Preliminaries to haptic-integrated pronunciation instruction

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.