Bill Acton's Embodiment Blog: haptic recall

Showing posts with label haptic recall. Show all posts

Tuesday, August 21, 2012

Vivid, emotionally-enhanced pronunciation instruction?

Clip art: Clker

Here's another one for the "Well-duh . . . " file. Researchers at the University of Toronto have just: " . . . discovered that we see things that are emotionally arousing with greater clarity than those that are more mundane," Furthermore, " . . . how vividly we perceive something in the first place predicts how vividly we will remember it later on . . . " They even have a term for it: emotionally enhanced vividness. There is a new acronym for us: Emotionally-enhanced, vivid pronunciation! (EVP) That topic has been addressed on the blog from several different perspectives. Now we have "empirical" evidence. Wow. Actually, there is something there worth mention, the use of the word "clarity" in that context--as long as you keep the terms "arousing" and "clarity" together. In other words, conceptual clarity must always be coupled with controlled emotional engagement--and even enthusiasm! Research has also repeatedly established that arousal, by itself, can also serve just as well to encode in memory all sorts of baggage that later interferes with efficient recall of specific targets in instruction--or life, in general. Emotion and attention management are key to our work, and pronunciation instruction, in general. For more memorable (and arousing!) lessons, try a little more (haptic-integrated) EVP.

Thursday, May 10, 2012

See what it feels like? (How haptic anchors work.)

Clip art: Clker

In a fascinating study by USC researchers, it was demonstrated that, " . . .‘feeling with the mind’s touch’ activates the same parts of the brain that would respond to actual touch . . . this suggests that human brains capture and store physical sensations, and then replay them when prompted by viewing the corresponding visual image." Haptic anchors, as used in HICP work, generally consist of one hand touching the other at specific location in the visual field as a word is articulated. (The learner may or may not be simultaneously looking at or visualizing the orthographical representation of the word or phrase as well.) When that anchor is recalled later, for example by a student in the class observing the instructor perform the anchor in response to an error in pronouncing the target sound, the research would suggest that that visual image should serve to activate in the brain of the student the physical sensations of both the touch event and the body-based resonance in the upper body and vocal track associated with the word--and possibly the alphabetic representation (letters) as well, depending on the cognitive preference of the learner. I can see you are getting a feel for it already . . .

Thursday, April 19, 2012

A touch of audible mutter: keeping pronunciation to yourself

Clip Art: Clker

My gosh . . . apparent proof that students occasionally talking quietly to themselves in class rather than listening to you or participating in the lesson may actually be a good idea, rather than a sign that you have been "metacognating" them too much--or not quite enough. In the study, basically, saying a word out loud repeatedly that represented something that subjects were looking for helped them find it. Just imagine had they tossed on a haptic anchor as well! Or tried the task with only the anchor but not the vocalization. The same process should work for retrieving meaning, pronunciation or usage information as well. Haptic research would suggest that the haptic-only condition might even be stronger than the simple vocalization in such an "exploration" phase of learning. Earlier posts have examined the case for resonant practicing of pronunciation targets out loud and vigorous, systematic vocalization of homework. This seems to support that practice, even without the enthusiasm and sensuous, somatic anchoring. So next time students can't remember the way a word is pronounced, what it means, its collocation or how to use it, just instruct them audibly mutter their best approximation out loud two or three times under their breath, accompanied by its pedagogical movement pattern, and see what happens. Worse case, those around them will think that they are losing it; best case, they'll find it.

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What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)