Abstract
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This paper reports on aspects of a haptic (movement plus touch) integrated system
for classroom pronunciation instruction. It is based, in part, on established
pedagogical practice in the use of somatic/kinesthetic techniques such as gesture
in language instruction (Acton, 1984, 2012; Celce-Murcia, Brinton, Goodwin &
Briner, 2010; McCafferty, 2004), and management of vocal resonance in singing
and voice training (Lessac, 1997). The pedagogical method is designed for use by
relatively untrained instructors and is generally best delivered through video with
classroom follow up. Relatively recent research and development in haptics,
especially in the areas of gaming, prosthetics and robotics, provides a rich source
of potential principles and procedures from which to draw in exploring and
rethinking the “clinical side” of pronunciation work. The use of haptic integration
procedures in various teaching systems, in the form of designated movement
patterns accompanied by various “textures of touch” has been shown to more
systematically coordinate sensory modalities involved and greatly enhance both
effectiveness and pace of instruction. In field testing the basic English
pronunciation system to be described, this application of haptic procedures shows
promise of also enhancing efficiency in anchoring sounds, words and phrases and
in facilitating both recall and integration of targeted material in spontaneous
speech.