CPR for Pronunciation homework and teaching . . . that works!

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Excellent study by Martin, "Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework-Based Training," a real MUST READ for you if you are serious about pronunciation teaching, demonstrating that at least one kind of (computer-mediated)  homework system is not only effective, but may work as well as classroom-only instruction. 

The basic process in the homework phase was what is termed, iCPR, computer-based, intelligibility focused cued pronunciation reading. Learners are provided with explicit instruction, explanation and then both perceptual and production training and practice, with feedback in the perceptual phase/practice only. 

The study involved adult learners of German, extending over 10 weeks, with the equivalent of about 30 minutes of instruction either in class or out of class. The in-class lessons seemed to closely mimic the process and time allocation of the homework. From a number of perspectives, either treatment showed equally significant improvement and student satisfaction. Methodologically, the project seems tight, although the use of the term, homework, is probably a little misleading today when the learner never really "leaves" the web in some form during the day except for sleep . . . 

In corresponding with the researcher, my only question was: How (on earth) did you get the students to DO their homework? Surely it  had something to do with the "sell" up front, the allocation of grade points (easily accounted for in the computer-mediated system) and (probably) early student awareness to some degree of the program's efficacy. So . . . it looks well conceived, a highly detailed blueprint of how to set up a similar system. 

Setting aside the question of just how readily the process can be adopted and adapted for the moment, what this shows or means is that Martin has given us another intriguing picture of the future of pronunciation teaching: pronunciation work handled outside of in-class instruction. 

To paraphrase Lincoln Steffens: "I have seen the future (of pronunciation teaching) and it works. [remark after visiting the Soviet Union in 1919]” or maybe even Marshall McLuhan: "If it works, it's obsolete." . . . The field is changing fast. Pronounced change, to put it mildly!

Source: 

The Modern Language Journal, 0, 0, (2020) DOI: 10.1111/modl.12638 0026-7902/20/1–23 National Federation of Modern Language Teachers Associations

Anchoring pronunciation in CALL assessment and classroom

Clip art: Clker

Clip art: Clker

One of the problems with machine-based assessment of pronunciation, particularly of vowel quality and vowel quality setting, is individual variability. Global assessment of pronunciation or intelligibility, such as that employed by the iBT TOEFL, is well established and reliable. In this 2011 doctoral dissertation "An anchoring technique was developed to account for speaker intrinsic pronunciation differences and to allow for meaningful comparisons of vowel pronunciation." That procedure basically solves the problem by creating an efficient model of the individual's vowel system that serves as a point of reference for assessment. The parallel in the (haptic-integrated) classroom is the pedagogical movement pattern, accompanied by articulation of a sound and the felt sense of body resonance. What is important to recognize is that although initially the learner may not have the articulation within acceptable range, the PMP and resonance, along with repeated practice and grounded listening (doing the PMP as you "replay" an example that you have heard, with our without repeating it orally)--and feedback in the classroom by instructor and peers--should do the job. And in the classroom, often just seeing the manner in which the PMP is done by a learner reveals the "problem" with the accuracy of the vowel, for instance. Correctly aligning the PMP (a very indirect and nonthreatening action in the classroom) often almost immediately produces a more approximate vowel articulation. So, "Anchor(ing)s a-weigh, eh!"

Learn L2 grammar like a native?

Clipart: Clker

Clipart:Clker

Only if you learn it in an immersion-based program (rather than a more pre-frontal approach relying on more explanation, etc.,), according to these two studies by Morgan-Short et al. (2012.) From the summary description in Science Daily it is, as usual, nearly impossible to figure out what the actual protocols and procedures were--and the original article is unaccessible. What is being claimed is that an "immersion treatment" resulted in activation of brain areas more like that of a native speaker. Just how much so, of course, is not characterized either.

The question applies to pronunciation instruction as well. Is it necessary or even preferable to learn it "like a native?" That the experiments even emulated "native like" is quite arguable as well. To quote another of my heros (philosopher Bertrand Russell): A difference that doesn't make a difference doesn't make a difference . . . The often unexamined assumption that how pronunciation is learned by native speakers should invariably serve as our primary model for instruction needs to be reexamined in light of today's developing multi-disciplinary collaboration in the field and CALL technology. We'll come back to that theme shortly in deconstructing some haptic-integration techniques, methodologists and methods. In the meantime, as a very useful exercise, consider what it might mean to your work were that no longer the case.