Fit for integrated (haptic) pronunciation teaching?

A common finding in research on instructor attitudes toward pronunciation is that they feel like they don't know enough about it to do it, e.g., Baker (2014). There is also no lack of published opinion on what you should know to teach pronunciation, depending of course on where and with whom you do it--including an earlier blogpost summarizing recommendations by a group of such authorities.

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In more kinaesthetic or haptic-based teaching, the concept of fit may go in a somewhat different direction. To teach from that perspective requires at least some body aptitude and an understanding of how body-based training works. (There are any number of cognitive and physical preference instruments available to do that with.) I am always intrigued by the parallels between the two processes or approaches, i.e, pronunciation and fitness training.

Here is one, acronym-ed, S.H.R.E.D. (from one self-described as an Icon of the fitness world,-- Jillian Michaels, new "face" of Curves, Inc. ), that has a great subtitle: YOU'RE EXPLORING AND EXPLOITING THE POSSIBILITY OF HUMAN MOVEMENT IN WAYS THAT FACILITATE ULTIMATE PHYSICAL CONDITIONING. (Full disclosure: I'm a big fan of the Curves system!)

I'd only paraphrase it slightly,  something like: YOU'RE EXPLORING AND EXPLOITING THE POSSIBILITY OF HUMAN MOVEMENT IN WAYS THAT FACILITATE ULTIMATE PHYSICAL or HAPTIC PRONUNCIATION LEARNING and TEACHING!

That SHRED system (Synergistic, High-intensity,  Resistance, Endurance and Dynamics) is based on the idea of three phases of a learning cycle (There would be typically 5 of those in a 30-minute workout):

3 minutes of strength training

2 minutes of cardio training

1 minute of core training

Translating that into integrated pronunciation teaching, when a new "target of opportunity" comes up in class,  you get something like this:

3 minutes of exploration (modelling+training+drill), 

including minimal, necessary explanation 

2 minutes of fluency work

1 minute of integration work

If it takes about that long, 6 minutes, to work on a new sound issue (probably 1/3 of that for a recurrent problem), does that fit into your method? If not, shred it! (Your method, that is!)

An upcoming post will illustrate both 6 and 2 minute haptic pronunciation INTRA-dictions such as this one. 

Citation:

Baker, A. (2014). Exploring teachers' knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136-163. doi: 10.1002/tesq.99

Putting a little more muscle in your (pronunciation) teaching

Clip art: Clker

Clip art: Clker

Every body builder knows that increasing muscle mass requires moving more iron or the equivalent. Turns out, the same principle applies in the brain when learning--in this case, language. In a study by Mårtensson and colleagues at Lund University (summarized by Science Daily) it was shown that in learning a language something analogous happens: certain areas increase more in size, depending on how efficiently the learner acquired the language:

"Students with greater growth (increase in mass) in the hippocampus and areas of the cerebral cortex related to language learning (superior temporal gyrus) had better language skills than the other students. In students who had to put more effort into their learning, greater growth was seen in an area of the motor region of the cerebral cortex (middle frontal gyrus)." (Bold face, mine.) 

In other words, some subjects, probably your average learners, relied upon more motor or tactile/kinaesthetic engagement in the process, whereas the "gifted" appeared able to learn in a more visual/auditory mode, where experiential, oral practice may not have been as critical to success. We all know someone like that, who seems to be able to either read or listen to new language material and almost as if by magic is able to use it immediately in speaking, understanding or writing. They simply have "superior temporal gyrus(es)!" Unfortunate "motor-mortals" like myself  depend more on our "middle frontal gyrus(es)". So much for the myth that learning a language better just requires more hard work. More haptic-integration for the rest of us may help, however . . .

Full-body pronunciation learning readiness

Clip art: Clker

Clip art: Clker

In a recent post I alluded to the fact that karate masters develop the ability to bring their entire bodies into the act of punching. The EHIEP protocols, taken as a whole, exercise the whole body. (The Warm up protocol thoroughly engages at least the upper body.) I am often asked if there are not some learners or instructors who do not feel comfortable doing these kinds of kinaesthetic and haptic activities. If not carefully introduced to the process and "warmed up" properly, there are, indeed, those who have difficulty just moving their arms along with the videos, let alone their entire bodies. I have over the years been especially interested in talking to those people. Some have learning disabilities, some are ambidextrous, some seem just very introverted. One of my standard questions for one of them is always, "Do you do yoga or some kind of full-body physical exercise that involves extensive, formal body awareness?" I don't recall meeting more than a handful who answer in the affirmative. At the other end of the continuum, often those who seem especially good at learning the system--have done yoga or something similar, even some types of full-body weight training or aerobics, where they had to develop close, conscious monitoring of muscle position and elasticity. The key, ironically, is often that conscious attention to movement that develops. One of my favorite yoga instructors is Denise Austin, not just because she is very polished and easy to follow but because of her superb use of instructional/pedagogical language in directing students attention to where in their bodies they should have some kind of operational "felt sense." I'm absolutely certain that if I began class with the linked, 15-minute full-body yoga routine that students' performance in class in acquiring pronunciation would go right off the charts. Likewise, some treatment of that type might even set up an interesting empirical test of aptitude in haptic-integration or kinaesthetic pronunciation work. If you don't have time for that, at least do it yourself three or four times. (Caveat emptor: extremely addictive!)