- 2 objects (real or imagined) (to be fused together)
- an action linking or involving them, which fuses them
- a potentially tangible, desirable consequence of that fusion
So, how might that work in pronunciation teaching? Here's an example
Consonant: th - (voiceless)
Objects: upper teeth, lower teeth, tongue
Fusion: tongue tip positioned between teeth as air blows out (action)
Consequence - better pronunciation of the th sound
Haptic pronunciation adds to the con-fusion
Vowel (low, central 'a'), done haptically (gesture + touch)
Objects: hands touch at waist level, as vowel is articulated, with jaw and tongue lowered in mouth, with strong, focused awareness of vocal resonance in the larynx and bones of the face.
Fusion: tongue and hand movement, sound, vocal resonance and touch
Consequence: better pronunciation of the 'a' sound
Key concept: It is not much of a stretch to say that our sense of touch is really our "fusion" sense, in that it serves as a nexus-agent for the others (Fredembach, et al, 2009; Legarde and Kelso 2006). Much like the created image of the umbrella in the key hole evokes a memorable "embodied" event, probably even engaged with our tactile processing center(s), the haptic pedagogical movement pattern (PMP) should work in similar manner, either in actual physical practice or visualized.
One very effective technique, in fact, is to have learners visualize the PMP (gesture+sound+touch) without activating the voice. (Actually, when you visualize a PMP it is virtually impossible to NOT experience it, centered in your larynx or voice box.)
If this is all difficult for you to visualize or remember, try first imagining yourself whacking your forehead with your iPhone and shouting "Eureka!"
Baycrest Center for Geriatric Care (2017, August 11). Imagining an Action-Consequence Relationship Can Boost Memory. NeuroscienceNew. Retrieved August 11, 2017 from http://neurosciencenews.com/Imagining an Action-Consequence Relationship Can Boost Memory/