CPR for Pronunciation homework and teaching . . . that works!

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Excellent study by Martin, "Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework-Based Training," a real MUST READ for you if you are serious about pronunciation teaching, demonstrating that at least one kind of (computer-mediated)  homework system is not only effective, but may work as well as classroom-only instruction. 

The basic process in the homework phase was what is termed, iCPR, computer-based, intelligibility focused cued pronunciation reading. Learners are provided with explicit instruction, explanation and then both perceptual and production training and practice, with feedback in the perceptual phase/practice only. 

The study involved adult learners of German, extending over 10 weeks, with the equivalent of about 30 minutes of instruction either in class or out of class. The in-class lessons seemed to closely mimic the process and time allocation of the homework. From a number of perspectives, either treatment showed equally significant improvement and student satisfaction. Methodologically, the project seems tight, although the use of the term, homework, is probably a little misleading today when the learner never really "leaves" the web in some form during the day except for sleep . . . 

In corresponding with the researcher, my only question was: How (on earth) did you get the students to DO their homework? Surely it  had something to do with the "sell" up front, the allocation of grade points (easily accounted for in the computer-mediated system) and (probably) early student awareness to some degree of the program's efficacy. So . . . it looks well conceived, a highly detailed blueprint of how to set up a similar system. 

Setting aside the question of just how readily the process can be adopted and adapted for the moment, what this shows or means is that Martin has given us another intriguing picture of the future of pronunciation teaching: pronunciation work handled outside of in-class instruction. 

To paraphrase Lincoln Steffens: "I have seen the future (of pronunciation teaching) and it works. [remark after visiting the Soviet Union in 1919]” or maybe even Marshall McLuhan: "If it works, it's obsolete." . . . The field is changing fast. Pronounced change, to put it mildly!

Source: 

The Modern Language Journal, 0, 0, (2020) DOI: 10.1111/modl.12638 0026-7902/20/1–23 National Federation of Modern Language Teachers Associations

"Aha! change uptake!" versus the "practice" of haptic pronunciation teaching

For a while I had a special label for research reports that managed to confirm what any teacher with a modicum of common sense had figured out already, the "Well . . . duh!" category. There are any number of studies that demonstrate that practice, in addition to in-class work, is essential--in many different fields. In this field there are only a few. I cited one earlier, a 2010 study by Yoshida of Purdue University: those students who practiced pronunciation outside of class did better, significantly so.

Clip art: 

Clker

With only a few exceptions, and for the most part with good reason, classroom-based research focuses on in-class or in-lab treatment, not what happens beyond those contexts. In part that is because, contemporary methodology often implicitly must assume that nothing is going to happen outside of class of theoretical interest, whether the context is EFL or elsewhere. 

Decades ago, when ESL was still the conceptual center of pedagogy, you could tell students to go out there and practice, letting yourself off the hook. No longer. We talked about bringing the world into the classroom. For many, the "world" of language learning is now limited to the classroom--and maybe with random assistance of "my technology."

Pronunciation instructors who assume that just in class instruction, without any formal follow up, either face to face or as monitored homework, is sufficient may get lucky occasionally. There are, indeed, those rare, highly receptive students and memorable "Aha! change uptake," teachable moments when a lesson is life- or interlanguage pronunciation- altering, when explanation and insight and contextualized practice and uptake all collide! If you recall one, however, please describe it in a comment to this post! (Generous reward offered!) 

For Essential haptic-integrated English pronunciation model (EHIEP), and its haptic video offspring, Acton Haptic-integrated English pronunciation system (AH-EPS), practice is the sine qua non of pronunciation change. Haptic anchoring (gesture, plus vocal resonance positioned in the visual field consistently), sets up the process well but requires follow up, either in integrated focus on form by the instructor and peers, or practice outside of class, preferably with a technology assist. 

Haptic engagement, by its very nature is exploratory and at least temporarily very somatically attention grabbing (emotionally gripping.) But it is not sufficient. (That is, in part, why gesture work, in general, feels so good but rarely, by itself, sticks, to use a good haptic metaphor.) 

Next post will back up a bit and look at research underlying the relationship between haptic anchoring and subsequent noticing and practice. Keep in touch.