HICPR: OLOA! Pronunciation Teaching Lagniappe!

Wednesday, December 6, 2017

OLOA! Pronunciation Teaching Lagniappe!

Clker.com

When the "oral reading baby" was for a time tossed out with the structuralist reading and pronunciation teaching "bath", a valuable resource was temporarily mislaid. New research by Forrin and MacLeod of Waterloo University confirms what common sense tells us: that reading a text aloud or even verbalizing something that you need to remember (get ready!) actually may help. Really? In that study the "production effect" was quite significant. From the Science Daily summary:

"The study tested four methods for learning written information, including reading silently, hearing someone else read, listening to a recording of oneself reading, and reading aloud in real time. Results from tests with 95 participants showed that the production effect of reading information aloud to yourself resulted in the best remembering . . . And we know that regular exercise and movement are also strong building blocks for a good memory."

There have been any number of blogposts here advocating the use of oral reading in pronunciation teaching, but this is one argument that I had not encountered or was not all that interested in, in part because I had an Aunt who read and thought aloud constantly and very "irritatingly"! (And who, it appears not incidentally, had a phenomenal memory for detail.) You may well have an aunt or associate who uses the same often socially dysfunctional memory heuristic.

One often unrecognized source of lagniappe (bonus) from attention to pronunciation, especially in the form of oral reading in class or as personalized homework, is this production effect, which is the actual focus of the study: any number of actions or physical movement may contribute to memory for language material. The text being verbalized still has to be "meaningful" in some sense, according to the study. In haptic work we use the acronym OLOA (out loud oral anchoring), targeted elements of speech accompanied by gesture and touch.

That can happen any time in instruction, of course, but the precise conditions for it being effective are interesting and worth exploring. One of the procedures I have frequently set up in teaching observations is analyzing the extent and quality of OLOA (In Samoan: one's labor, skill or possessions!) See if you can remember to use more of that intentionally next week in class and observe what happens. (If not, try a little OLOA on this blogpost!)

Citation:
University of Waterloo. (2017, December 1). Reading information aloud to yourself improves memory of materials. ScienceDaily. Retrieved December 6, 2017 from www.sciencedaily.com/releases/2017/12/171201090940.htm

1 comment:

DrMedleyDecember 10, 2017 at 6:05 PM
Thanks for bringing this study to our attention.
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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.)