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Preliminaries to haptic-integrated pronunciation instruction

Conference Paper


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Abstract


  • 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.

Publication Date


  • 2013

Citation


  • Acton, W., Baker, A. Ann., Burri, M. & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234-244). Ames, United States: Iowa State University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1414&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/415

Start Page


  • 234

End Page


  • 244

Place Of Publication


  • Ames, United States

Abstract


  • 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.

Publication Date


  • 2013

Citation


  • Acton, W., Baker, A. Ann., Burri, M. & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234-244). Ames, United States: Iowa State University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1414&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/415

Start Page


  • 234

End Page


  • 244

Place Of Publication


  • Ames, United States