"Mindfulness is a way of paying attention that originated in Eastern meditation practices."
"Paying attention in a particular way: on purpose, in the present moment, and non-judgmentally"
"Bringing one’s complete attention to the present experience on a moment-to-moment basis"
In earlier blogposts, I have focused on the possible benefits to our work of M-training. I may have been missing something . . . In a provocative 2013 study by Howard and Stillman of Georgetown University, (summarized by Science Daily) they conclude that:
" . . . mindfulness may help prevent formation of automatic habits -- which is done through implicit learning -- because a mindful person is aware of what they are doing."
And in addition:
The study is, of course, more complex and the tasks involved may not be all that analogous to what we do in pronunciation teaching. Nonetheless, the striking preliminary finding, that conscious, meta-cognitive attention to the ongoing learning process may, in fact, work counter to some types of "implicit," or body-based learning is indeed very germane. So, when it comes to pronunciation work tasks, such as repetition, pattern recognition, drill--and even haptic anchoring-- to paraphrase Nike's classic moniker, perhaps the secret is to: Just do it!
At least something to be "mindful" of . . .