"Most learners have access to websites that model phonemes, such as Rachel’s English and Sounds of Speech by the University of Iowa."
Really? "Most" learners? What planet is that on? Billions of learners don't have web access, including the preponderance of those in settlement programs here in Vancouver. And even those that do still need competent instruction on not only to use them effectively, but find them in the first place. Furthermore, those sites are strongly visual-auditory and EAP biased, better suited to what we term "EAP-types" (English for the academically privileged). For the kinaesthetic or less literate learner, those web resources are generally of little value. There are half a dozen other reasons why that perspective is excessively "linguini-centric."
Theory, Practice and Research Basis ·
"There has been much research, which has shown the central importance of the peak vowel in a stressed syllable. The focus on consonant articulation is less important."
That represents an "uninformed" consensus from more than a decade ago. Any number of studies have since established the critical importance of selected consonants for intelligibility of learners of specific L1s. Think: Final consonants in English for some Vietnamese dialects or some Spanish L1 speakers of English.
Support for Practices, Conclusions, and/or Recommendations ·
"The article made a nice specific connection between haptic activities, and acquisition of consonant sounds. However, there was only one source."
Good grief. The workshop was proposed as a practical, hands-on session for teachers, presenting techniques for dealing with specific consonants.(The one reference is a published conference paper linked off the University of Iowa website.) Have heard similar reports from other classroom practitioners, such as myself, who had proposals rejected: Only "researcher certified" proposals welcome. So much for our earlier enthusiasm in TESOL for teacher empowerment . . .