Positive pronunciation anchors and pronunciation practice word lists

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Generally, when I refer to "anchoring" in HICP work, the focus is the multiple modality "hexus" of (a) the graphic representation of the word, (b) the linguistic context, that is the phrase or sentence in which the word appears, (c) the articulatory movements involved in producing it, (d) the pedagogical movement pattern we use in anchoring it, (e) the "sound" coming in through the ears and (f) the body resonance generated in producing it.

Likewise, the concept of "embodiment" in language teaching, as elaborated by Holme (2012) in a recent TESOL quarterly article, focuses, in effect, on new language ending up "in the body," or thoroughly absorbed and integrated with all senses (pick your metaphor there!) How it gets there can be in any number ways, including visual imagery, word association, meaning association, context dependency of a text--even "physical" approaches such as HICP to some extent. (Holme at least pays lip service to the clinical side of the field. For a cognitive linguist, that is big!)

A few earlier posts have alluded to the potential impact of relative positive or negative context on anchoring as well. For example, trying to anchor a new sound in a deadly boring, decontextualized, monotonous, mindless, pointless repetition drill, at the end of the day may not be the most effective setting for that. In fact, that sounds downright depressing.

This research by Dalgleish, Navrady, Bird, Hill, Dunn, and Golden of the Medical Research Council Cognition and Brain Sciences Unit, according to the Science Daily Summary, suggests an additional perspective in working with anchoring. In a study done with the chronically depressed, subjects were to use the "method-of-loci" strategy:

"The method-of-loci strategy consists of associating vivid (positive) memories with physical objects or locations -- buildings you see on your commute to work every day, for instance. To recall the memories, all you have to do is imagine going through your commute." 

The idea, apparently was to get the subjects to think "happy thoughts" more often, connecting them to physical objects or places, thus easing their depression. Here's a thought: Instead of working with haptic integration and embodiment to help students with remembering changed sounds . . . Actually, I am working with the "method-of-loci" strategy, exploring how to "embody" it with pronunciation of the Academic Word List in a workshop at the upcoming TESOL 2013 Convention in Dallas. A great venue to generate some pleasant memories at! 

"Haptic" pronunciation TESOL 2013 pre-convention institute is ON!

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Clker

Great news! TESOL is going to allow us to offer the full-day workshop on March 19th before the convention. Early enrolment is still low but I'm confident that it will be fully "embodied" by the time of the convention. Continue to spread the word, please. Cost of full-day PCIs at TESOL is "only" $205; convention cost is around $400 now. (And they wonder why attendance is not growing?) Will propose a similar, less expensive format to the PCI in a number of venues in the coming year, once the entire AH-EPS system is publicly available online. 

If you want to host one at your school or in your neighbourhood, let us know. Keep in touch. 

TESOL 2013 Haptic Pronunciation PCI

Just heard from TESOL that as of today there aren't enough registered for the Haptic Pronunciation PCI in Dallas to offer it. Registration closes at the end of the week. We had heard last week from one of our grads that it was closed due to enrolment  and let everybody know. Not so, apparently!!! If you had planned on signing up or know somebody who might, pass on the word! This is one party that we don't want to miss! If it is cancelled, will try to figure some kind of alternative venue for at least a meeting. 

Effective (pronunciation) learning techniques

You may have seen a media report on this new research monograph, Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology by Dunlosky, Rawson, Marsh, Nathan and Willingham (published online by Psychological Science in the public interest). If you have the time, it is worth reading through. Here's why. The research focused on 10 learning strategies used by students, mostly in high school and college. By "learning strategies" the authors mean, for the most part, what students do on their own, outside of the "curriculum," in studying (for tests!) and homework.

Credit: AMPISys, Inc.

Among the the "winners" of the 10 are "distributed practice" strategies such as taking practice tests and spreading out study sessions. The bottom three were: underlining, rereading and using "mnemonic devices." The monograph itself is a great piece of work (although at times a bit overly optimistic on what "Cognitive and Educational Psychology" is up to or worth). What was fascinating was the general conclusion that "educators" (not specifically defined) do not do enough with this area. At least some of the blame goes to teacher education where, in the review of current TT textbooks, little or no mention is made of research into learning strategies/techniques and what students do "on their own" and how they learn to do what they do.

EHIEP is based on the idea of providing instructors and students with a range of strategies for anchoring pronunciation work and (by extension) using those outside of class. Although the basic curriculum is designed to be carried out successfully in a classroom setting-without depending on students practicing outside of class in any systematic manner, the optional Student Workbook and accompanying haptic video and audio packet are strongly recommended whenever possible. (The complete system will be available at the 2013 TESOL conference in Dallas for the first time. Some of the new demonstration videos will be linked here off the blog next month.) Keep in touch. 

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.

One touch at a Time: Anchoring Academic Word List Vocabulary

Clip art: Clker

Clip art: Clker

The "H-Team" (Haptic-integrated clinical pronunciation research)--Michael Burri, Brian Teaman, Karen Rauser and myself--is submitting two proposals for the TESOL 2013 conference. The first is a workshop on using EHIEP protocols in anchoring AWL vocabulary: "This workshop presents a word-list, tactile/kinesthetic-based approach to better enable noticing, uptake or encoding of target academic vocabulary in memory and subsequent recall. The main innovative feature of this system is the strategic use of haptic anchoring (movement and touch on prominent word and phrasal elements) to facilitate long-term learning." Hannah Dissen has proposed a similar workshop for the upcoming 2012 JALT conference in October. (Teaman and I have also got a couple proposals in for that conference as well.) 

New Accent Reduction Seminar for International Professionals (ARSIP) format

ARSIPTM Accent Reduction Seminar for International Professionals, offered by AMPISys. Inc.  The provocative (but factually accurate) tag line is: "Dramatically improve your English accent in just 24 hours!"

A new format has been developed: 12 weeks of systematic individualized work, done 30 minutes a day, four times a week. The four weekly self-directed practice sessions involve the basic 9 EHIEP protocols, a model conversation, target-sound practice and professional word list protocols. There are optional feedback mechanisms available also, such as webcam consultations, audio recording evaluations and creation of workplace specific conversations and word listings-- the basic cost, about $400.

 If you are interested, keep in touch. Final announcement as to availability will be announced in conjunction with the 2013 TESOL Convention in Dallas in late March.