Temporary Mind-FILL-ness in (pronunciation) teaching: Weil's 4-7-8 technique

A few months ago I sat through a good presentation on a technique for "fixing" the English rhythm of adult Japanese learners--in relatively big classes. At the time I was very interested in research on the role of attention in learning. Later, over coffee I asked the presenter something to the effect of "How do you know that the students were paying attention?" (I had earlier taught for over a decade in a seemingly very similar context in Japan, myself.) His response was: "Good question . . . Almost everybody was looking at me and more than half of the lips were moving at the appropriate time . . . "

How do you establish, maintain and manage attention in your teaching? (Anybody looking for a great MA or PhD topic, take note!) Based on my recent survey of the research literature, I'm preparing a conference proposal on the subject now. This is a follow up to the earlier post on how pronunciation should be taught "separately", in effect partitioned off from the lesson of the day and the distractions of the room and surroundings.

One problem with efficient attention management  is often in the transitions between activities or just the initial set up. Some tasks require learners to be very much "up"; others, decidedly "down" and relaxed. 

The popularity of Mindfulness training today speaks to the relevance of managing attention in class and the potential benefits from many perspectives. Most of the basic techniques of Haptic Pronunciation Teaching are designed to require or at least strongly encourage at least momentary whole body engagement in learning and correcting articulation of sound in various ways. I have experimented with a number of Mindfulness-based techniques to, in effect, short-circuit mental multitasking and get learners (sort of) calmed down and ready to go . . .

Powerful, effective stuff, but it is not something that most teachers can just pick up and begin using in their classes without at least a few hours of training, themselves, especially in how to "talk" it through with students and monitor "compliance" (manage attention.) I'd recommend it, nonetheless.

I recently "rediscovered" an amazing focus technique, suggested by Dr Andrew Weil (Hat tip, this month's issue of Men's Health magazine!), that works to create very effective boundaries without requiring any special training to administer. One of the best I have ever used. Simple. "Mechanical" (not overly cognitive or "hypnosis"-like) and quick. Takes maximum of 90 seconds. Anybody can do it, even without having seen it done:

A. Breath in with mouth closed, a slow count of 4
B. Hold the breath for a slow count of 7
C. Blow out through the mouth softly for a slow count of 8

*Do that four times. It basically lowers the heart rate and helps one focus. May take a two or three times for 4-7-8 to get to full effectiveness, but it does quickly, almost without fail. You can use 4-7-8 two or three times per class period. If you don't have a warm up that gets everybody on board consistently, try this one. I'd especially recommend it before and after pronunciation mini-lessons.

Pronunciation, and especially haptic techniques, are very sensitive to distraction, especially excessive conscious analysis and commentary. 4-7-8 is not necessarily the answer, but it will at least temporarily get everybody's attention. After that . . . you're on!

Blame it on your Alpha: why some people don't learn pronunciation well

Clip art: Clker

According to 2013 research by Dinse from the Neural Plasticity Lab of the Ruhr-Universität Bochum and colleagues, reported in Science Daily, the answer seems to be that " . . . the main problem is not that learning processes are inefficient per se, but that the brain insufficiently processes the information to be learned." Hmmm. Now why could that be? The study is relevant in that subjects were trained to be more touch sensitive and then, using EEG technology, researchers explored why some were better at developing that heightened sensitivity. Exactly why is not clear, but there was a predictably correlation with alpha wave frequency: in an awakened state, higher alpha frequency related to better tactile learning. (Counter to that, lower Alpha in restful, semi-conscious or sleep states has long been related to more effective learning, both conscious and "unconscious" in nature.)

What is interesting is that the main effect, although the researchers relate it to perceptual learning in general, is at the very least touch-related: "The results, therefore, suggest that perception-based learning is highly dependent on how accessible the sensory information is. The alpha activity, as a marker of constantly changing brain states, modulates this accessibility." (Italics, mine.) So how do we make "sensory information" about pronunciation more "accessible?" The implication there is that one way is some kind of direct stimulation and management of alpha that might lead to better learning in that context.

Clip  art: Clker

Haptic-integrated clinical pronunciation work, in general, should fundamentally do just that: promote heightened sensual awareness (of physical sensation in the body) and at the same time, more relaxed, less-stressed physical/somatic (body awareness-based) states. The flowing pedagogical movement patterns (PMPs) create a sense of fluidity, rhythm and emotional coherence; simultaneously, the hands touching on stressed syllables in words, phrases and sentences evoke a very much heightened "felt sense" (balanced physical + cognitive processing) and foregrounding of the prominent elements or words in discourse.

Why some don't learn well? They may just be "out of touch!
 

Teaching and learning stress (and HICP remedies)

Clip art: Clker

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)?

Pronunciation change anxiety? Check your analogy!

Clip art: Clker

As explored in an earlier blogpost, golf may be one of the best analogies for the process of pronunciation learning, especially the relationship between skill development and "competence" on the course under pressure. There is a mind-boggling array of techniques and mental tricks to keep the golfer in the game, "mindful," as noted in another recent post. In studying why professional athletes "choke," exploring the effect of, for example, paying too much attention to mechanics momentarily--and how they manage not to, researchers were surprised to find a common strategy: analogies. Who'd of thought . . .

Here is one they suggest: "For example, a golfer who grips the club too tight when she's nervous might benefit from an instruction like 'Imagine you have an open tube of toothpaste between your hands and the contents must not be pushed out.' This would both address the problem and get her attention away from how well she's doing."

Wow! I never thought of that. We clearly need some good haptic analogies like that one. Do you have any? Well . . . how about: Imagine you have an open tube of grey poupon in your hand and the contents must be pushed out gently on your stressed syllables as you talk to your boss, telling him that he is a real jerk and you quit! See if you can squeeze or "sandwich" that one in sometime!

Using Laugh(t)er Yoga in voice work is no laughing matter!

Photo credit: Hectic-red.com

Clip art: Clker

I have meant to link to the website of Pamela Prather for some time. Although not clearly (or simply) "haptic" in practice, her use of "Laughter Yoga" (not to mention her extensive background, endorsements and glitz) is certainly worth a visit. And, indeed, a "laughing matter!" I have experimented with similar techniques. Working one-on-one as she does with uninhibited, riotous laughter is incredibly powerful in getting the learner into a near perfect state of mind and body for voice--and personal style--change.

As explored in previous posts,  generous, occasional doses of laughter in pronunciation work are invaluable, but if not managed right in the classroom setting that can also undermine the anchoring process, distracting focus on targeted sounds and disciplined practice.  In fact, managing nervous tension has become an explicit component of the EHIEP methodology. If I lived in New York City, however, had a problematic accent and money--or even just to have her "life coach" me for a few sessions--Pamela would seem to be well worth consulting in person . . . at least be worth a couple of good laughs . . .

Pronunciation (learning) posture

Image credit: ATI

In part because of the importance of upper body fluidity in learning the stress and rhythm of English (haptically, at least--see earlier "Fly Fishing" post), I have often recommended that a student with poor posture, often the result of an earlier accident or chronic work-related stress, do Alexander Technique Training (linked here and in the right column.) I considered the title, "Heading off pronunciation problems," for this post to set up one of the basic AT techniques, that of helping the student achieve such upper body relaxation that there is the strong felt sense that the head is "floating" atop the neck and shoulders, with optimal body posture and breathing.

In that frame of mind and body, attention focus and ability to mirror HICP pedagogical movement patterns should be heightened substantially--corroborated by research from many disciplines. So, if you are being "stiffed" by your students, perhaps you (or them) should "head off" to your local Alexander practitioner!