Feeling distracted, distant or drained by pronunciation work? Don't be downcast; blame your smartphone!

clker.com

It all makes sense now. I knew there had to be more (or less) going on when students are not thoroughly engaged or seemingly not attentive during pronunciation teaching, mine, especially. Two new studies, taken together, provide a depressing picture of what we are up against, but also suggest something of an antidote as well.

Tigger warning: This may be perceived as slightly more fun than (new/old) science. 

The first, summarized by ScienceDaily.com, is Dealing with digital distraction: Being ever-connected comes at a cost, studies find, by Dwyer and Dunn of The University of British Columbia. From the summary:

"Our digital lives may be making us more distracted, distant and drained . . . Results showed that people reported feeling more distracted during face-to-face interactions if they had used their smartphone compared with face-to-face interactions where they had not used their smartphone. The students also said they felt less enjoyment and interest in their interaction if they had been on their phone."

What is most interesting or relevant about the studies reported, and the related literature review, is the focus on the impact of digital smartphone use prior to what should be quite meaningful f2f  interaction--either dinner or what should have been a more intimate conversation--THE ESSENCE OF EFFECTIVE PRONUNCIATION AND OTHER FORMS OF INSTRUCTION! Somehow the digital "appetizer" made the meal and interpersonal interaction . . . well . . . considerably less appetizing.

Why should that be the case? The research on the multiple ways in which digital life can be depersonalizing and disconnecting is extensive and persuasive, but there is maybe something more "at hand" here.

A second study--which caught my eye as I was websurfing on the iPhone in the drive-through lane at Starbucks--dealt with what seem to be similar effects produced by "bad" posture, specifically studying something with head bowed, as opposed to doing the same with the text at eye level, with optimal posture: Do better in math: How your body posture may change stereotype threat response” by Peper, Harvey, Mason, and Lin of San Francisco State University, sumarized in NeuroscienceNews.com. 

Subjects did better and felt better if they sat upright and relaxed, as opposed to looking down at the study materials, a posture which according the authors . .  "is a defensive posture that can trigger old negative associations."

So, add up the effect of those two studies and what do you get? Lousy posture AND digital, draining distraction. Not only do my students use smartphones WITH HEAD BOWED up until the moment class starts, but I even have them do more of it in class! 

Sit up and take note, eh!

Citations:
American Psychological Association. (2018, August 10). Dealing with digital distraction: Being ever-connected comes at a cost, studies find. ScienceDaily. Retrieved August 12, 2018 from www.sciencedaily.com/releases/2018/08/180810161553.htm

San Francisco State University (2018, August 4). Math + Good Posture = Better Scores. NeuroscienceNews. Retrieved August 4, 2018 from http://neurosciencenews.com/math-score-posture-9656/