No native-speaker models for pronunciation teaching allowed? Rats!

Clip art: Clker

For a number of reasons, the native speaker as model (or target) for L2 pronunciation or accent has been displaced by most contemporary theorists and methodologists--but probably not by most classroom instructors and learners. At least not yet. The reality that one will not "get there," along with the cultural-political-psychological-pedagogical-historical baggage the native speaker model carries has become sufficient grounds to dismiss it.

Research by by Graybiel and Turney at MIT and Sandburg at Washington University of the McGovern Institute for Brain Research on the neurophysiological basis of persistence toward goal (by rats) suggests both just how critical a clear target is but also the importance of benchmarks on the way. One surprising finding of the research was the way brain dopamine levels reflected not just reaching a goal but the continuing awareness of being on the right course.

What does that mean for effective pronunciation teaching today? Creating good nonnative speaker and "near peer" models has turned out to be problematic at best. Although instructors may use recorded models that work, including themselves, there is still little agreement in the field on how to do that effectively. At least not yet!

The potential problem for the learner, of course, is not having a clearly discernible goal or model, irregardless of how unrealistic or culturally "incorrect" that endpoint may be. Both the general absence of workable targets and models, clear trajectories and achievable benchmarks--in most cases for theoretically valid pedagogical reasons--can easily leave learners not only without a plan but--short on dopamine, and consequently the motivation to stay at it.

So what to do? Haptic pronunciation instruction is a step in the right direction. In the interim, at least just keep in touch!

How to reach (pronunciation) goals

Clip art: Clker

Based on Halverson's book on accomplishing goals, an anonymous website which I occasionally consult for health and fitness ideas, came up with this pretty much standard list for achieving fitness: (a) Imagine! (b) Dream Big! (c) Stuff is rarely enough! (d) Be realistic! (e) Be specific! (f) Assess! and (f) Zip it! That is also a very interesting template for highlighting some key aspects of pronunciation instruction (particularly EHIEP!). For example:

Clip art: Clker

A. Imagine - Especially using visual models of what the learner should move and sound like and can be used for mirroring occasionally.
B. Dream Big! - This one is quite controversial today. Should the model be the native speaker of some dialect or a near-peer model. I still favor the native speaker--with the proviso of "D" below.
C. Stuff is rarely enough - This one, too, is very much in the spotlight in the field today. The range of technology coming online is amazing. It is going to revolutionize pronunciation instruction. But not just yet. The EHIEP system is designed to be compatible with virtual reality instructions but also somatically-grounded (body-based). My view is that full body engagement with technology will be key.
D. Be realistic! - The problem here is that it just takes time to work with the individual to create both goals and a path to get there--not necessarily the "ideal" probably impractical model. The demands on the instructor to frame this well require both experience and time. (See C, above!)
E. Be specific! - Here, too, getting to specific can simply be expensive, especially (ironically) if the instructional program is excessively, individualized too soon in the process. (See earlier posts on this topic and how it is done well!)
F. Assess! - There is great promise here for technology, both in terms of measuring progress and providing remediation and practice. The EHIEP perspective is that changing sounds and sound-processes requires working from haptic anchoring (the felt sense of sounds, not what is "coming in" through the ears!) and also monitoring change, at least in part, somatically.
G. Zip it! - In earlier posts on "hypermentalizing" the research was reviewed that demonstrates that talking too much about goals is actually counterproductive, in effect creating the "felt sense" that more is being accomplished than what actually is.
                                                                                                                  So, how fit is your method? 

Looking ahead in pronunciation teaching: future pacing

Clipart: Clker

Clipart: Clker

One of the basic techniques of hypnosis (or great sales) is termed, future pacing. (Linked is the 1979 study by Schumann et al. that initially brought the idea to my attention.) The idea is to assist the learner or client in "seeing" the path ahead to success. In hypnosis that is done by observing the nonverbal reactions of the client as the future states is visualized and then reinforcing them in various ways. in pronunciation work, the parallel can be clear characterization of realistic goals (such as intelligibility in speaking to a target audience for the learner) and/or a systematic charting out  of the benchmarks involved in getting to that goal. In hypnosis, of course, that assumes that the hypnotist and client have agreed to a certain kind of relationship and commitment--and the client is "suggestible." (See also note in linked article on that.) In business, for example, it assumes that the decision to buy the product or service has been made. The point: it is not enough to just "sell" students on the value of changing their pronunciation "your"way--you have to provide them with both maps (cognitive schemata) and somatic grounding (the ability to readily access the body and mind states necessary to do that.) Write yours down sometime on one page as if you are going to hand it out to your students. . . Would you buy it?