The end of (pronunciation) homework!

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How essential is homework/practice to the success of your students? Interesting set of four pieces on homework linked off the ASCD website entitled: "The end of homework." The theme of each is as follows: (a) purpose, (b) multi-level and multi-faceted, (c) focus on achievable goals and benchmarks, and (d) getting students to take ownership and "create" their own systematic homework.

 What is the overall "end" of your pronunciation homework assignments? Here is one model.

I came back to the relevance of homework recently when I had lost track of the time and did not have enough left at the end of class to set up the students adequately for homework. On the way out the door, I told them that I'd email them their practice routines for the coming week. Here is the essence of what I sent them: (The italics are for you, not for them. They know the drill!)

1. Before next week, practice your personal word and phrase list at least three times. The words or phrases have been targeted in class or in a 1-on-1 session for additional work. 

Integrating new words into spontaneous speech typically takes a couple of weeks; integrating new sounds, depending on proficiency level can take at least that long or much longer, as in the case of fossilized pronunciation where each word with the target sound must be identified and practiced for a couple of weeks.

2. Each 15-30 minute practice session should run basically as follows: (a) Do a quick vocal warm up, (b) Turn on your recorder, (c) Do each word or phrase ONLY 3 times, using the appropriate haptic-based pedagogical gesture as you say it. STOP recorder.

3. Listen to the recording, focusing just on the third repetition of each word. Note (write down) which of the words or phrases still seem to need work. Record just those again, 3x, and listen back. Just write down what you hear and move on!

4. Add additional words or phrases to your word list. Check dictionary pronunciation before practicing them. Students have been trained in a 6-step dictionary protocol for getting pronunciation from the dictionary. They may have to check pronunciation again before doing the word list practice.

I may check progress next class, sometimes just before class begins formally, or ask student to send me a recording of word list practice as it is done the 3rd time. We decide together which words or phrases to add or delete from their lists--when adequate control of them is evident and they have been practiced at least 5 or 6 times. Students should gradually take over management of the list themselves. 

Have posted many times on homework-related topics. This one really struck "home!"

Navigating, resetting and remapping pronunciation change

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Clip art: Clker

When is a pronunciation "error" or mis-speak so serious that it interferes the developing L2 interlanguage model in the learner's  brain? Some early Behaviorists' models would have (and may still) predict(ed) that avoiding errors of almost any kind is critical. Contemporary theorists and methodologists see that differently, for a number of reasons. When it comes to spatial navigation "errors," (at least in rat brains) research by Valerio and Taube of Dartmouth College summarized by Science Daily suggests that there is a discernable threshold in that regard:

"When the animal makes a small error and misses the target by a little, the cells will reset to their original setting, fixing on landmarks it can identify in its landscape. "We concluded that this was an active behavioural correction process, an adjustment in performance," Taube says. "However, if the animal becomes disoriented and makes a large error in its quest for home, it will construct an entirely new cognitive map with a permanent shift in the directional firing pattern of the head direction cells." This is the "remapping.'"

In haptic-integrated work, coordination of sounds and pedagogical movement patterns is central to the methodology. Numerous blogposts have made that connection, especially as it contributes to how well learners of different cognitive preferences (e.g., visual, auditory, kinaesthetic or tactile) relate to the EHIEP system. We have repeatedly seen an effect analogous to what is described by Valerio and Taube: For some, if the visual model on the screen which learners are moving along with deviates "substantially" from their perspective from the anticipated, regular point in the visual field, they quickly become very frustrated and report that they seem to lose that "node" at least temporarily. Minor deviations, like allophonic variations are ok. 

In this case, to paraphrase Bateson, a difference that (does) make a difference--does make a difference. Rats . . . 

De-fossilizing pronunciation instructors

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Very nice 2010  study by Boettinger, Park and Timmis of Leeds Metropolitan University, entitiled, "Self-directed noticing for de-fossilization: Three case studies." It is good from a couple of perspectives, first in how well it describes the  highly meta-cognitive, strategies used by three researchers (themselves) in attempting to de-fossilize aspects of their own L2 speech production and second, by the absence of virtually any reference to somatic or kinaesthetic strategies, other than to engage in more "facial effort" in producing a vowel more accurately. The study focuses on "autonomous de-fossilization," in that the three researcher-participants did not attend classes or consult with each other during the period of the study. The strategies they came up with and their reflections on the process are revealing, especially in the fact that in their own attempts to solve their problems  they occasionally even had to fall back on traditional, less theoretically-correct techniques such as . . . repetition! Overall, the range of strategies arrived at--and the overwhelming faith in meta-cognitive, self-reflective techniques--is wonderfully illustrative of the general aversion to analysis of embodied practice, even when it there. In reality, from indirect references in the three narratives, I think we can safely assume that the ability of any of the three to use awareness of movement and vocal resonance in their de-fossilizing may have been substantial. In the report on the study, however, it is  for the most part absent, perhaps assumed to be a predictable consequence of disciplined, meta-cognitive direction and prodding. For some learners, especially those at the head of the class, that is unquestionably true--for most, nonetheless, in de-fossilizing pronunciation, explicit, systematic body engagement is a necessity. Required reading. 

Attention! Malleable L2 pronunciation? Just keep at it!

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Malleable pronunciation. I like that term, especially in relation to error correction and so-called fossilized language. (Have another blogpost about ready on that topic, too.) How's this for an intriguing conclusion to a 2012 study by McClelland and colleagues at Oregon State University, reported by Science Dailey: " . . . the study gives compelling evidence that social and behavioral skills, such as paying attention, following directions and completing a task may be even more crucial than academic abilities . . . " Attention and persistence. Two of my favorite topics here on the blog. Now, of course, the research was looking at the correlation between subjects who could pay attention as preschoolers and their later success in graduating from college, but there is a relevant implication here. They then add: " . . . the good news for parents and educators, the researchers said, is that attention and persistence skills are malleable and can be taught." And how do you do that in your work? For adults, of course, it is not only that it should be part of instruction--and many students DO indeed need to learn how to be better at both--but it must be a constant feature, moment by moment, in the classroom. Multiple modality instruction and clear targeting and anchoring do much to achieve the former; systematic instruction and carefully planned homework and practice outside of class help achieve the latter. You paying attention? 

To bee or not to bee: in class vs one-on-one pronunciation teaching

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Clipart: Clker

The clipart of the "lazy" bee in the last post reminded me of what a line of research on honey bees has revealed about the striking impact on learning of individual vs group or community based learning. In essence, what happens is that older forager bees, when brought back into the hive to take on nurturing "duties," experience a significant increase in ability to learn again. The analogy here to pronunciation work will be evident to anyone who has worked with changing the pronunciation of older L2 learners: studying in small groups is generally far more effective than tutoring. (I'll post a case study related to this idea shortly on the EHIEP "data" blog.) Clearly, social practice is critical for almost any integration of pronunciation change, but experience (at least) has shown that it is especially so with "fossilized" students. There have been a number of posts that have dealt with parameters of effective social practice and how to manage it in this field. I have not been able, however, to locate good, empirical studies of that "old bee vs new bee" phenomenon in the general adult learning literature, but I'm certain it is there. (If you know some of that research, please let us know!) How do you keep your classroom buzzing with excitement--or learning?  "Apiarical" linguists of the world, unite!

TIme for pronunciation change

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Clipart: Clker

Following up on a few recent posts dealing with what goes on outside of class, today we'll look briefly at a set of principles of time management for clinical research professionals that provides a nice model for students. (If you, too, could use a little more productive time, this piece could be helpful as well.) In any teaching context the use of some kind of systematic pronunciation diary or log that includes a time management or practice scheduling function can be very effective. I have for decades used both: (a) Students plan their practice sessions that will take place before the next class--before they walk out the door (sometimes requiring my approval as well!), and (b) they also keep regular notes on how the practices went and related reflections on relevant "pronunciation events" (for them personally and their specific goals) that occur either in or out of class. Here is the recommended "clinical researcher's" framework, with my annotations:

• Use only one prioritized list — planner system, notebook, or calendar — for home as well as work. And make at least parts of that available for instructor review or consultation. 
• Update the list at the end of the day, rather than the morning . . . including reflections and "data."
• Consider the penalty, impact, and payoff of  . . .  a task. This can be a radical proposal for many learners, having to take full responsibility for the actions and time. 
• Review you goals and action plans each day prior to compiling your list . . . in the morning after coffee, breakfast and doing your basic pronunciation work. 
• Before you start a task that is not on your list, ask yourself, “Will what I am about to do move me closer to my objectives?” That, of course, assumes that the objectives are clearly articulated and achievable!
• Give yourself time to relax, meditate, or “goof-off.” (I, personally, also recommend regular aerobic exercise for my students as well.) Even if that only means sufficient sleep, research has validated repeatedly the place of critical "down time" for the brain in efficient learning. (In the EHIEP system, practice is scheduled on alternative days, not daily, although a morning warm up is highly recommended.) 

Got time to do some of that with your students? 

Fossilized pronunciation: recidivism unanchored

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Clipart: Clker

A grad student is doing a research paper looking at the conditions under which learners are able to anchor new pronunciation outside of the classroom, in conversation with those around them or strangers. (I may report on that later, too.) This has been a key theme of my work (especially pronunciation classes for nonnative business professionals) for decades. About the time I was publishing my first article on fossilized pronunciation, I became aware of the model for preparing prisoners for return to society developed by Prison Fellowship entitled, Innerchange Freedom Initiative. (That, in turn, was  based on a project created by the Catholic church in Brazil sometime earlier.) That approach to rehabilitation, which continues to have a very impressive record in avoiding recidivism (having to go back to prison after being released) was based on several principles:

• Participants are assigned a mentor who stays with them throughout and beyond the program. 
• It begins two years before release and continues for one year after.
• It is a holistic, involving, academic, vocational, spiritual, life skills, and substance abuse training. 
• In the post-prison phase, prisoners are assisted in finding employment and getting connected to a local church.

Now not to run too far with the analogy here of "fossilized" learners being "imprisoned" by their heavily accented pronunciation . . . There were two aspects of the IFI framework that caught my attention and became integral to the system I developed for dealing with fossilized pronunciation, other than the holistic, integrated whole person model: the importance of (a) the value of the learner's connection to the local community in ensuring that change lasted, and (b) maintaining a less formal "mentoring" or consulting relationships for at least a short period beyond the program. What I discovered early on was that (a) could often greatly enhance (b), pointing students to quality opportunities for practice and giving them advice on strategies and preparation--something more than "Now go practice your English with your friends or the tourists . . . " 

The "hips" in HICP

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For most of the EHIEP protocols or techniques, the upper body movements, when done accurately with muscles warmed up and flexible, naturally draw the lower body, especially the hips,  in as well. When we say full body and brain engagement--we mean it! Ideally the movement of the hips should be in the form of a very gentle "hip thrust" forward and back on focused elements in the words or phrases being practiced. To someone watching it should not be noticeable or seen as unusual. The combination of the head nodding and diaphragm pushing the air up and out of the lungs combine to create a sympathetic movement in the hips and glutes.

 This Youtube video does a great job of illustrating several versions of an exercise to strengthen and "liberate" the hips. I often use some form of hip thrust exercise to help the overly fossilized get with the program.  If you find pronunciation work something of a pain in that region, yourself--or should you have chronic lower back problems--get down and loosen up with us!

Teaching and learning stress (and HICP remedies)

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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)?

Why "haptic-integrated" pronunciation method? Really?

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I am frequently asked why I continue to insist on using the phrase “haptic-integrated pronunciation” as the focus of HICP/EHIEP. Much of what passes for pronunciation instruction today is still (at best) like a good Youtube video: (a) an explanation, followed by (b) classroom practice—some of it very well done, by the way, but generally conducted as decontextualized exercises, and then (c) . . . nothing . . . the learner is from that point on entrusted with the responsibility of either figuring out how to practice outside of class, or assumed to subconsciously integrate the new pronunciation without further attention or guidance.

The EHIEP model attempts to “supercharge” both the classroom and out-of-classroom experience by helping to integrate pronunciation teaching more effectively, in two senses. First, after initial brief training sessions (9 or 10, 30-minute modules, done by the instructor or video-based, spread out over the course of about 12 weeks) attention to pronunciation from then on occurs within the context of “regular” speaking and listening tasks, integrated in as the need or opportunity arises for increased intelligibility or accuracy. Second, learners experience in-class and out-of-class (in regular, prescribed homework), consistent, multi-sensory/modality learning of sounds and words that should greatly facilitate integrating those elements into their spontaneous speaking and listening. I had the basic idea back in 1984, but could never quite figure out how to get consistent integration and anchoring. About thirty years later, I was introduced to haptic research.

Haptic leading and (pronunciation) practice: getting into the swing of things

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Inspired by the interaction between swing dance partners (where all leading is done haptically, without verbal commands or visual signals), a system where a robot acted as lead and a human as follower was developed to study the nature of haptic-only guidance. What was discovered was that, as long as the partners knew the basic swing dance moves, shared the same "vocabulary," haptic-only leading worked reasonably well. If not, the two could not coordinate their actions effectively.

What that seems to imply is that haptic anchoring is most useful or more potent in HICP work when applying a basic pedagogical movement  pattern (PMP) to new materials (sounds, words or phrases)--not as much in the early, initial phases of learning the PMPs, where being able to see locations in the visual field consistently is critical. In other words, for efficient practice of new material.

As noted in an earlier post, for some learners, anchoring new pronunciation(s) may be better accomplished with eyes closed, without the visual interference, in fact. That integrative process, of moving from patterns to improvisation haptically (Just go with the flow, so to speak.), parallels many kinds of learning, but especially the process of "repairing" incorrect or fossilized pronunciation. For those who have yet to get into the swing of haptic-integrated pronunciation work, the "un-HIP," just pick up a few of the basic steps off the videos, turn down your visual cortex, and follow our lead . . .