in their English speaking ability." After only 5 hours . . . Wow.

Actually, they may be on to something. We could take the idea of "speak[ing] without thinking" in several directions, including the use of mindless drill, but what is intended (I think) is closer to "flow," as proposed by Csíkszentmihályi, the experience of "completely focused motivation" -- or being in the zone.

ClipArt:
Clker

We have all had the experience of at least temporarily speaking very well about something that we believe in so strongly that the words seem to flow from us almost "without thinking." (One of the parameters of holistic lie detection, on the contrary, is evidence of the interviewee "making things up" on the fly.) In our work, a protocol called the "Rhythm Fight Club"is designed to give the learner a feel for what "being centred, confident and on a roll" is like. (Preliminary findings of a research project on the process are again confirming that effect.)

A couple of nights ago, for the first time, I tried to do a 3-minute talk about haptic research and teaching using RFC "Flow-ency" accompanying or driving everything I said. In part because I had rehearsed the talk a number of times--and it is something that I probably have "completely focused motivation" about, it went very well (at least from my perspective, if not that of the audience!) At least a couple of very partisan observers agreed with that assessment!

I have experimented with the "Flow-ency" technique with learners for a number of years. Will now get it operationalized and more "teachable" as an extension of RFC. If you still haven't signed on as a haptician, try that for a couple minutes sometime with a topic that you are truly passionate about. And keep in touch.

2 comments:

Tom TabaczynskiApril 27, 2014 at 3:57 AM
Interesting. I've tried Paul Nation's various fluency programs, including something they call 'quickspeak' where sts speak for 2 or 3 minutes without stopping and then change partner and then do it again. It kind of worked, but only because the students went off into a conversation which gave them a good 10 to 20 minutes of spontaneous speaking. It would be interesting to try this out the way you're suggesting, esp. for those sts who tend to be less animated and perhaps because of this also less fluent.
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Bill ActonApril 27, 2014 at 6:46 AM
That brings some perspective to the question. I'd never claim that there aren't any number of effective ways or techniques for enhancing fluency. The "body bias" of the blog is that it is often at least more efficient to approach the issue somatically, in other words,by trying to figure out how to use motion and gesture (and touch, of course) to drive speech. What you often find is that haptic engagement works parallel to the act of speaking, not interfering with cognitive processing of "the story" or requiring excessive conscious monitoring. I still like Krashen's "Monitor" metaphor in setting up the problem and haptic solutions.
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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.)