Pronunciation teaching: RIP (requiescat in pace--or not)

An earlier, 2018 study, summarized by ScienceDaily.com as Even mild physical activity immediately improves memory function, by researchers at the University of California-Irvine and Tsukuba University in Japan, points to a fascinating (and commonsensical) concept: movement for movement's sake in learning. Children (of all ages) know that you have to be moving constantly to learn anything. Neuroscience tells us basically the same thing: that Descartes was wrong: I MOVE therefore, I am--in apart because at some level in the brain, thought is movement. (Some argue very convincingly that movement comes first!) In the study, participants did 10 minutes of light exercise, yoga, walking, etc., before doing a memory test. The results were striking, due in part to " . . .better connectivity between the hippocampal dentate gyrus and cortical areas linked to detailed memory processing." Details, details . . . 

In case you haven't noticed, pronunciation teaching is generally not a high priority with most teachers, for a number of reasons, from the KINETIK Method perspective, lack of systematic movement being one of them: 

• Just not enough time, too much other stuff to deal with--even if I do have some training in it.  
• Although research in second language pronunciation has made enormous gains in the last decade, methodology of pronunciation teaching is still pretty much where it was several decades ago: explanation, repetition, reflection and communicative practice . . . then leave the rest to the individual student to figure things out
• Internationally, with media and cultural integration and engagement--and the post-colonial milieu we are in, acceptance of far less than perfect British or American pronunciation has changed attitudes enormously. The demand, at least in some contexts, is just no longer there. 
• With the availability and accessibility of English on the web and technology, learners can be exposed to so much more meaningful input and interaction that their pronunciation has a better chance to evolve, naturally or with a little help, far more effectively than in the past.
• Even during in-class face-to-face instruction, there are also a myriad of factors that can undermine attention to pronunciation. The Zoom experience for the last couple of years has foregrounded a key element of pronunciation teaching and learning: engagement of the body, the impact of lack of physical engagement in various modes of instruction at a distance. In other words, resting peacefully (requiescat in pace) as you do (pronunciation) may really work against you . .  especially if you want to remember what you are studying. 

Recall that back in the 1980s one of the "boutique" teaching methods, Suggestopedia, actually used a number of procedures based on deep, hypnotic-like relaxation techniques accompanied by little or no motion involved, claiming to enhance speed of acquisition and memory. The method turned out to at least lack generalizability, and is no longer  . . . remembered! The Suwabe et al 2018 study looked at light exercise followed by the memory test. 

Perhaps what makes learning pronunciation most problematic is, in fact, the level of physical or somatic engagement. In the KINETIK Method, body engagement is managed or required extensively, both when speaking and when not. Turns out, you can get at least some enhancement of memory for what comes next just by doing a little "body work" in preparation. So . . . do it!

Source article:

Kazuya Suwabe, Kyeongho Byun, Kazuki Hyodo, Zachariah M. Reagh, Jared M. Roberts, Akira Matsushita, Kousaku Saotome, Genta Ochi, Takemune Fukuie, Kenji Suzuki, Yoshiyuki Sankai, Michael A. Yassa, Hideaki Soya. Rapid stimulation of human dentate gyrus function with acute mild exercise. Proceedings of the National Academy of Sciences, 2018; 201805668 DOI: 10.1073/pnas.1805668115

Motivation to do Pronunciation work: Smell-binding study!

Rats! Well . . . actually . . . mice who are motivated to (voluntarily) exercise more are genetically set up or developed to have better, more discriminating vomeronasal glandular structure. Is that big, or what? Check out the Neuroscience News summary of this unpublished study by Haga-Yamanaka, Garland and colleagues at UC-Riverside, forthcoming in PLOS ONE, Exercise Motivation Could Be Linked to Certain Smells.   I LOVE the researchers' potential application of the research: 

“It’s not inconceivable that someday we might be able to isolate the chemicals and use them like air fresheners in gyms to make people even more motivated to exercise,” Garland said. “In other words: spray, sniff, and squat.”

Being a runner, myself,  I especially like the study since it uses mice who are what they term "high runners!" Admittedly it is a bit of a stretch to jump to the gym and then to the ELT/pronunciation classroom from the study, but the reality of how smell affects performance is well established in several disciplines--and probably in your classroom as well! 

Decades ago, a colleague who specialized in olfactory therapies and was a consultant in the corporate world on creating good-smelling work spaces, etc., sold me on the idea of using a scent generator in my pronunciation teaching. Required a mixing of two or three oils to get students in the mood to do whatever I wanted them to  better. Back then it seemed to be effective but there was little research to back it up and it was before we have been forced to work in "scent-free" and other things-free spaces.

What is interesting about the study to our work is the connection between persistence in physical exercise and heightened general sensory awareness, and the way smell in this case is enhanced. My guess is that touch, foundational in haptic pronunciation teaching is keyed in similar ways. Gradually as students practice consistently with the gestural gross and fine motor gestural patterns, what we call pedagogical movement patterns, their differential use of touch increases. (An earlier post identifies over two dozen "-emic" types of touch in the system.) In other words, touch becomes more and more powerful/effective in anchoring sound change and memory for it. 

That insight is central to the new haptic pronunciation teaching system, Acton Haptic Pronunciation Complement--Rhythm First, which will be rolled out early in 2021. (For preliminary details on that, check out the refurbished Acton Haptic website! )

Affluent pronunciation: not so fast!

Clker.com

Will improving your accent or pronunciation enhance your chances of making more money later? That is a study that has not been done to my knowledge. but just ask anybody other than a prominent pronunciation researcher or methodologist (or one of their students) and the answer is a resounding: Well, of course! I did just that, in fact, an informal poll around the building last week: Yes (22) No (0).

The distinction between "accent" and "pronunciation" instruction is important in the field today. It is essentially this: The goal of pronunciation instruction should be intelligible speech; the speaker is understandable without unduly taxing the ear of the listener. Accent reduction, on the other hand, appears to go beyond this "intelligibility threshold" aiming at more and more native-like pronunciation. There may be any number of reasons to "go near there," of course, including working at an international call center, managerial or executive positions where public speaking persona may still require a certain degree of conformity, such as consular representatives--or, of course, secret agent types!

So, how fast can a learner's accent or pronunciation change and get to a goal or model?

Purely anecdotal evidence from about 40 years of working with accent, suggests that for most students it is a relatively long and incremental process--if attempted at all. There are those of amazing natural ability who almost chameleon-like appear to absorb the second language in all its multifaceted dimensions, accent being just part of the picture, of course. In truth, however, most of those who approach a native-like accent work at it, often for years--or longer. If it is worth doing, for only some, mind you, how do you get there?

One way, of course, could be to go to SpeakMoreClearly and help them become more affluent in getting you there quickly. Or . . . you might, however, want to consider this new research by Hampton, Asadi and Olson at Temple University, Good Things for Those Who Wait: Predictive Modeling Highlights Importance of Delay Discounting for Income Attainment." (Summarized by ScienceDaily.com.)

What their research demonstrated was some validation of the old saw, Good things come to those that wait! In essence, children who were trained to postpone the natural drive for more instant gratification (had more self control), later in life made significantly more money. From the ScienceDaily summary:

"Unsurprisingly, the models indicated that occupation and education were the best predictors of high income, followed by location (as determined by zip code) and gender -- with males earning more than females. Delay discounting was the next most-important factor, being more predictive than age, race, ethnicity or height."

So how does that work for predicting success at obtaining great pronunciation or accent?

(occupation and education) -- (zip code and gender) -- delay discounting. i.e., self control/delayed gratification -- (age, race, ethnicity or height)

That actually might work, as long as you flip the gender (from male in the affluence study to female!) and begin the study at age 12 or so. That would be particularly the case if you factor in DD.  

When it comes to training the body in the gym, the DD principle is a given. Self control and persistence is the only way to get to excellence--and stay there. And what that entails is adopting a commitment to the process, over time, not some abstract goal in the future. In most respects, quick fixes are only temporary, at best. For a great perspective on that, check with my favorite source on such topics, James Clear, here or here!

So, what is your best plan to achieve "a fluent" accent or pronunciation?

clker.com

DD-based practice over time (done as embodied and
haptically as possible, of course!) . . . and you can take that to the bank!

Becoming an "expert" at English pronunciation: practice may not make perfect!

The recent (and welcome) debunking of the "10,000 hours of required practice to become an expert" myth by several studies, including that by Macnamara, Moreau, and Hambrick, summarized by ScienceDaily.com, has interesting implications for pronunciation learning and teaching. Gladwell's popular theory was that the only path to true expertise was by practicing for years until you reached the 10,000 hour threshold. That, of course, did not guarantee "master" status, but there seemed few "masters" who did not appear to have similarly paid their "hourly" dues, so to speak.

What the Macnamara et al. research focused on was the variability associated with excellence in various disciplines or arts. Results varied widely. In a report on a meta-analysis described in "Psychological Science", Macnamara and colleagues note the following:

However, the domain itself seemed to make a difference. Practice accounted for about 26% of individual differences in performance for games, about 21% of individual differences in music, and about 18% of individual differences in sports. But it only accounted for about 4% of individual differences in education and less than 1% of individual differences in performance in professions.

There is obviously a lot going on there, but of particular interest for us is the overall range of "skill areas" sampled. In a very real sense, ALL of those relate to pronunciation proficiency, in part due to the relative degree of physical and cognitive involvement required, especially for adult-age learners. My guess is that pronunciation probably falls somewhere in the middle, around 10 to 15%.

So, if that is the case, what would that mean for instruction? One obvious question is how much practice is effective at different stages of the acquisition process. A new study getting underway here, which will be reported on in a Panel presentation on the role of homework in pronunciation teaching, at the TESOL convention in Seattle next March 27th, will address that question.

Some preliminary interview work with a broad slice of learners about their pronunciation practice  suggests that something like the 26-21-18-4-1 ratios may actually map on to beginning through highly advanced L2 phonological proficiency and "accent retention".

Clker.com

In other words, as learners improve, the demand for pronunciation practice diminishes accordingly. That, of course, makes perfect sense--as long as the "bottom" is addressed. Without the 26-21-18 in the early stages--which entails significant degree of body or physical engagement--learning the sound system to "intelligibility" level can be seriously compromised for many learners.

When the "education" approach is taken from the outset, with its resulting 4% variance--and its generally strong cognitive vs physical practice approach to pronunciation--little wonder some conclude that practice (primarily insight, plus aural comprehension and oral drills) often does not appear to make much difference.

Reminds me of Tom Scovel's wonderful tongue-in-cheek definition of an "expert": "ex-" (former, "has been" out of touch) plus "spurt" (gush out forcefully but be gone quickly)

See you in Seattle, if not before!

Original source reference:
B. N. Macnamara, D. Moreau, D. Z. Hambrick. The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis. Perspectives on Psychological Science, 2016; 11 (3): 333 DOI: 10.1177/174569

R U P? (Txtmsging 4 pronunciation practice persistence)

Clip art:

There are more and more studies on the use of social media in tempting people to engage in healthy,  constructive, persistent behavior, from direction for those with autism to teenage diet. This study by Yun and Arriaga of Georgia Institute of Technology, summarized by Science Daily, demonstrated the same effect with asthmatics: give them advice and reminders daily and they do a better job of managing their health. What is "different" about the procedures used in the study, is that text messages sent daily did not presumably initiate or invite dialogue but "simply" provided information.

Use of social media and technology for instructor-student communication and relationship maintenance is widely reported in language teaching. Some speech and pronunciation professionals and organizations, for example, do regularly send out helpful "advice" to their clients and students. The Yun and Arriaga study is also different in that it is very much programmatic, that is directly related to ongoing, recommended daily "healthy" practices.  In our (haptic-integrated clinical pronunciation) work, it would mean sending out to students in a class a group text message, using an application such as GroupMe, reminding them of how they should be pr
acticing.

That is, in fact, also the recommended format for managing homework in the AH-EPS system. For example, a typical, daily or three times weekly text message attempting to keep students on track might  look something like this: wrmp, pract 1, pract 2, 2x6, wrdlst 1, wrdlst 2

Clker

1. wrmp (Do your warm up!)
2. pract 1 (Practice key strategies of the previous module.)
3. pract 2 (Practice new strategies of this module.)
3. 2x6 (Practice using new strategies in a written dialogue.)
4. wrdlst 1 (Practice last module's targeted word and phrase list.)
5. wrdlst 2 (Practice this module's targeted word and phrase list.)

Recommendation: Try that!
Suggestions: Report here if you do or when you do?
Reminder: Keep in touch!

Teaching and learning stress (and HICP remedies)

Clip art: Clker

Although I have absolutely no hard evidence to support it, I have suspected for decades (and written about several times) that there is a relationship between fossilized pronunciation and Type A behavior or  personality types. Not that Type A's are more resistent to pronunciation change or are contagious as instructors, but that those who are tend to be Type A types. Just a correlation there--no causal link implied!

What is interesting is that when you look at the research literature and popular pitches from those who sell stress reduction for Type A, you see a clear contrast to the highly verbal, cognitive FRIENDS prescription of the previous post-- the "Your body is your friend!-- slogan aside. Here is a typical commercial website that does have sort of a fun free test to see if you are Type-A enough to need their services! But note the nature of the standard list of technique types: Music, exercise, expressive writing, hobbies (especially HANDy-crafts!), stay connected (Read that one any way you like!), yoga--and buy their tools. You can skip the last one!

It would be easy enough to show how each of those "non-cognitive" approaches is formally mirrored in HICP methodology. Your current pronunciation teaching system . . .what type is it, eh (A)?

Embodied exercise: dancing your way to better pronunciation, health, L2 identity and expressiveness!

Clip art:
Clker

Several previous posts have alluded to "embodiment theory" as it is developed in different disciplines. One of the more relevant applications is in dance, especially ballet. This one, Klemola 1991, makes an interesting observation as to the functions and purposes of general physical exercise:

(a) To "win," be the best,  

(b) Maintain optimal strength and health, 

(c) Expand expressive capability, and 

(d) Explore and articulate self identity. 

Embodied (HICP/EHIEP) pronunciation work involves all four functions, even (b)--see earlier "breathing" and posture-related posts. Expressiveness (c) and identity (d) have also been addressed earlier but a brief elaboration might be helpful here. One of the most powerful effects of haptic anchoring is enhanced ability to manage range of expressiveness, particularly intonation. (In fact, for a time I was using the term "expressive pronunciation" for the entire system.) In the L2 identity literature the focus is principally on the psychological or psycho-social dimension. The HICP perspective on L2 identity adaptation is more Lessac-based, seeing no useful mind/body distinction and beginning formative work "from the body, outward."

Feeling a bit disembodied lately? Not yourself? Can't dance?  Out of shape? It may be your pronunciation teaching.

Managing attention during pronunciation change: jogging the mind

This Science Daily summary of 2010 research by Seidler et al. looked at the effect of aging on inter-hemispheric connectivity in the brain. As we age, the corpus callosum (Latin: tough body)--my new nom de plum, the bridge between or manager of left and right side communication, begins losing its ability control "crosstalk," allowing random interference from the "other side," especially on motor tasks involving only one side of the body. The implications of that are far reaching.

On some cognitive (vs motor) tasks, "full brain" engagement is beneficial; on others, it may not be. (That the Tough Body in women is much larger than that of men is interesting here as well but apparently was not a relevant factor in the study.) The "good news" from the study is that aerobic exercise may function to strengthen and regenerate the Tough Body. I had some time back been using highly energetic (near aerobic) warm ups and rhythm-focus activities.

Clip art: Clker

For various reasons, I have since moved to more controlled, haptic anchoring throughout the EHIEP system, backing off from more dramatic, uninhibited and emotionally "unbuttoned" engagement. I,  personally, begin the day with aerobic work of some kind and have often observed that "exercisers" seemed to have an advantage in personal pronunciation change, especially in dealing with fossilized pronunciation.

This may help explain why, other than blowing off stress and pumping more blood into the Brocas area, regular physical exercise has been proven to complement all kinds of learning. Our general approach has been to manage attention by requiring constant, multiple modality "mindful" attention--which may also serve to further invigorate your Tough Body as well.  But perhaps it is time to reexamine that assumption, add a touch of haptic "boot camp" up front every morning! Clearly, a tougher Tough Body is worth attending to, too!

Sticky, persistent, integrated pronunciation change

Disintegration of Persistence
of Memory by S. Dali:
Credit: Wikipedia

A favorite image or visual metaphor of mine for the current state of pronunciation teaching, especially understanding of how to make change "stick" is Dali's "Disintegration of Persistence of Memory." Although the 1954 painting probably relates a little better to the evolving mind and memory of modern man than getting learners to integrate repaired or new pronunciation, the existential issue is the same: flooded with information, insight and other random "edutainments," how can we remember anything? Better yet, with virtual memory in the "clouds" all around us now, why bother?

Several aspects of pronunciation change still require decidedly "pre-modern" kinaesthetic engagement to stick efficiently, where the potentially neurotic, "self talk" interference is at least temporarily absent--what a recent post referred to as "mindfulness" focusing on just one objective: anchoring in memory, or in HICP terms, haptic anchoring. In yesterday's workshop, in response to the question: "What makes pronunciation change stick?",  the suggestions from the audience ranged from "context" to "real communication" to "opportunities for usage" to "collocation" to "paradigm-relation" (similar form) to "comprehensible input" to "personal relevance."

What was not mentioned is most revealing: saying the word or phrase out loud for practice or some kind of somatic "felt sense" of the sound(s), the basis of HICP work. It is as if much of the basic understanding of how pronunciation was to be integrated or "drilled in" of only a couple of decades ago has been lost. Stick with us. Memory persists here . . .

Pronunciation Homework: Doing the heavy lifting!

As noted in an earlier post, I have been unable to find any good research on the effect of consistent pronunciation homework. (If you know of some please, let me know!) Given the more directly physical character of EHIEP protocols, it seems reasonable to look to a couple of related fields, in this case, formal exercise courses and weight lifting for insights into how to keep learners engaged appropriately. (In pronunciation work, there is a great deal published on pronunciation journals, workouts and after-the-fact reflections on outside of class work, but apparently next to nothing on persistence to prescribed program homework.)

Clip art: Clker

The college exercise class study linked above used a 3x per week model and found that the required regimen not only achieved course objectives but actually resulted in increased activity beyond the course. An every-other-day pattern of practice is also standard in most weightlifting, running and other sports where recovery time for properly exercised muscles is at least 48 hours (for older and less fit, even longer.)

That has been our experience with HICP homework as well, probably in part because of the body and visual field focus and stretching: 48 hours between "workouts" and no more than 3, 30-minute homework sessions per week. The research in "physical" disciplines (See earlier post on exercise persistence.) suggests that short, intense, programmed, disciplined, spaced, regular exercise is optimal. Prescribing and carefully monitoring pronunciation homework is certainly not "speaking out of school!"