Bill Acton's Embodiment Blog: Lesson 4 – Vowels 1, word stress and EAPIIC 4-2!

Lesson 4 – Vowels 1, word stress and EAPIIC 4-2!

Link to Lesson 4 introduction

The Chicken-cookin’, Single Vowels Blues! link

Link to Lesson 4 Training Video (available on 10/8/26)

Link to the Wed 8 p.m. (Sent to enrolled students)

The Chicken-cookin’, Single Vowels Blues!

A chicken cooks best with salt and fat.

12 2 10 4 2 8 5 5

A chicken cooks best with salt and fat.

A little bit of this and that

2 2 2 7 2 5 5

With herbs and water hot, bubblin’ up in the pot

2 7r 5 6 6 7 7 2 12 6

A chicken cooks best with salt and fat.

12 2 10 4 2 8 5 5

Warm up:

Do your favorite warm up from Lesson 1 ~ 3 (or all 3!)

READ: What are single vowels?

Vowels that are just one sound (not two)
The MT5s of single vowels 2, 4, 5, 7 and 10 have a quick, short, light tap on the palm of one hand. (Vowel 7r has a “roll” tap on the back of the left hand.)
The MT5s of single vowels 6 and 8 have a little longer, “hold” tap with fingers touching (1.5 times longer than a single vowel)
The MT5 of vowel 12 is a “thumb flick,” where you just point at a vowel’s position on the compass but do not actually touch the other hand.

Basic Single Vowel Training

Single short vowels: 2, 4, 5, 7, 10 (light tap)
Single vowel 7+r (roll tap)
Single long vowels: 6 and 8 (hold, longer tap)
Unstressed vowel: 12 (thumb flick)

10 [ʊ] “cooks” 2 [I] “chicken”

8 [Ɔ] “salt” 4 [ɛ] “best”

7 [ʌ] “luck” 5 [ae] “fat”

7r [Ər] “herbs’

12 [Ə] "a"

6. [a] “hot/pot”

Single vowel practice

MT5

#2 (tap) bit miss sit hip

#4 (tap) bet mess set let

#5 (tap) bat mass sat laugh

#6 (hold) bot mop sock tot

#7 (tap) but must stuck luck

#8 (hold) bought moss caught talk

#10 (tap) book look rook took

#7r (roll up) earn burn work herb

#12 Thumb flick/no touch a lot the top of course to go

READ

Stressed syllables

There are 4 kinds of stress in English. The first two are important in this lesson.

1. Main word stress

The loudest syllable in a word. If there is more than one syllable, the one that is louder. marked with an apostrophe in the dictionary or marked by boldface or ALL CAPS in KINETiK)

For example: ‘o-pe-ra (marked by an apostrophe in the dictionary)

2. Unstressed vowels, in words or phrases – Not the main stress (Spoken quietly and quickly), or “secondary stress” (See Lesson 5!)

For example, ‘a’ in “above” or “a dog.”

Lesson 4 EOR What’s cooking?

(Single vowels in stressed words in phrases and sentences.)
Situation: A friend is visiting a friend’s house for dinner.
Mood: Enthusiastic, and a little silly

1A: That smells deLIcious!

B: No KIDding. I LOVE | this REci-pe.

2 7 4

2A: Where’d you GET it from?

B: From . . . some . . . WEBsite

7 7 4

3A: What’s it CALLED?

B: DENny’s | Ve-ge-TA-ri-an | BUG-dogs.

4 5 7

4A: What’s IN it then?

B: Just VEge-ta-bles, HERBS, some BUGS, WORMS | and SALT.

4 7r 7 7r 8

5A: Does it taste BETter | than it LOOKS?

4 10

B: Sure DOES! The FA-mi-ly | likes it a LOT!

7 5 6

6A: Can’t wait to taste THAT | my-SELF

12 5 4

B: It’ll be REA-dy | in ten MI-nutes, | when the BUGS stop wiggling!

5 2 7

Homework: (Every day!) 1. Warm up and notes notes

Friday: Warm up, Short Vowel practice, EOR - Take notes!
Saturday: Warm up, Short Vowel practice, EOR - Take notes!
Sunday: Take the day off with me! (or maybe make a word list of words for you with short vowels.
Monday: Warm up, EOR, create your own EOR with short vowels - Take notes!
Tuesday: Warm up, practice your EOR, practice your word list - Take notes!
Wednesday: Warm up, EOR, your EOR, your word list - Take notes and come to the feedback session.
Thursday: Have AI create and EOR for you using your word list!

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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.)

Lesson 4 – Vowels 1, word stress and EAPIIC 4-2!

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