HICPR: EAPIC Lesson 6

EAPIC Lesson 6

Lesson 6 – Melody

Basic Intonation (Melody), final voiced consonants and friends!

Intonation Blues

“How I miss your intonation!
/ \ / \
You were super-segmental1 to me!
/ \ /
I rise; I fall; I rise-fall; I fall-rise,
/ \ / \ \ /
But mostly, I just feel flat. . .
--- --- ---
You got an affect2 on me,
/ \
But don’t worry ‘bout that!
\ \ /

1 Refers to rhythm, stress and intonation (melody) but is a joke meaning “very important” to me.
2 Refers to emotion and feeling. Meaning: You impressed me very much.

Activation (Singing)

A+N, E+N, I+N, O+N, U+N

/ \ / \ --- \ / \\ //

Objectives

o Use better melody and expressiveness in speaking.
o Practice and remember vocabulary and conversations better!
o Understand the feeling of what you have heard better.
o Seven pronunciation MT4 hacks:
RISE, FALL, RISE-FALL, FLAT, FALL-RISE. FALL-FALL, RISE-RISE

Intonation MT4s

• Hands touch on the strongest, stressed syllable.
• MT4: As the left hand moves from the left to the right, the melody of a phrase or sentence is spoken.
• On the stressed syllable the hands touch and then the right hand usually makes an additional move going: flat, down, up, up and then down or down and then up!

[---] - Flat or level tone (Meaning: level tone, as when thinking or hesitating.)
[---] Fascinating . . .
[\] - Falling tone (Meaning: as in a simple statement or demand)
[\] That’s really fascinating.
[/] - Rising tone (Meaning: uncertainty as in many yes/no questions)
[/] Is that fascinating to you?
[/ \] - Rise-Fall tone (Meaning: more energy OR
excitement than a simple falling tone.)
[/ \] Wow! [/ \] How fascinating!
[\/] - Fall-Rise tone (Meaning: uncertainty ot disbelief of what was said earlier)
You’re from Canada, [\/] eh?
[\\] - FALL-FALL usually at the end of a sentence or turn in speaking
You can say that again! [\\]
[//] – RISE-RISE usually at the end of a sentence or turn in speaking
You ate how many hamburgers? [//]

Intonation MT4 Training

Nice. FLAT: --- X
That’s nice. oX
Ve-ry nice. ooX
That’s ve-ry nice. oooX
Ea-sy. FALL: \ Xo
That’s ea-sy. oXo
Very ea-sy. ooXo
That’s ve-ry ea-sy. oooXo
Beautiful. RISE: / Xoo
That’s beautiful. oXoo
Very beautiful. ooXoo
That’s very beautiful. oooXoo
Fas-ci-na-ting. RISE - FALL: / \ Xooo
That’s fas-ci-na-ting. oXooo
Ve-ry fas-ci-nating. ooXooo
That’s very fas-ci-na-ting. oooXooo

Cool? ( FALL – RISE): \ / X
That’s cool? oX
Very cool? ooX
That’s very cool? oooX

Lesson 7 EOR: Running shoes

Situation: Customer is in a running shop wanting to buy some new running shoes.
Mood: (sales person) Professional, business-like
(Customer) Tentative, lacking confidence

1A: {Afternoon!} | What can I do for you, Bob?
/ \ \ \ /
B: Need some new running shoes.
/ \
2A: You've come at a good time today. {Sales} on!
\ / \
What kind of exercise do you do?
\ /
B: I just started to jog, {recently}.
--- \
3A: Ok. What are your goals?
\ / \
B: Lose some pounds |and get in {shape}.
/ \
4A: Alright. Sit {down}please. Size?
/ \ / /
B: Maybe 12 and a {half}. You'd better check.
\ \
5A: Let's see . . . better try a {12}.
--- \
B: These feel good . . . Same brand . . .
--- ---
as the winners of the marathons | in the {Olympics}!
\ / \
6A: Those do fit you well. Walk around. Jog.
\ \ \
B: I look good, fast! I'll take these!
/ \ / \ / \

Voiced final consonants

• Some languages have no voiced consonants at the end of a word
but may have voiceless consonants, for example:
o p, t. k, s, sh or ch, instead of: b, d. g, z, zh or dzh
• MT4: Lengthen vowels before voiced consonants and pronounce the consonants as light taps or scraping sounds with “no air escaping”:

 If “b,” say a light “p” (bib < bi:p^) [bI;b^]
 If “d,” say a light “t” (dad < da:t^) [dae:d^]
 If “g,” say a light “k” (dog < do:k^) [d Ɔ :k^]
 If “z,” say a light “s” (beez < bees^) [bi:s^]
 If “zh,” say a light “sh,” (treasure < treashure^) [trɛ: ʃƏ r]
 If “dzh,” say a light “ch” (judge < juch^) [djʌ:ch^]

 Put fingertips together and gently push 3 inches to the right as you say the vowel.
• Your listener will hear a voiced consonant!

Consonants

[n]
1. SCRATCH tip of tongue
2. POKE spot on gum behind upper teeth
3. SET tongue to spot on gum.
4. Holding stick SET right hand in front of eyes.
5. As right hand goes up to hairline, eyes stay fixed on stick, and tongue PUSHES up as hard as possible as you say [n] with as much vibration as possible!
6. CUE-ING: Stick going up from eye level

need, nape, nap, pan, noon
nip, Ned, nob, loan, goin'

[l]
1. SCRATCH tip of tongue
2. POKE spot on gum behind upper teeth
3. SET tongue to spot on gum.
4. SET right hand in front of eyes.
5. As right hand goes down to voice box area, eyes stay fixed on stick, keeping tongue in touch with gum as lightly as possible as you say [l].
6. Cueing: Stick going up from eye level
7. (optional) Clusters: Tongue in place before initial consonant; stick moves down from chin, etc., e.g. black; cf. slip

lead, laid, lap, club, cool
lid, lad, lob, lobe, rule

[ng]
1. SCRATCH tip of the tongue, TOUCH back of lower front teeth
2. BITE back of tongue on both sides
3. SET right hand in front of eyes and tip of tongue behind lower teeth
(option) Set tip of stick between lower front teeth; tip of tongue behind lower front teeth.
4. As your right hand (and goes down to the voice box area,
a. Keep your eyes on your forefinger, and
b. Keeping your tongue lightly TOUCHING behind front teeth
c. Go down to chin as you say [ng].

English. incomplete, ink, angle, wing
Ring. rang. rung. sink. bring

[r]
1. BITE back of tongue on both sides
2. ACTIVATE voice with middle fingers, looping in a circle, or tip of stick pushing on cheek at back teeth
3. ARTICULATE word (3x)
4. For post-vocalic ‘r’ use “hand roll” on the vowel, with palm of ether hand down and other hand rolling over it smoothly.

read, raid, rap. rub. rook
car. care. core. fear. fir

[s/z]
1. BITE back of tongue on both sides. BITE stick (Smile!)
2. TOUCH space between upper front teeth with stick
3. SET tongue and lips (Smile!)
4. SET stick at eye level. BLOW (ACTIVATE) air at stick, through upper teeth
5. ARTICULATE word: sit. Add voice by ACTIVATING voice with finger, instead of air, to make: zit

sip. whisper. hiss

zip. busy. bees

[sh/zh]
1. BITE back of tongue on both sides
2. TRACE lips with slight rounding with circle touch; lips as relaxed as possible.
3. TOUCH with stick the space between lower front teeth
4. SET lips (in, relaxed circle pattern)
5. SET stick below chin level.
6. BLOW (ACTIVATE) air at stick, through lower teeth
7. ARTICULATE word: ship. Add Voice by touching voice box, instead of activating air, to make: rouge.

she. wishes. dish
pleasure, rouge

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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.)

EAPIC Lesson 6

Intonation Blues

Voiced final consonants

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