New pronunciation teaching videos by Adrian Underhill!

Credit: Youtube.com

Macmillan has just released the first of Adrian Underhill's new pronunciation teaching video series. Here is the announcement from his blog, AdrianPronChart.wordpress.com. Adrian has always been one very tuned in to the visual/physical side of pronunciation teaching. His Pronunciation Chart is excellent. Aspects of that framework were instrumental in the design of the Essential Haptic-integrated English Pronunciation (EHIEP) framework.

The complete video series, planned to be 35, 3-minute videos should be a good complement to the Acton Haptic English Pronunciation System (AH-EPS) haptic video program. Knowing Underhill, it will, I'm sure, provide a thorough and entertaining presentation for both teachers and learners. (Once a little more of it is available, I'll review it in depth and link it to our work.)

What he typically does well is provide understanding of key elements of (British) pronunciation for learners and instructors, a wide range of applicable techniques--especially kinaesthetic--and practice opportunities/guidelines following from that. If that is what you are looking for, you probably cannot find a better video-based source. (If you are still more dead-tree-bound, Gilbert's work is my recommendation as a good place to begin.)

By contrast, for a number of reasons, AH-EPS:

• Does not do as much explicit explanation and metacognitive management
• Is haptic-based rather than kinaesthetic
• Presents a more restricted set of formal features to work with
• Uses a vowel chart that is the mirror image of the AdrianPronChart
• Focuses on doing some limited teaching for the instructor, in class
• Sets up impromptu, spontaneous modelling and correction of pronunciation
• Is designed primarily for instructors with little or no background in pronunciation teaching

A most welcome addition. Check it out.

Haptic Pronunciation Teaching (v2.0) Rides Again!

This is big. AH-EPS v2.0 and the new ActonHaptic website are ready. On the website are links to everything you need to do "haptic." Reviews on the new system have been great. AH-EPS has been about 10 years in the making. It can be adapted for any group of students, either by letting me do the initial teaching on video for you (See previous "FLIP" post!) or you take a little time to train yourself and do it yourself.
For starters, I'd recommend one of the two sets below. The introductory offer on "AH-EPS v2.0 Package" provides the complete set of tools, including Instructor and Student DVD sets, hardcopies of both books, 4 months of streaming on Vimeo.com and a webcam consultation with me to help you set it up, if necessary--or just share the fun.
The other option, AH-EPS v2.0 Intro Lite, has the same basic stuff but does not include the DVDs and hard copies. This is a good choice if you'd prefer to just get up to speed quickly with the latest developments or even to work through parts of it yourself to tune up your "pedagogical English body and voice" or your accent.
And, if you post one of those GETONIC popshops on your website or blog or social media site, every time somebody purchases what is on that tag you get a 5% commission! Keep in touch!

Flipping over Haptic (video) Pronunciation Teaching!

Nice piece (originally published in Bilingual Basics, August 2013) in TESOL Connections this month entitled, "Three reasons to flip your classroom," by Marshall. A few previous posts have looked at the case for "flipping," that is using video to present concepts and then following up with various forms of in class collaboration and engagement. This is the first that I have seen that specifically addresses "flip" methodology in working with English language learners.

The AH-EPS "method" uses something of the same format:

Clip art:
Clker.com

• a 30-minute haptic video 
• where students "dance along with the model on the screen" 
• as they are introduced to some element of English pronunciation 
• and given a strategy/technique 
• which instructor and student then use later in general classroom instruction 
• to introduce, model, correct or provide feedback
• on pronunciation of sounds, words, phrases or longer pieces of spoken language

If you are not already a "haptician," it may be time to consider flipping . . . Go to the new Acton Haptic website to get started!

Keep in touch!

(AH-EPS) Instructor Accent Enhancement Course!

Have just finished work on a new course for nonnative English-speaking instructors--or native English speaking instructors who would like to add a more "standard" (North American) dialect to their speaking repertoire. It focuses on accent, rather than general pronunciation or intelligibility. It involves the following:

ACTONHAPTIC
                                             

• Done individually; requires SKYPE or similar video chat technology
• 10 modules; 4, 30-45 minute assignments per module 
• 10, 30-minute post-module SKYPE sessions (5 with Bill Acton; 5 with one of his colleagues)
• Includes all materials (both books and DVD sets)
• Initial screening questionnaire submission and 5-minute narrative video speech sample required. 
• You can begin at any time, and, with approval, may take one break in the course of up to 3 weeks.
• Once the course commences, however, its effectiveness depends critically upon consistent regular practice. (Just like you demand of your students!) 

The main differences between this course and one we use with non-instructional professionals are that
(a) Assignments from the Instructors Guide are included with each module.
(b) More attention is paid to vowel quality, secondary and unstressed syllables, word-level segmentals, and personal, professional word list development.
(c) Completion of minimum of 3 (of 4) assignments per module is required before the post-module SKYPE video consultation. (In the professional version, only one assignment is required.)

Cost: $960 CAD. Interested?  Email us (info@actonhaptic.com) for further information. Enrolment is limited to 10 at any one time. 

Looking for a way to better integrate pronunciation into your speaking and listening instruction? For $200?

Below is a description of the AH-EPS system and the Introductory Instructor's Package that has just been released with GETONIC (See the "Price tag" at the top of the right column! Click on the 'I' for more information on ordering the package.) Get yourself a copy now!

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AH-EPS, pronounced [e^yps], is a new "haptic" way to teach and learn pronunciation 

that uses video, movement and touch.

 AH-EPS helps

·       Students learn and remember pronunciation better.

·       Instructors become more effective at providing feedback on pronunciation.

·       Students become better at correcting their own pronunciation.

·       Students become better at using improved pronunciation in speaking and conversation.

AH-EPS does that by using touch to

·       Bring together the senses for more focused learning

·       Enhance attention and concentration by managing emotional and visual distraction

·       Make kinesthetic learning more effective and consistent

·       Engage more of the entire body and brain in the process

Doing AH-EPS is a little like

·       The sign languages used by the deaf or baseball players, and “Tai Chi” moves used in martial arts or boxing 

·       Doing a computer or “smart phone” game. You learn by doing exercises with special hand movements, sitting or standing in front of a video! 

AH-EPS has been used successfully

·       In ESL and EFL classes,

·       By teachers who have little experience with pronunciation teaching

·       In classrooms with students, middle school age and older, and for personal pronunciation improvement by advanced learners

The Format

·       AH-EPS has 10 modules, covering essential topics of English pronunciation: vowels, stress, rhythm, intonation, fluency, expressiveness and selected consonants. Each module takes about one week to complete.

·       In the 10, 30-minute Video Teaching Lessons, students are trained in using haptic-based techniques that help them learn, remember and recall new and corrected pronunciation.

·       After students complete a Teaching Video Lesson (either in class or on their own) instructors can then do one of the following:

·       Use the techniques and sounds from that lesson later in class when providing integrated feedback on pronunciation or introducing new vocabulary.

·       Follow up by using the 3, 30-minute, Student Practice Video lessons of that module in class or assign them to be done as homework for additional practice.

__________________________________________________________________________

  

Introductory Instructor's package: $200 ($150 + shipping and handling)

1. Instructors Guide and Student Workbook - one free download

2. Teaching and Student Video sets are shipped upon receipt of order.

3.  (Optional) 30-minute web-cam consultation

*Hardcopies (loose-leaf, 3-hole punched) of the Instructors Guide ($50) and Student Workbook  ($22) are available, plus shipping and handling. (Discounts available on multiple copies. Contact: actonhaptic@gmail.com)

*Additional Teaching DVD sets ($75) and Student Practice DVD sets ($25) are available, plus shipping and handling. (Discounts available on multiple copies.)

* Recommended for classes of up to 30 students, for professional development, and tutoring. Larger classes are possible, but require appropriate (big screen) video and sound projection. To review the content of the Introduction, Modules 1 and 2, go to: http://www.eslenglish.ca/#!actonhaptic/csbz, and try the "TEST RUN!"

 The AH-EPS system was developed and is presented by internationally recognized authority on pronunciation teaching, William Acton, PhD, Director of the MATESOL program at Trinity Western University, in British Columbia, Canada. He and his associates are available for AH-EPS teacher training workshops, seminars and webcam consultations.

 Contact:

http://www.eslenglish.ca/#!actonhaptic/csbz

http:// http://hipoeces.blogspot.com/

actonhaptic@gmail.com

william.acton@twu.ca

In"gender"ing pitch and frequency change in (haptic) pronunciation work

Clip art: 

Ever wondered exactly when change in voice quality created by testosterone therapy during the sex change process signals the transition from X to Y or Y to X when making an 's' sound? (Now stay with me here!) There is a very interesting side to this study by Zimman of CU-Boulder, summarized in a CU-Boulder press release. (Actually, you'll need to keep wondering a little while longer . . . the summary doesn't say what the threshold is exactly but it does highlight the difference between perceived pitch and vocal resonance--and something of how it can be modulated.)

One nice observation: " . . . a voice could have a higher pitch and still be perceived as male if the speaker pronounced “s” sounds in a lower frequency, which is achieved by moving the tongue farther away from the teeth." And a second: "(Vocal) resonance is lower (that is focused more in the upper chest than in their sinuses) for people whose larynx is deeper in their throats, but people learn to manipulate the position of their larynx when they’re young, with male children pulling their larynxes down a little bit and female children pushing them up . . . "

In AH-EPS, rich vocal resonance, whether perceived as more "male" or "female," is essential for effective anchoring of sounds. (That may explain why new or vibrant vocal resonance is often experienced as representative of one's new L2 identity.) Here is one of the haptic video techniques used for enhancing "both ends" of the vocal resonance range. (There is some additional touch involved that is not immediately evident in the video.) 

Clker

Managing the frequency and tongue position of the standard, North American English alveolar "hissing" grooved sibilant ('s'), which helps separate it from "sh" and varieties of the sound that are considerably more fronted than in NAE, is not too difficult either, done "haptically." Notice in the video the effect of the technique in "pulling apart" 's' from 'sh.'  It uses the dynamic hand gestures and sensation of aspiration "touching" the hand initially, along with lip rounding and un-rounding, to guide the tongue either up and back or down and forward in the mouth. 

Does that resonante? If not, pick a different gender and do the videos again. 

New "Acton-Haptic" Facebook page and beyond!

We are about to move and open up new social media:

• Facebook: actonhaptic (That is  up now and will be "embellished" in the next few days! When you get a chance, please go "like" it when you have a chance!) 
• Twitter: @actonhaptic (Will kick that off at the BCTEAL conference later this week where we are doing four haptic presentations!) 
• email: actonhaptic@gmail.com (We'll use that for all business communications, beginning immediately.)
• Website: www.actonhaptic.com and www.actonhaptic.ca (Those will go up as the streaming and download components come online.) For now our "home" for access to the demonstration videos and general information on AH-EPS will remain where it is now at Fiona Bramble's website. 
• Blog: We'll stay with HICPR for more general haptic research, but the pedagogical work, especially that related to general haptic pronunciation teaching, will move over to www.hapticpronunciationteaching.blogspot.ca. 

Haptic pronunciation teaching system (AH-EPS) launch!

Have been getting many inquires on exactly when everything will be available. Soon. Here is how it looks right now:

1. Our experience with the current Vimeo streaming video has been hit and miss. Without good bandwidth, it is not all that hot. We are primarily marketing AH-EPS to those who don't have high end technology. So, we will probably keep that option fo

r the time being and but  try allowing downloads from Vimeo (including a different cost structure, etc.)

2. The current list price of Instructor's set is going to be about $300 (4 DVDs). That includes

• An introductory video set that you use to convince students to take the course. (One you might use for a information meeting with the public, like advertising.)
• 9, 30-minute video sets. (One for each module) 
• A DVD with 14 consonant videos.
• Instructor's Guide (65 pages) 
• 1-hour webcam consultation

3. The price of the Student Workbook set (including 4 DVDs) will be about $50. That includes:

• 27 video homework practice sets (3 for each of the 9 modules) 
• A DVD with 14 consonant videos. 
• The Student workbook (120 pages)

                              (The Workbook and DVD set can be purchased separately.)

Note: You need at least one Student Workbook DVD set for each 3 students that you have. It is best, of course, for every student to have his or own workbook and DVD set, but we have found that it is possible for 3 students to share the DVDs the 3 video sets in each module in one week. It takes at least a week for each module. (One 30-minute Teaching video set and then 3, 30-minute homework video sets.)  If you are going to be doing classes with AH-EPS, we can work out a deal where you just buy workbooks for everybody and one set of DVDs for each 2 or 3 students. (The workbook, by itself would cost about $25, depending on how many, etc!) Can even set up free webcam consultations with you and teachers, etc.

4. If a student wants to do the course by himself, he would also need to purchase both the Instructor's DVDs and the Student Workbook set.

More info in about a week! 

Keep in touch (KIT)

New AH-EPS, special TESOL demonstration and test run available!

Ready for Haptic Pronunciation Teaching?

Acton Haptic

English Pronunciation System_TM

  (A revolutionary, new approach to L2 intelligibility)

For a free, moving and touching, online, experiential

"haptic video" demonstration or test run, go here!

New Introduction to AH-EPS for students

Inserted below is an excerpt from the beginning of the AH-EPS Student Workbook. If you do consider doing the free "TEST DRIVE" of the Introduction and Modules 1 and 2, this description for students might be helpful in preparing them. The video excerpts of the actual instructional stuff on Vimeo would also be helpful (https://vimeo.com/channels/479545). Not my 12-minute introductory chat with you at the beginning, of course.! 

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AH-EPS (Acton Haptic - English Pronunciation System) is a new, faster way to improve your pronunciation. (The word “haptic” means “movement + touch.” "Acton" is the last name of the Professor at Trinity Western University who created it.)

The complete AH-EPS program has three pieces:

•  Introduction Video lesson (and worksheets) 
• A Teachers Manual that comes with 9, 30-minute video lessons (what we call "Instructional Videos") 
• A Student Workbook that comes with homework practice video sets (3 to be done after each Instructional Video, or 27 total.) 

For some teachers, using just the Instructional Videos are enough. Other teachers use both the Instructional Videos and the Student Practice videos. If you are doing AH-EPS by yourself, you will need both.

Doing AH-EPS exercises is sometimes a little like:

• Sign languages used by the deaf or baseball players 
• “Tai Chi” moves used in martial arts or boxing 
• Dancing or workout exercise 
• A computer or “smart phone” game 

AH-EPS

• Will help you learn and remember vocabulary and pronunciation better. 
• Includes video exercises you do sitting or standing in front of a video player or a computer. 
• If you are in a school, it is a good way for you and your instructor to correct your mistakes. 
• If you are studying on your own, independently, AH-EPS will help you learn to be better at  correcting your pronunciation yourself. (You can also get some extra help online, by webcam, too.

So, try to:

• Do all exercises using a strong voice. Reading out loud is very important. Find a good place to do that so you won’t disturb your neighbors and friends! 
• Use good posture and breathing. (The video will show you how to do that!) 
• After doing the Instructional Video, try to practice three times a week if you can. Not every day, just every other day. For example: Tuesday, Thursday and Saturday for about 30 or 40 minutes each time. 
• Follow the directions carefully. If you are in a class, your instructor can help you check on the new sounds that you are working on. If you are doing AH-EPS by yourself, record yourself doing the conversations and then listen back to it once a week. 
• Do all the exercises. Even stretching is important, just like in sports. You will do a stretching warm up every day. It will stretch not just your arms, hands, eyes, mouth and upper body, but your thinking, your confidence and your English! 

There are 9 modules in AH-EPS. Each one consists of five parts: (A module is a set of exercises that teaches one or two points. A module will usually take at least a week to complete.)

Part A. 30 minute work with the Instructional Video
1. Warm up
2. Review of previous lesson
3. Demonstration of a new sound learning technique (called a PMP!)
4. Training in how to do the PMP (pedagogical movement pattern)
5. Practice using the PMP
6. Introduction to using the PMP in conversation

Part B. After doing the Part A, make a list of words that have that PMP or sound in them to practice with. (There is a place in the workbook for you to write those down.) 

Part C. Homework Day #1 (30 minute work with the Workbook and Student Practice Videos) 

1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #1
5. Practice with word list
6. Do one consonant video, if it a sound that you need to improve.

Part D. Homework Day #2  (30 minute work with the Workbook and Student Practice Videos)
1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #2
5. Practice with word list
6. Do one consonant video, if it a sound that you need to improve.

Part E. Homework Day #3  (30 minute work with the Workbook and Student Practice Videos)
1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #3
5. Practice with word list
6. (Do one consonant video, if it a sound that you need to improve.
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The TEST DRIVE will only require that you register to get all the materials (pdf) and free access to the videos for the Introduction and Modules I and 2, either streaming or download. (It can be done either in class or entirely as lab or homework--or some combination of both.)

To get the rest of the system will require purchase of the Instructors Manual (for access to the Instructional Videos) and  the optional Student Workbook (for access to the Student Practice videos.) Those will probably both be available through Amazon.com or Amazon.ca initially, soon-- I hope!

AH-EPS Test Drive package

This is also on the Haptic pronunciation teaching blog, but thought it essential to get out the word here as well. Here is the current plan: (Still subject to change and tweak, of course!) 


Here is the current plan: 

Test drive package-Part A: Instructional videos for Intro, M1 and M2 (either whole tamales or parts) will be accessible for free with password access on Vimeo. (Includes student practice videos for M2 as well.)
Registration required to get password and pdf of materials. 

 Test drive package-Part B: Student Materials for Intro, M1 and M2 be sent along w/password upon registration by a student or a school.  

            A. Intro workbook pages

            B. M1 and M2 Workbook pages

            C. Practice videos for workbook sections

            D. Training videos for two or three consonants

Registration required to get password and pdf of materials. 

The real stuff: 

1. Instructors Manual be available for sale or download.

2. Complete set of Instructional videos (10) as DVD or download set be available for sale. (Necessary also for learner doing independent study.) 

3. Complete Student Work Book and practice videos will be available for sale as DVD or download.

Ready for a test drive? Complete information on how to do that will be posted here and on the haptic pronunciation teaching blog before the TESOL Convention. 

More on AH-EPS Introductory Video demo on Vimeo

Let me answer a couple of questions that came as email relating to the introductory Vimeo demo of AH-EPS. 

(1) AH-EPS does not in any way replace doing Judy Gilbert in class, especially in any kind of EAP class where rules and explanation rule. As I comment on in the video, it picks up where regular instruction generally leaves off, aiming to facilitate integration into spontaneous production. This is in a very real sense, a clinical approach, closer to "clinical phonetics," what my blog refers to as "haptic-integrated clinical pronunciation." Will be starting a new organization for us HICPRs, pronounced "hiccupers" which your are welcome to join--as long as you don't begin analyzing things until you have experienced them. (Be sure to read the fine print about excommunication for lack of experiential, common sense evidence supporting comments on the organizational blog.)  

(2) The real focus of the work is on something for the relatively inexperienced  and untrained (in pronunciation) instructor or the student who wants or needs to work on their own . . . on their own. The technology is finally available to make that happen. DVD or USB hard media is still an option, and will be available, but streaming and web/cloud access for most is going to be the only option. 

The possibilities for doing the same kind of haptic (and virtual reality) embodiment of the sound system with any language, are limitless. It is, as I have said for some time, integral to the future of the field. In principle, most initial "instruction" or training can go on outside of class with haptic video. In many instances that is the preferred approach, in fact. Practice will then either be with the instructor in integrated instruction in the classroom, using the techniques and patterns,  or with the three student practice videos per module. In fact, our experience is that it is imperative that if the 6 video clips of a module are done in a classroom setting, that the instructor must not interfere or comment in any way until all 6 have played. Best case, the instructor just "becomes" one of students and doesn't mess things up with impromptu comments or corrections, unless absolutely necessary! Instructor meddling and hyper-metacommentary may be the biggest threat to things working right!

Some version of the 10, 30-minute instructional videos will probably be free to the public. Ultimately, it all will.  (There'll be a small charge, at least for the time being,  for the 40 or so the student practice and consonant videos, like iTunes,  and the books will probably be available at minimal cost via Amazon. Teacher training, webcam consultations and haptic dinner with me will cost something as well, of course. 

At this point, I'm not as interested in making money from AH-EPS (that'll come later, of course) as I am in starting something that is high quality, accessible to most everyone, especially nonnative speaking colleagues-- and is very inexpensive. (I'll make a draft version of the instructor's book available free to everybody on this list after TESOL.)

Keep in touch.

Bill

Acton Haptic - English Pronunciation System™

AH-EPS (pronounced "apes") will be the official name of what we earlier referred to as "EHIEP" (pronounced: "ape"). Most of the system will be available in about 6 weeks, at the TESOL Convention in Dallas. Here is an excerpt from the Instructors Manual:

Acton Haptic – English Pronunciation System (AH-EPS) is a multi-sensory system for learning basic aspects of intelligible English pronunciation for classroom or independent study. It is appropriate for:

• Learners of most levels
• Classes of up to 40 students
• Instructors with little previous training in pronunciation teaching
• Non-native English speaking instructors

The most innovative feature of the method is the extensive use of haptic anchoring (movement plus touch.) The overall framework has been developed to provide: 

• More effective ways of integrating new or improved pronunciation into spontaneous speech 
• More systematic use of kinaesthetic/body engagement in pronunciation teaching 
• Improved self-monitoring and self-correction
• Better integration of pronunciation teaching in the curriculum and classroom 
• An integrated system for pronunciation homework and self-study
• AH-EPS has several components: 

1. Set of 30-minute instructional videos (10) 
2. Student Workbook, with accompanying 3-minute audio recordings (27) 
3. Instructor’s Manual with annotated Student Workbook 
4. Set of 30-minute student, independent practice videos (27 in total--requires Student Workbook package) 
5. Video consonant mini-modules (15) - (purchased either as a set or individually, also requires Student Workbook package). 
6. Set of classroom pronunciation integration videos (6) 
7. Webcam or on-site consultations (for instructors or students) 

The complete AH!-EPS haptic video system (AHVS) is a set of 108 video clips that are structured so that basic instruction in pronunciation can be done just working along with the model in the videos and following up with regular practice as indicated. Classroom instructors can use the videos to lead the training and practice in each module for them or can chose to present the material themselves, using the video as a resource:

Classroom instruction typically requires at least (1) and (3).
The recommended classroom package is (1), (2), (3), (4) for each student, (5) consonant modules as relevant to the learner population, and possible (6) and (7) for the less experienced instructor.
 Independent study requires (1), (2), (3) and probably selected consonant mini-modules (5) and perhaps (7) in some contexts. 

Keep in touch for specifics!

Introducing "Acton Haptic, Inc." and "Acton Haptic - English Pronunciation System"

Clip art: Clker

As noted in the right sidebar, we are about to do a little re-branding. Our company name will officially change to "Acton Haptic, Inc." (currently AMPISys., Inc. in Canada) and what we have been calling "Essential Haptic-integrated English Pronunciation (EHIIEP) will now become (version 3.0): "Acton Haptic - English Pronunciation System" (abbreviated to "Acton Haptic - EPS", AH-EPS or informally, just "EPS" for short.)

There are, as you can imagine, any number of reasons for those changes--including ease of pronunciation by those new to haptic work! Mainly the new names just more accurately reflect what we are doing and how we exist for now on the web. There will be a new logo shortly and extensive reframing of the haptic-vido-based "products" available associated with AH-EPS. (One other rationale for the "EPS" designation is that we have already done some preliminary work on analogous systems for teaching the basic sound systems of Chinese and Korean, CPS and KPS. In principle, of course, any sound system can be taught "haptically!")

Keep in touch!

Effective (pronunciation) learning techniques

You may have seen a media report on this new research monograph, Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology by Dunlosky, Rawson, Marsh, Nathan and Willingham (published online by Psychological Science in the public interest). If you have the time, it is worth reading through. Here's why. The research focused on 10 learning strategies used by students, mostly in high school and college. By "learning strategies" the authors mean, for the most part, what students do on their own, outside of the "curriculum," in studying (for tests!) and homework.

Credit: AMPISys, Inc.

Among the the "winners" of the 10 are "distributed practice" strategies such as taking practice tests and spreading out study sessions. The bottom three were: underlining, rereading and using "mnemonic devices." The monograph itself is a great piece of work (although at times a bit overly optimistic on what "Cognitive and Educational Psychology" is up to or worth). What was fascinating was the general conclusion that "educators" (not specifically defined) do not do enough with this area. At least some of the blame goes to teacher education where, in the review of current TT textbooks, little or no mention is made of research into learning strategies/techniques and what students do "on their own" and how they learn to do what they do.

EHIEP is based on the idea of providing instructors and students with a range of strategies for anchoring pronunciation work and (by extension) using those outside of class. Although the basic curriculum is designed to be carried out successfully in a classroom setting-without depending on students practicing outside of class in any systematic manner, the optional Student Workbook and accompanying haptic video and audio packet are strongly recommended whenever possible. (The complete system will be available at the 2013 TESOL conference in Dallas for the first time. Some of the new demonstration videos will be linked here off the blog next month.) Keep in touch. 

Do-it-Yourself! haptic-integrated pronunciation teaching

Clip art: Clker

Clip art: Clker

Haptic work is, by definition . . . touching! As explored in several previous posts, there are a wide range of conditions under which haptic anchoring of movement, visual images and sound may or may not be effective in instruction. (According to new research, by Patterson and colleagues at the University of Liecester, summarized by Science Daily, there may even be a bias in favor of those of us over the age of 65 in responding to the typical "fuzziness" of haptic cinema!)

One of the most striking discoveries in our work has been the realization that some of the EHIEP pedagogical movement patterns can be taught well face-to-face but others may be better introduced by a video model, especially vowels, vowel "compaction" and intonation. That video model can be the instructor, him or herself, or someone else--such as in the EHIEP system of videos and student workbooks that I am developing, of course! Why that should be is complex but understood (See this blogpost by Grant on http://filmanalytical.blogspot.ca/)

In essence, it is emotionally and interpersonally very powerful. In some contexts, either because of the personality of the instructor or the class, video is a better option for perhaps half of the PMPs. One reason for that is the impact of eye contact on mirroring in a classroom setting. In essence, vivid "moving" visual feedback from students, whether negative  or positive can dramatically undermine an instructor's ability to teach PMPs. Once they are introduced, however, classroom use of a PMP to anchor vowels, stress, rhythm, intonation or pitch/volume/pace seems to be less susceptible to disruption.

Bottom line: It takes training to do pronunciation work of any kind effectively or efficiently. Either you get trained or have somebody else do it for you, either in your program or through technology. Haptic video and its post-production technology is very promising. I am tempted to use a term like "CAPT Video," Computer-Assisted-Pronunciation-Teaching with Video, were there not already a near-relevant song by that name .  .  .  

Disembodied pronunciation: computer generated, animated images of learners' inappropriate articulation

Clip art: Clker

Clip art: Clker

May start a new series of blogposts focusing on amazing-looking pronunciation techniques that, from a HICPR perspective, are so thoroughly disembodied or "dys-haptic" (generally depending heavily on only visual modalities, lacking a somatic, physical basis) such that chances of them working are probably not all that good, at best, such as this one:
"Improvement of animated articulatory gesture extracted from speech for pronunciation training," by Manosavan, Katsurada, Hayashi, Zhu, Nitta of Toyohashi University, a paper from the 2012 IEEE Convention--available for 31 bucks to nonmembers. (Have not read the full paper, just the abstract. My general policy is to pay for no research papers that cost more than 6 Starbucks Vente Carmel Frappuccinoes.) Computer-assisted Pronunciation Training (CAPT) is probably the future of the field, but a system that creates a moving cartoon-like representation of what a learner is doing wrong and then juxtaposes that with an animated image of how to do it right cannot possibly work effectively or efficiently-expect perhaps for those who are CAPT designers and gamers. (What do they need appropriate pronunciation for anyway?) 

However, if that video image were to be merged with "haptic cinema" technique and technology, (linked is a very "a-peeling" example, in fact!) they may still be on to something. 

EHIEP "haptic video" system development update!

 By late February everything should be ready for use in local programs, most anywhere on the planet. At this point, these courses could be in several formats: 

Image: AMPISys

• A one-hour introductory session and then 
• 8 or 9 weeks of classes, one module per week (or just selected modules, relevant for that class)
• Each class would begin with a 30-minute instructional video, and then
• could involve either 
•      *immediate in class follow up by the instructor, or
•      *assigned homework, or 
•      *(simply) integrated use of the techniques by the instructor in subsequent speaking, listening or vocabulary instruction. 
• For each module there are 3 homework practice videos, accompanied by a section from the student workbook. 
• There are also about 12, 5-minute mini-modules for selected consonants. 

Image: AMPISys

EHIEP can be done

• online, 
• in schools or at
• informal venues,
• as independent study,
• by trained or untrained instructors.

Based in part  on the recent "TED" blogpost, will have some new video to introduce the EHIEP system, etc. to prospective students. Have been talking with the university about collaboration in some venues to get official certificates or join in w/advertising, etc. Will also set up "profit sharing" framework for other potential partners who run or sponsor a class. 

Am setting up one-day teacher training workshops in a number of places, beginning in April. (We are doing one already at the TESOL convention in Dallas.) The idea there will be to do a day of training at relatively low cost to participants and then make available the online video and materials, either by download or subscription. WIll announce those here as they are confirmed. 

If you'd like to try out a specific, pre-publication EHIEP "haptic" video in your class, let me know. (wracton@gmail.com)

Explaining the EHIEP 'haptic' system to students and colleagues

As promised, here is an updated, basic set of "elevator talking points" for introducing Essential Haptic-integrated English Pronunciation (EHIEP):

• It's a new "haptic video" system used in ESL and EFL for teaching English pronunciation, based on extensive research in several fields and has been thoroughly classroom tested. 
• It is designed for instructors with little or no training in pronunciation teaching. For less experienced instructors, all basic instruction can be done by the instructor on the video. (Teachers and students can learn together.) 
• EHIEP uses rhythm, movement and touch along with the "aerobic-like" videos. Students move along with the model on the video as they speak and practice. 
• "Haptic-integrated" means using movement, and especially touch, to improve a student's ability to learn a new sound, remember it and recall it later. Haptic techniques are especially good for helping students more quickly learn to use what they have studied in class. 
• Any teacher can use it, can "outsource" initial pronunciation training and then follow up later using those techniques in tutoring or typical speaking and listening lessons. 
• It is based on a standard, simplified, “essential” set of pronunciation objectives.
• It is relatively inexpensive and easy to use. It requires only a good dictionary and a laptop, LDC projector or iPhone-like handheld device. 
• It is composed of: 
• 10, 20~30-minute teaching modules (best done one per week)
• 12, optional 5-minute consonant teaching mini-modules 
• 3 optional 15-minute homework mini-modules with each of the 8 modules. (Total of 24 mini-modules)  
• It is designed to work in classes of up to 50 students of any proficiency level, teenage and older. Here is a link to a video of an introduction I did for a class taught by a friend recently. One of the key objectives of the course is vocabulary so I emphasize that somewhat. Not exactly professional grade video or production, but you'll get the idea! 
• Excerpts from some of the more recent videos have been linked in previous blogposts. The entire system will be available online in late Spring 2013 and introduced through workshops in various countries and at the TESOL Convention in Dallas (along with the organizational meeting of HICPR at the convention.) The "hard media" set of videos will be available about that time as well. 
• In the interim, if you are interested in field testing a module in your class, get "in touch!." (wracton@gmail.com.)