Bill Acton's Embodiment Blog: social practice

Showing posts with label social practice. Show all posts

Monday, July 16, 2012

Deliberate (pronunciation) practice!

"Deliberate practice" as described in a Science Magazine summary report on an experiment using it at the University of British Columbia is an
" . . . active, iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor . . . [based on] the latest research in cognitive science, neuroscience, and learning theory . . . [that] begins with the instructor giving students a multiple-choice question on a particular concept, which the students discuss in small groups before answering electronically. Their answers reveal their grasp of (or misconceptions about) the topic, which the instructor deals with in a short class discussion before repeating the process with the next concept."

Clip art: Clker

Breathtaking huh! (Boldface there is mine. In elementary education the analogy would be the KWL chart on the wall: what we know, what we want to learn and what we learned.) So, how would we apply that amazing process in pronunciation teaching? I'm not entirely sure at this point, but I'm sure there is a cognitive phonologist out there someplace who can not only tell us how but who would take that and run with it. I have seen comments in various studies where student beliefs about pronunciation were "discussed" or where students were provided with the opportunity to talk about those issues in journaling, etc., but not in a systematic, interactive class and small group process. In one of the upcoming pilot studies with learners of sufficiently high general competence to pull it off, we'll give that a try. In fact, it should be possible to work out a general set of brief multiple choice tests to go along with each protocol for students. Let me discuss it with my "small group" here and get back to you . . .

Wednesday, July 4, 2012

To bee or not to bee: in class vs one-on-one pronunciation teaching

Clipart: Clker

The clipart of the "lazy" bee in the last post reminded me of what a line of research on honey bees has revealed about the striking impact on learning of individual vs group or community based learning. In essence, what happens is that older forager bees, when brought back into the hive to take on nurturing "duties," experience a significant increase in ability to learn again. The analogy here to pronunciation work will be evident to anyone who has worked with changing the pronunciation of older L2 learners: studying in small groups is generally far more effective than tutoring. (I'll post a case study related to this idea shortly on the EHIEP "data" blog.) Clearly, social practice is critical for almost any integration of pronunciation change, but experience (at least) has shown that it is especially so with "fossilized" students. There have been a number of posts that have dealt with parameters of effective social practice and how to manage it in this field. I have not been able, however, to locate good, empirical studies of that "old bee vs new bee" phenomenon in the general adult learning literature, but I'm certain it is there. (If you know some of that research, please let us know!) How do you keep your classroom buzzing with excitement--or learning? "Apiarical" linguists of the world, unite!

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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.)