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Tesol 2015 Haptic Pronunciation Teaching Workshop

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This workshop introduces a set of six haptic (movement + touch)-based techniques for presenting and correcting English L2 pronunciation, applicable for intermediate English language learners and above. Guided by research on kinesthetic approaches to L2 pronunciation instruction, the presenters train participants to use the instructional techniques in their classrooms.

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Tesol 2015 Haptic Pronunciation Teaching Workshop

  1. 1. Introduction to Haptic-Integrated Pronunciation Teaching Nate Kielstra, Trinity Western University William Acton, Trinity Western University Aihua Liu, Harbin Institute of Technology Shine Hong, Trinity Western University Michael Burri, University of Wollongong Brian Teaman, Osaka Jogakuin University Karen Rauser, UBC-Okanagan Amanda Baker, University of Wollongong (Deus ex-machina) TESOL 2015, Toronto
  2. 2. Essential Haptic-integrated Pronunciation Teaching (EHIEP) is different.
  3. 3. Close your eyes
  4. 4. Warm-you-up! Shine Hong Trinity Western University
  5. 5. WARM UP! [I] [ε] [æ] [a] [ʌ/Ə] [U] [i] [e] [Ɔ] [o] [u]
  6. 6. ESSENTIAL HAPTIC-INTEGRAED ENGLISH PRONUNCIATION (EHIEP) focuses on • Classroom-based, verbal feedback (for modeling and correction) • Systematic use of gesture (using touch) • Integration into all skill areas, e.g., using pronunciation to support vocabulary learning • Extensive homework follow-up
  7. 7. Short History of Haptic-Integrated Pronunciation Teaching o Lessac (1967) “Train the body first!” o Accent reduction (Acton, 1984) o Tactile/kinesthetic techniques (2005) o Classroom use - EHIEP v1.0 (2006) o AHEPS v2.0 (2012) – (Video system) o AHEPS v3.0 (2014) - (Multi-purpose) o AHEPS v4.0 (2015) – (Cloud-based)
  8. 8. Kinaesthetic Research and Teaching o Gesture in learning and speaking o “Flamboyant” instruction o Kinaesthetic intelligence o Classroom studies of “gesticular” teachers and learners o “Power” teaching
  9. 9. OEI and Haptics o Observed Experiential Integration (2005) – Systematic use of visual field and touch o Experiential learning (therapy) o Anchoring experience/emotion o Enhancing memory for events, etc.
  10. 10. Why Haptic? o Exploratory (and temporary) sense o Integrates sight, sound, movement, with touch o Captures attention (3-seconds!) o Examples: haptics, surgery, gaming, prosthetics, haptic cinema…iPhones
  11. 11. EHIEP o Systematic use of gesture (using movement plus touch) o Integration pronunciation with other skills o In class, spontaneous correction o Persistent homework practice o http://hipoeces.blogspot.ca
  12. 12. Single/Rough(lax & tense) Vowels and Word Stress Karen Rauser University of British Columbia - Okanagan
  13. 13. 10 cooks [U] 2 Chicken [I] 8 salt [Ɔ] 4 best [ε] 7 love [ʌ] 6 hot/water [a] 5 fat [æ] Single/Rough/Vowels
  14. 14. 10 2 9 3 8 4 6 y w nose throat chest
  15. 15. chinook shiver lacrosse pemmican mukluk bannock toboggan Canajun Terms with Single/Rough Vowels
  16. 16. 1A: That smells delicious! 5 4 2 B: No kidding. I love this recipe. 2 7 4 2A: Where'd you get it from? 4 4 7 B: From . . some . . Maritime recipe book. 7 7 4 4 10 3A: Well, What's it called? 4 7 8 B: Bang Belly Sub Sandwich! 5 4 7 5 What’s cooking?
  17. 17. Tense/Double-Smooth Vowels and Word Stress Nate Kielstra Trinity Western University
  18. 18. (y) 11w too [uw] 1y she [iy] 9w boat [ow] (w) 3y may [ey] 8y boy [Ɔy] 6y like [ay] 6w now [aw] Double Smooth Vowels
  19. 19. kangaroo emu odor Mate hoi polloi outback Australia Words with Double-Smooth Vowels
  20. 20. 1A: Excuse me. How do you get / to Texas Sushi House? 11w 6w 11w B: Lemme see . ..I know / where Sushi House is. 1y. 9w 11w 2A: About / how far is it, / Y'know? 6w 6w 9w B: Maybe / half and hour / or so 3y 6w 9w 3A: Cool. / I have enough time. / How do I go there? 11w 6y 9w B: Walk down / to ninth street / and then go left on Roy. 6w 6y 8y Texas Sushi House
  21. 21. Syllable Butterfly Brian Teaman Osaka Jogakuin University
  22. 22. Syllable Butterfly groups usually: o Are maximum 5-7 syllables in length o Are more frequent if there is more excitement or emotion There is one (main/anchored/focal) syllable in each focus group which is: o More prominent than the other syllables in the group o Related to the information structure of the discourse
  23. 23. The Stressed Syllable in each Focus Group is Usually Located: o On new or key information o On content words o To the right, near the end of a sentence, clause or focal group
  24. 24. Butterfly Positions o Fingers of one hand on the shoulder deltoid muscle o Fingers of the other hand on the outside of the forearm muscle
  25. 25. Key Words: Tough (or Nice) (1 tap) That’s tough (or nice) (2 taps) Really tough (or nice) (3 taps) That’s really tough (or nice) (4 taps) 1. Two-syllable word “tricky” (or easy) 2. Three-syllable word “puzzling” (or beautiful) 3. Four-syllable word “complicated” (or fascinating)
  26. 26. 1A: I think /we've got it/ figured out. • 2 • 6 • • • 6w B: Oh ./ well what is it? 9w • • 2 • 2A: Your muffler / has a small hole in it. • 12 • • • • 9w • • • B: Oh, gosh./ Does it need to be / replaced right now? • 6 • • 1y • • • 3y • • 3A: Yeah, /pretty soon./It isn't going to / last much longer. 5 • • 11w • 2 • • • • • 8 • B: Huh. //What'll it cost? 12 • • • 8
  27. 27. Rhythm Fight Club Michael Burri University of Wollongong
  28. 28. Symbols Explained P Punch, with arm extended out almost as far as possible < Short jab that goes back toward the body > Short jab that goes out away from the body
  29. 29. P Cool < P That’s cool > < P Really cool < > < P That’s really cool P < Funky < P < That’s funky > < P < Really funky < > < P < That’s really funky The Rhythmic “Feet” of English 1-2
  30. 30. P < > Super cool < P < > That’s super cool > < P < > Really super cool < > < P < > That’s really super cool P < > < Super funky < P < > < That’s super funky > < P < > < Really super funky < > < P < > < That’s really super funky The Rhythmic “Feet” of English 3-4
  31. 31. P Bad! < P That’s bad! > < P Very bad! < > < P That’s very bad! P < Nasty! < P < That’s nasty! > < P < Very nasty! < > < P < That’s very nasty! RFC: Bee Sting Fight! 1-2
  32. 32. P < > Dangerous! < P < > That’s dangerous! > < P < > Very dangerous! < > < P < > That’s very dangerous! P < > < Devastating! < P < > < That’s devastating! > < P < > < Very devastating! < > < P < > < That’s very devastating! RFC: Bee Sting Fight! 3-4
  33. 33. < < < < P < < < Oh that’s very devastating! < < < < < P < < < You know that’s very devastating! < < < << < P < < < Oh you know that’s very devastating! Flow
  34. 34. 1A: Hey! Can I help you? P > < P < B: We got a disaster at the house! > < > < P < > < > 2A: What’ya got? > < P B: Water coming out / of the furnace! P < > < > > < P < 3A: Any idea / where it is coming from? < > < P < < > < P < > B: Ooooh! I didn’t’ look behind it. P < > < > < P < Disaster at the House!
  35. 35. 4A: What’s right above it? < > < P < B: The jacuzzi . . . > < P < 5A: Go home and call me / if shutting off / the jacuzzi doesn’t help. < > < P < < P < > > < P < > < > B: I’ll bet that’s it!!! < > < P 6A: You never know. / Good luck on that one! < > < P < > < > P < B: Thanks! You’re the greatest! P > < P <
  36. 36. Intonation Touch-i-namis Aihua Liu Harbin Institute of Technology
  37. 37. o Touchinamis = touch + wave movement Intonation “Touchinamis!”
  38. 38. Basic Intonation “Touchinamis!” 1. Flat 2. Fall 3. Rise 4. Rise-fall
  39. 39. Pedagogical movement pattern (PMP) PMP Left Right Touchinamis PMP
  40. 40. Flat Example: “well…that’s possible.” Used for:  Thinking or hesitating  A pause in a long sentence where there is no comma [--]
  41. 41. Fall Example: “Nice to meet you.” Used for:  Basic statement or at a comma or period  WH Questions []
  42. 42. Rise Example: “Are you okay?” Used for:  Basic Y/N questions  Part of a series: “red, white and blue” [/]
  43. 43. Rise-Fall Example: “It’s beautiful.” Used for:  Enthusiasm  Empathy & emotion  Citation forms – “pronunciation” [/]
  44. 44. A: Hi, B! How are you? B: Well, not bad . . . A: Oh . . . Is something wrong? B: I've not been feeling too well. A: What's the problem? B: I got the flu a week ago. How about a Movie?
  45. 45. A: [] Hi, B! [/] How are you? B: [--] Well, [--] not bad . . . A: [--] Oh . . . [/] Is something wrong? B: [/] I've not been feeling too well. A: [] What's the problem? B: [ / ] I got the flu a week ago. How about a Movie?
  46. 46. Tai Chi Fluency Shine Hong Trinity Western University
  47. 47. Tai Chi • Driver of fluency and flow • Creates natural linking and reduction of vowel quality • Ball in right hand • Catch on stressed syllable
  48. 48. Tai Chi PMP •PMP goes from the Left to the Right key words: Tough/Nice Tricky/Easy Dangerous/Beautiful Complicated/Fascinating
  49. 49. Tai Chi Practice (Family History) 1A: How about your family tree? B: I'm basically Greek / and Swiss-Irish. 2A: That's quite a combination, isn't it? B: At home / we often had great food/ and dancing!
  50. 50. Tai Chi Practice (Family History) 3A: I believe that! //What about your grand parents? B: Dad's parents /both came from Greece as children. 4A: Uh-huh. //And your mother's parents background? B: I know her father was Irish / but I'm not as sure / about her mother. //Swiss, I think.
  51. 51. Consonants Bill Acton Trinity Western University
  52. 52. Parameters o Movement o Resonance o Touch points o Anchoring o Visual schema and video models o Equipment o Lips, teeth, tongue, aspiration
  53. 53. “Sticky” Consonants th/th f/v r/l s/sh/z/zh tr, ch
  54. 54. More Sticky Consonants m, n, ng w y h
  55. 55. EHIEP Haptic-o-logues are Short, in-class, verbal exchanges that manage sound change, e.g., • Mirrored modeling (visual, auditory, kinaesthetic, tactile engagement) Or • Mirrored correction and practice • Designed (focus on form) • Spontaneous (Pre-fab or free-form)
  56. 56. Keep in touch! www.actonhaptic.com
  57. 57. Practicing pronunciation of new or corrected sounds or words (1) • On a card, on the front, write down the word with an apostrophe (‘) before the stressed syllable. • On the back of the card, write down the vowel number of the vowel in the primary stressed syllable and the phonetic transcription of the whole word.
  58. 58. Practicing pronunciation of new or corrected sounds or words (2) • If you are working on one sound only, do one word per card. Use many cards, if necessary!!! • Check meaning and usage. Copy a phrase from the dictionary with the word in it. • Practice the word, saying it OUT LOUD, with vowel PMP three times.
  59. 59. Practicing pronunciation of new or corrected sounds or words (3) • Practice the word in a phrase, saying it OUT LOUD, with the Fight Club PMP three times. • Using your deck of cards, practice new or corrected words for 2 weeks, at least 3 times each week.
  60. 60. Practicing pronunciation of new or corrected sounds or words (4) • ALWAYS do sharp PMPs. NEVER do the word list without PMPs. NEVER. NEVER!” • If you get the chance, when you hear the word in conversation or read it, quickly do the vowel or Fight Club PMP as you say the word OUTLOUD or to yourself.
  61. 61. Acton Haptic-integrated English Pronunciation System (AHEPS, v3.0) “Bees and Butterflies: Serious Fun!” • Student Guide (11 modules) • Student Practice videos (DVDs or streaming) • Instructor Notes • Instructor Teaching videos (DVDs or streaming)

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