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

Essential Haptic-integrated

Pronunciation Teaching

(EHIEP)

is different.

Close your eyes

Warm-you-up!

Shine Hong

Trinity Western University

WARM UP!

[I]

[ε]

[æ][a]

[ʌ/Ə]

[U]

[i]

[e]

[Ɔ]

[o]

[u]

ESSENTIAL HAPTIC-INTEGRAEDENGLISH 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

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)

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

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.

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

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

Single/Rough(lax & tense) Vowels and Word Stress

Karen Rauser

University of British Columbia -Okanagan

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

10 2

9 3

8 4

6

y

w

nose

throat

chest

chinook shiver

lacrosse pemmican

mukluk bannock

toboggan

Canajun Terms with Single/Rough Vowels

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?

Tense/Double-Smooth Vowelsand Word Stress

Nate Kielstra

Trinity Western University

(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

kangaroo emu

odor Mate

hoi polloi

outback Australia

Words with Double-Smooth Vowels

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

Syllable Butterfly

Brian Teaman

Osaka Jogakuin University

Syllable Butterfly groups usually:

oAre maximum 5-7 syllables in length

oAre more frequent if there is more excitement or emotion

There is one (main/anchored/focal) syllable in each focus group which is:

oMore prominent than the other syllables in the group

oRelated to the information structure of the discourse

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

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

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)

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

Rhythm Fight Club

Michael Burri

University of Wollongong

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

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

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

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

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

< < < < P < < <

Oh that’s very devastating!

< < < < < P < < <

You know that’s very devastating!

< < < << < P < < <

Oh you know that’s very devastating!

Flow

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!

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 <

Intonation Touch-i-namis

Aihua Liu

Harbin Institute of Technology

o Touchinamis

= touch + wave movement

Intonation “Touchinamis!”

Basic Intonation “Touchinamis!”

1. Flat

2. Fall

3. Rise

4. Rise-fall

Pedagogical movement pattern (PMP)

PMP

LeftRight

Touchinamis PMP

Flat

Example:

“well…that’s possible.”

Used for:

Thinking or hesitating

A pause in a long

sentence where there

is no comma

[--]

Fall

Example:

“Nice to meet you.”

Used for:

Basic statement or at

a comma or period

WH Questions[\]

Rise

Example:

“Are you okay?”

Used for:

Basic Y/N questions

Part of a series:

“red, white and blue”

[/]

Rise-Fall

Example:

“It’s beautiful.”

Used for:

Enthusiasm

Empathy & emotion

Citation forms –

“pronunciation”

[/\]

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?

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?

Tai Chi Fluency

Shine Hong

Trinity Western University

Tai Chi

• Driver of fluency and flow

• Creates natural linking and reduction of vowel

quality

• Ball in right hand

• Catch on stressed syllable

Tai Chi PMP

•PMP goes from the Left to the Right

key words:

Tough/Nice

Tricky/Easy

Dangerous/Beautiful

Complicated/Fascinating

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!

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.

Consonants

Bill Acton

Trinity Western University

Parameters

o Movement

o Resonance

o Touch points

o Anchoring

o Visual schema and video models

o Equipment

o Lips, teeth, tongue, aspiration

“Sticky” Consonants

th/th

f/v

r/l

s/sh/z/zh

tr, ch

More Sticky Consonants

m, n, ng

w

y

h

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)

Keep in touch!

www.actonhaptic.com

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.

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.

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.

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.

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)