Haptic pronunciation teaching basics for non-native English-speaking instructors

Clipart:
Clker.com

Upcoming haptic workshop at the 2015 Tri-TESOL Conference in October 3rd, 2015 at Highline College, Des Moines, Washington. The perspective of the 90-minute session, "Haptic (English) Pronunciation Teaching Basics for NNESTs" is that:

• Systematic use of body movement and gesture, using haptic anchoring (touch tied to pedagogical movement and gesture) is highly efficient for modelling and feedback in pronunciation work, and that, 
• The approach can be especially effective and advantageous for the NNEST. 

That is accomplished, in part, by providing: 

• A framework for deciding on "local" (typically EFL) pronunciation teaching priorities
• Video models provided by both native-speaking and nonnative English speaking instructors
• Prosodic techniques that do not require excessive segmental (or suprasegmental) accuracy on the part of the instructor to carry out successfully. 

The techniques presented are designed for use in integrated pronunciation work, whenever use of a problematic sound pattern occurs, not just stand-alone pronunciation courses. The workshop, based on “Essential haptic-integrated English pronunciation” (Acton, et al. 2013), presents a set of prioritized procedures which can be integrated into any production-oriented lesson: 

• Vowels and word stress
• Consonants
• Phrasal stress and rhythm 
• Basic intonation, and 
• Conversational fluency

The session is highly experiential and participatory. By the conclusion, participants are able to work with the haptic techniques in their classrooms and are provided with free, web-based models.

Join us!

Citation:

Acton, W., Baker, A., Burri, M., Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis, K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012. (pp. 234-244). Ames, IA: Iowa State University.

Teaching (of) Basic English Intonation by Non-native English Speaking Teachers

Clip art: Clker

Clip art: Clker

My graduate students and colleagues have submitted four EHIEP-related proposals for the 2013 TESOL convention. (Two were noted in recent posts.) Here is the third one: "In this workshop, four non-native English-speaking teachers (NNESTs) present an innovative, grammar and rhythm-based method specifically designed for language teachers to identify and teach English prosodic, intonation patterns effectively. A straightforward, haptic-integrated (using movement and touch) classroom-tested system for teaching conversational intonation will be demonstrated." EHIEP has been created specifically so as to be used by the NNEST, especially those whose pronunciation may be problematic. In principle, most of the basic instruction can be done by the "haptic videos"--and then followed up with integrated classroom instruction. The five graduate students proposing that workshop did a very successful version/"dry run" of it at a recent local conference. If it makes the conference program, attend that one. It nicely illustrates both the method and spirit of what we do. "Super cool!" You'll be impressed. 

Essentials of haptic-integrated English pronunciation workshop(s) and I.M.A.HICPRO

                                        Mike Burri, Karen Rauser, Brian Teaman and I have submitted the following proposal to do a workshop

on Tuesday or Wednesday prior to the 2013 TESOL conference in Dallas. Chances of it being accepted are so-so, best case, but hope springs eternal, eh . . . (Actually, this basic workshop is ready to go anytime, so if you'd like one done at your school by the "H Team," let me know!) 

"This day-long, pre-conference Institute presents a haptic (movement + touch)-based approach to essential, integrated pronunciation instruction, applicable for learners middle-school age and above--designed for use in all skill areas. Especially appropriate for non-native English speaking instructors, one key innovation is the use of touch to enhance both learning and recall. Materials provided include a DVD of techniques presented." 

If it is accepted and we decide to do it, join us. If it isn't--or we don't, we'll probably put it on in a hotel nearby, regardless, in conjunction with the initial meeting of the (currently and somewhat tentatively entitled) International Madcap Association of HICPRO (Haptic-integrated Clinical Pronunciation Researchers & Outliers)--verbalized proudly, something like: "I am a hick-pro!" Keep in touch.

How NOT to assign English sentence stress and intonation

Clip art: Clker

In more than a few respects, the non-native speaking instructor may have a distinct advantage over the native speaker. Keeping the PEPI framework in mind, here is an example from three years ago that changed my approach to teaching sentence stress, both how to determine it and how to teach it.

I had a native speaking grad student in the MA TESOL who had very little background in linguistics and grammar--more the rule now, rather than the exception. We were doing the standard type of exercise where you are handed a dialogue and asked to underline sentence stress and intonation, based on the typical set of simple rules found in student textbooks, such as this one. What was amazing, was that he would generally underline 2 or 3 times the number of words in a sentence and then indicate that ALL of them had a RISE-FALL intonation "move" as well.

The nonnative speaker sitting next to him, on the other hand, was able to consistently get it "right," at least in agreement with me. His frustration was understandable. Regardless of how much he practiced, his performance not only did not improve, it seemed to get worse. Finally, just before the next quiz, I asked him the right question: How do you go about figuring out where to put stress? His answer: I just say it to myself and underline the words that have more energy on them. Wow.

A few days later, he aced the quiz and became one of the very best at assigning stress and intonation. His solution: Suppress his "inner speech"--and stick with the simple rules and grammatical structure, along with aiming for the most direct, unmarked (lacking contrastive stress) interpretation in that conversational context. Once those focal or prominent locations are identified, THEN haptically-integrate and anchor them affectively or emotionally.

In other words, begin with structure, go to context, anchor stress and intonation--and then pile on attitude! In the PEPI model: UP to LEFT to DOWN to RIGHT. I realize that may sound a bit counter to current "top-down" discourse models for initial prosodic assignment--my own, included! The EHIEP model, however, is designed for the nonnative speaking instructor first--not the linguistically sophisticated (or informed) native speaker.

For those highly auditory native speakers without linguistic training or the emotionally "off-the-charts," it also works like a charm. For nonnative speakers, most of whom do grammar in the extreme already, it clicks immediately, often giving them at least an initial advantage and forcing them to move on to context and mood. Counter-intuitive (and counter clock-wise)? Perhaps. But "PEPI-gogically," on target!

Haptic-integrated intonation instruction for NNESTs proposal

My students are submitting this proposal for the upcoming BCTEAL conference at Capilano University (outside of Vancouver, BC):

Clipart: Clker

Teaching essential English intonation can be difficult for nonnative English speaking teachers (NNEST). That can be especially true if the teacher’s L1 has a prosodic system that is quite different from English, such as Thai or Chinese, where tone may have other functions. Although some textbooks have basic explanations and brief practice, integrating features of intonation into general speaking instruction can be challenging, at best. One problem is that, without a minimum of training in English prosody, it can be nearly impossible for some to accurately assign intonation contours to phrases and sentences. The key is first understanding how intonation is related to basic grammatical structure—something NNESTs are often even more conversant with than their NS colleagues! Whereas for NS teachers deciding on the intonation of a conversational turn in speaking (or even in listening comprehension) can be almost effortless, just a matter of “listening to” their native-speaking “inner voice,” many NNESTs are not fortunate enough to have developed one of those, at least not yet. In this workshop, four NNESTs in training to be teacher-trainers first present a simple, grammar and rhythm-based method for determining what intonation contour to use. They then demonstrate a straightforward, classroom tested, “haptic-integrated” system (making extensive use of movement and touch) for practicing conversational intonation rhythmically with students. Participants are given guidelines and handouts for using the framework in classes with teenage and adult learners.

Hopefully, it'll be accepted for presentation. If not, invite them to come to your school and present it there!