Do-it-(almost by and with)-yourself: English SELF-TALK Pronunciation Improvement (ESPI)

How's your pronunciation and diction when you talk (out loud) to yourself? Probably not great, right? Well, how about using that venue/menu to help improve a learner's general English pronunciation? We are testing a new KINETIK course, English SELF-TALK Pronunciation Improvement (ESPI), that has in the past shown real promise in (also) improving the pronunciation of talk with other people as well! Wow . .  . what a concept, eh!

ESPI is basically, an application of the Lessac system as presented in Lessac's 1997 book, The use and training of the human voice: A bio-dynamic approach to vocal life

Note: In that (1997) edition there is a brilliant, multi-step roadmap for the individual who wants to or must work on their own. Today's Lessac practitioners may or may not still work with that (slightly solipsistic) framework. Although the 1997 version is focused on giving native speakers of English, not nonnatives, a "healthy vocal life," derived from Lessac's career in voice training, it is easily adaptable by an experienced English language instructor. I have been using it, in some form, for about 40 years, in fact. 

Research on how learners learn has always pointed to at least the prominence of learners practicing "out loud," depending on modality preferences. Why not work with that more systematically? Good idea.

The course is designed especially for a specific niche. Those who:

• Can benefit from lots of practice speaking (but not necessarily conversing with somebody else)
• Have reasonably good aural comprehension for the demands of their personal context
• Lack confidence to use what they know, what they can say if they have the time and occasion.
• Have issues with rhythm, stress and intonation 
• Have a few, high functional load consonants (which they can effectively deal with by being referred to free sources on the web for personal practice, such as Accent Tutor.)

Notice in the blogpost title is the word, almost . .. The basic course includes just a set of videos and book. There is an option available for the student or a class of students to get periodic feedback (from me or one of my grad students) on their progress. That feedback could also be provided by their instructor, assuming that the instructor has done the course along with the students. 

It will be available to the public by next month, at the TESOL Convention in Portland in March. See you there! 

Lessac, A. (1997). The use and training of the human voice: A bio-dynamic approach to vocal life (3rd ed).. New York: Drama Book Specialists.

Gollum Speak: Making language improvement less stressful by talking about me

Bill is impressed with a new study by Moser et al at Michigan State University, reported by Science Daily, entitled Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and fMRI. In fact, he finds himself talking about himself thinking about it in the 3rd person constantly . . . He has even given it a name: Gollum Speak. If you are not a fan of Tolkien, you might want to go here, to get a sense of what that sounds like! One implication of the study is that you can use Gollum-like grammar to control emotion--without interfering with "cognitive" functioning. (Really?) The longer term effects of becoming gradually more "Gollum-like" by talking like that are not examined, however.

Bill's local psychotherapist informs him that some form of that technique, making the patient temporarily distance themselves either verbally or visually is a long established trick in the field. Works well sometimes but should NOT be just tossed out as an option for those not supervised or not  up on how to "talk themselves out of it", too. In other words, do NOT try that at home!

On the other hand, Gollum Speak used with language learners may have possibilities. It is, in effect, after all not all that far from role play and drama work, taking on not just the language of the character but the "voice" or perspective as well. Even in working metacognitively with learners on their progress or problems, being detached and "objective" has it merits--although that type of talk can easily devolve into deeper "Gollum": neurotic, uncontrolled self-reflection and . . . doubt. 

Bill has tried a bit of that already and will do it again with a class in a couple of days. His current read on the use of Gollum in the classroom is that students so far have found it hysterically funny--and grammatically a great game-- but were also apparently able to talk with a little more ease about themselves, just as Moser et al would predict. See just how "Gollum-able" you and your students are!

He looks forward to his follow up report--and yours!

KIT

Michigan State University. (2017, July 26). Talking to yourself in the third person can help you control emotions. ScienceDaily. Retrieved August 7, 2017 from www.sciencedaily.com/releases/2017/07/170726102906.htm

From rumination to pronunciation

Clip art: Clker

As previous blogposts have illustrated, the process or mental state required in changing behavior in one area of experience is often quite like or analogous to another. When I see these "How to" pieces, I am always most interested in the order in which the writer introduces the principles, especially to what extent they line up with the general HICP/EHIEP model. Here is one on overcoming excessive rumination summarized by Amy Macklin.

As you review the steps, consider the parallel to effective haptic-integrated pronunciation change:
(1) If you can, take action.
(2) Challenge your beliefs.
(3) Redirect your attention.
(4) Resist the urge to talk it out.
(5) Observe "mindfulness."
(6) Be patient.

That could almost serve as a basic reminder before any HICP/EHIEP work. With the exception of 2 and 6, those have been addressed repeatedly. 2 is, of course, almost a given with this work; 6 is possible, in part because of 1-5. Likewise, 4 is easier because of 1, 3 and 5, all three being essentially body-based acts that help one manage the pre-frontal, highly cognitive tasks represented in 2, 4 and 6. In other words, being a bit "odd" in this work is the best way to get even . . .