Mission unpronouncable: When there's no method to the madness . . .

Clker.com (the kitchen sink)

Caveat Emptor: I am a (a) near fanatical exerciser (b) language teaching method/ologist with about 50 years in the field, (c) compulsive researcher, and (d) this post is maybe a little "retro." You'd think that the (b) and (c) skill sets would naturally combine to make me a near world-class athlete. In my dreams, maybe . . .

For years, when asked how to get started exercising like I do, my standard response has been:

• Pick your grandparents well.
• Get a trainer or sign up for a class -- Don't do it on your own. 
• Follow the method.
• Be disciplined and consistent.
• Run the long race: a life of better fitness. 

Should have taken my own advice. I (mistakenly) thought that I was perfectly capable of creating my own system to run fast, based on research and my understanding of how methods and the body work. My self-assembled and constructed "method" has always been reasonably good for staying fit and strong . . .

I typically don't have time for classes, am genetically averse to following other people's methods and figured that I am smart enough to research my way to excellence. Not quite. I had fallen prey to a common version of the electronic post-modernist's "Decartes' Error" (I think, therefore I am) able to do this myself, with a little "Google shopping".

So, I  present my "method," a full report on what I had done the preceding two weeks, to my new coach. In retrospect, it had everything but the kitchen sink in it. She was kind, to put it mildly. When I first explained my essentially ad hoc method her reaction was (in essence):

"Hmm . . . Nice collection of tools . . . but where is your method? Aren't you a teacher?"

Turns out that I had many near-appropriate techniques and procedures, but they were either in the wrong order, done without the correct form or amount of weights or repetitions. In other words, great ideas, but a weak or counterproductive system.

So, how’s your (pronunciation) method?  Tried describing it lately? Could you? (Ask my grad students how easy that is!) When it comes to pronunciation, I think I know how to do that and help others in many different contexts construct their own, unique systems, but when it came to competitive running, turns out that I really didn’t have a clue, plan . . . or effective method.

I have one (plan+coach) now, one that applies as much (or more) to fast running as it does to effective pronunciation teaching or any instruction for that matter. Some features  of "our" new method:

• Reasonable and really achievable goals that will reveal incremental progress.
• Progress is not always immediate and perceptible, but it becomes evident "on schedule" according to the method/ologist! (Good methods "future pace", spell out what should happen and when.)
• Near perfect form as a target is essential, if only in terms of simplicity of focus, but combined with the ongoing assessment and assistance of a "guide," gradual approximation is the gold standard.
•  Having a model, in my case, Bill Rogers, Olympic marathoner perhaps, or a native speaker in teaching, is OK as long as the goal is the good form of the model, the process, not the ultimate outcome.
• Regular, proscribed practice, coupled with systematic feedback, probably from a person at this point in time, is the soul of method. "Overdoing" it is as counterproductive as "under-doing" it.
• Lessons and homework are rationally and explicitly scaffolded, building across time, for the most part at the direction of the method/ologist. That can't be "neo-behaviorist" in nature, but the framework has to be there in some cognitive-behavioral-neurophysiological form, where focus of attention is engineered in carefully.
• Unstructured, random meta-cognitive analysis of the method (not the data) undermines results, but near absolute concentration on movement and intensity,  moment by moment, is the sine qua non of it all. 
• Meta-communication (planning, monitoring) of the process, should be highly interactive, of course, but generally more controlled by the method/ologist than the learner, flexible enough to adjust to learners and contexts, of course, and but only when the brain/mind is allowed such "out of body" experience. 

To the extent that pronunciation is a more somatic/physical process, does that not suggest why efficient pronunciation work can be illusive? If you are in a program where there is a pronunciation class that approaches some or most of that criteria--and where the other instructors in the program can support and follow up to some extent on what is done there-- things work.

If not, if it is mostly just up to you, what do you do? Well, you pick some strategic targets, like stress, intonation and high functional load consonants for your students. In addition, you selectively use some of the features above, many of which apply to all instruction, not just pronunciation, and hope for the best.

Method rides again, but this time as a comprehensive body-mind system that is more and more feasible and achievable, e.g., Murphy's new book, but still potentially time consuming, expensive and maddening if you have to go it alone. 

Of course, if you don't have the time or resources to do relatively minimal pronunciation work, you can still probably find an expert-book-website to send yourself and students to for basics. There are many. Of course, I'd suggest one in particular . . .

Haptic anchoring and anchor redux: better felt and not seen for optimal conflux

Research by Alecuyer on what is known as "pseudo-haptic feedback" dramatically demonstrates the potential dominance of visual modality over haptic. When provided with contradictory feedback, such as seeing a distorted image of what we are touching, the brain will favor the visual image, especially in terms of determining the size or shape of the object in view. (On questions of texture or other material properties the balance may swing in the other direction.)

HICP/EHIEP "haptic integration" attempts to consistently shift perception toward "material properties" of a sound, away from its orthographic image, which, in turn, may be associated with inaccurate or underdeveloped pronunciation.  So, attention to the conflux of the visual shape of the word and its auditory properties must be secondary--as noted in several other posts based on other disciplines, e.g. Lessac. What that should accomplish is both more efficient encoding and anchoring of new sounds but also more effective "haptic monitoring" during spontaneous speech.

One of the most common reports from learners is the "return" of the clear, momentary felt sense of a sound being worked on either as it is pronounced more accurately or when it is still being used inaccurately, what we call "anchor redux." Those events, which are established and anticipated in the mind of the learner through several aspects of the system (what is termed, future pacing, in hypnotic work) are one of the basic benchmarks of HICP. Should you not see my point at this point . . . I'm sure you'll get a feel for it later . . . 

Post HICP-tic teaching suggestion

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Clker

We have all seen examples of "post-hypnotic suggestion" either on stage or in more clinical settings. Here is an article I wrote some time ago entitled, "Seven suggestions of highly successful pronunciation teaching." Were I to re-write that piece today, I'd add an eight, something analogous to this example of provided by a hypnotherapist where he is basically setting up his clients to experience signs of change or progress in the everyday experience in the week ahead. In HICP work some of what we should suggest to learners is that, as long as they do their assigned homework religiously, (a) they will begin to at least recognize when they are still using a "defective" form of some kind, and then (b) they will begin to recognize when they are using the "improved" or "corrected" form instead. They should also begin to discover other words where an "incorrect" vowel or consonant is hiding out when reading or occasionally when speaking.

You will,  of course, this coming week think of other "suggestions" that you can offer in passing which will help reinforce and integrate what is being learned and re-learned . . . or,  following Dr House's pithy prescription, perhaps "these aren't the druids you are looking for . . . "