times a week on their own, their overall fluency and their ability to speak rhythmically often improved markedly within a few days.
Non-native instructor identity
Recently, in a graduate applied phonology seminar, the teachers-in-training enrolled in the course, learned, practiced and demonstrated all of the AH-EPS protocols as part of
their final course assessment. Learning and experiencing these haptic protocols and PMPs has been shown to be particularly beneficial and empowering for some the non-native
speakers. One student from Korea, for example, very quiet and shy at the beginning of the program, reports that the haptic work was responsible in large part for a remarkable
transformation in her identity, confidence and oral production. In one of her weekly reflective papers, she explained that both the warm-up and intonation PMPs, which she
practiced daily, were especially helpful for developing her confidence and expressiveness. Both the instructors and the classmates’ observations confirmed the
student’s report. She has since even done some impressive, expressive and well-received presentations at provincial and international conferences.
C. Specific class types and contexts
1. How does it work for a nonnative English-speaking teacher? It should be most helpful. All the basic instruction is done by the video.
Classroom follow up does not require native speaker-like accuracy for basic intelligibility, just access electronically? to a model with a dictionary. This is one
area where the nonnative professional often feels challenged. The problem is often the mistaken perception of students and other faculty that only native speaker
accent is acceptable for pronunciation. AH-EPS should help get past that initial barrier and give the instructor a way to do better models and corrections in class.
The NNS instructor is then not teaching pronunciation, just . . . following up on the AH-EPS work, integrating pronunciation into general classwork. That is, in
fact, just what leading theorists methodologists are recommending today.
As noted earlier, in some contexts, it may be appropriate for an instructor to do not only the teaching video but also the three student practice videos in class on
subsequent days. Using that format, working with a class of up to 50 students in an EFL setting is manageable. In such contexts, students may also not have access
to the technology--or resources to work with individual copies of the student practice videos. After each of the three video practice sessions, students and
instructor together can do the 2x6 conversation as a class. In that dialogue learners practice the PMPs of the module.
2. Can AH-EPS be used with big or classes of mixed ability? Research – Simple answer: Yes Some factors that may come
into play as noted earlier do include the distance of the learner from the model, the amount of space available per learner so he
Acton©2014 Page
38
or she has space to do the PMPs, especially those that extend out to the right or the left and the general mix of ability by
seating. With a little planning, each learner can be positioned so as to make them comfortable. For example, a student who does
not have good kinesthetic ability should be seated so as to be able to follow along with those who do, etc. There is a great deal of
research on exercise persistence and the set of factors involved with different populations. See the HICPR blog on that.
Practice – In general, the training program works fine with classes of almost any make up. In some contexts, such as
working with young learners, the primary application of the system is through instructor modeling of PMPs, often without
any overt comments as to what the point or purpose is. If learners’ mirror neurons Simpson, 2008 are online, that alone
has a good chance of making a substantial impact, especially in basic anchoring of stress patterns and vocabulary usage.
3. How about learners who are not very kinesthetic or whose learning style or learning preference or culture is not compatible with this
method?
Research – One of the most striking “findings” of the last decade is that “learning preferences” are generally just that . . . preferences, not hard-wired circuits in the
brain. Reiner and Willingham, 2010 In other words, the brain and most learners is far more flexible or “plastic” in working in other “styles” e.g., visual,
auditory, kinesthetic and tactile than assumed by many educators. Yes, we all have our favorite input and output channels, but it turns out we can be trained to
use the others as well much more efficiently than thought earlier.
True, some learners find the haptic system a bit outside their comfort zones, but almost without exception, the requirements for moving the upper body—or at
least carefully observing that in others doing it, is rarely problematic. There are a few for whom haptic work or mirroring is challenging, nonetheless.
8
Practical – In the classroom, the AH-EPS pedagogical movement patterns should be done with very “business-like” execution when presenting, reinforcing or
correcting targeted material. One way to make sure that is the case is to use the
8
We have become accustomed to people occasionally walking out half way through our workshops over the years, before they have had a chance to physically experience the core set of pedagogicalpronunciation
movement patterns. For some, the very act of doing sign languagelike gestures to the sound and rhythm of their speech is probably just a bit too far out of their comfort zone or intellectual box. Research suggests
that perhaps less than 2 do have some neurological issue, most of them ambidextrous, that makes the act of mirroring a model and speaking simultaneously sometimes problematic Bryner, 2010. I have met
several like that. For them, AHVS is ideal. For others, the preliminary explanations and theory probably just weren’t enough to hold them there until their body caught on . . .
Acton©2014 Page
39
video to do the training so that students learn very precise and consistent PMPs before working with them in integrated classes.
4. Can you use AH-EPS for accent reduction? The AH-EPS protocols are as relevant for advanced learners as they are for
beginners. A PMP can be as precise in location and target sound as necessary. In M9, for example, the optional Unstressed vowel - finger flick PMP allows
attention to all vowels in the learners repertoire, in several different contexts. In the consonant mini-modules for ln and szshzh, some basic eye tracking is used.
In advanced accent work, eye tracking may be brought in on several of the PMPs to enhance intensity and attention. In addition, the word list process is much more
elaborate, as is the use of additional intonation protocols for increased expressiveness and tracking following, saying the same word as the model,
simultaneously. A new accent-reduction program, employing day-long sessions on two consecutive weekends, about 30 hours in total, has shown promising
results recently.
6. How about different proficiency levels? In general, proficiency level is irrelevant. For absolute beginners or children or
pre-literate learners, instructors may use the PMPs in instruction without any explicit explanation or formal practice whatsoever initially, just asking the learner
to mimic the PMP as a model or correction is offered. It has been suggested to me any number of times that we set up a controlled experiment where everything
is done just that way. We will certainly do that sometime. My guess is that with careful analysis and integration, most of AH-EPS could be done without using the
instructional videos at all.
Acton©2014 Page
40
V. FIELD TESTING OF AH-EPS
1. The haptic anchoring of pedagogical movements patterns gestures began in 2006.
Over course of the last seven years the complete set of PMPs has been developed. The individual PMPs, done face-to-face not in haptic video, have been presented in over 60
conference presentations and workshops and implemented in countless classrooms. Most of those PMPs are based, as noted earlier, on typical pedagogical gestures in the visual
field. The key innovation has been the consistent use of gesture for presentation and correction and the introduction of touch haptic anchoring to ensure more systematic
application of those classroom interventions. The haptic-based PMPs “emerged” gradually:
Earlier kinesthetic-only versions had been developed by the late-1990’s. Most were presented in over 200 conference workshops and in-services.
Word stress with some touch of objects, not body-based
Vowels clock-like positioning of vowels, much like the IPA charts
Baton integration using pencil baton strokes on stress, etc.
Basic intonation with one hand, using flowing gestures across the visual
field New developments since 2006:
Matrix visual field anchoring
Butterfly Rhythm groups and phrasal stress
Rhythm “Fight club”
Advanced intonation
Tai Chi fluency
Linking protocol
Unstressed vowels protocol
2. The use of haptic video in presenting the haptic pronunciation teaching began in 2010. After experimenting with various formats and video techniques, by late 2011 the current
AH-EPS system was established. Since then there are been a number of field tests of both the individual PMPs and the complete, 9-module system.
About a dozen, one semester long classroom tests of most of the complete system
A similar number of trials that involved roughly half of the system, the basic, first
five modules.
Two controlled studies, one still in progress, of sets 2 to 3 of the PMPs
Several informal action research studies done by graduate students using AH-EPS protocols as part of internships
Extensive application vowelword stress PMPs by individual instructors with
consistently good results 3. Overall, feedback from field tests has been consistently positive, both from the basic
non-video Essential Haptic-integrated English pronunciation EHIEP application, and the haptic video Acton Haptic-integrated English Pronunciation System AH-EPS. In
Acton©2014 Page
41
general, the reports support earlier discussion and observations in the Guide but especially the following appear to be consistently done “better:”
Production of English vowel contrasts
Memory for stressed syllables
Integration of changed elements into spontaneous speaking
Confidence in speaking
Appropriate self-monitoring
Production of English rhythm in general
Production and comprehension of intonation contours
Instructor and peer correction of pronunciation
“Repair” of consonants done as homework, not in class
Pronunciation homework and regular practice
Small group pronunciation practice
VI. COMMON SENSE AND CAVEATS
In the early 90s, a video game designer in Japan came to me with the idea of teaching English pronunciation using gesture in something analogous to the Wii game systems of
today. From the early development of the EHIEP framework on, beginning in about 2005, the concept of someday doing HICP in virtual reality has been almost a given. Having
talked with a number of designers and acoustic experts, there appears to be no obvious technical obstacle to such a project.
The Matrix and use consistent use of the visual field in AH-EPS, for example, should be relatively easy to connect up to speech recognition and synthesis technology. A learner
working in the virtual reality field could move her hand and arm and in a track provided by the system to either hear or produce a word or phrase. The system could respond in
several ways, among them haptically redirecting the arm back through the appropriate sound-space as the more accurate version is heard and felt, or as the learner is given
another chance to produce the target. Likewise, the system could conduct learners bodies to or through more L2-like intonation and rhythm patterns.
A few common sense reasons that AH-EPS seems to work Language teaching, as many have observed, is arguably closer to art than science. I am
still amazed at the quality and pedagogical impact of the AH-EPS video training protocols. The move from kinesthetic to haptic turned out to have enormous
consequences, and still does. There is much we could do to enhance the production quality of the videos, of course, but if you just think of them as art . . . they make perfect
textural sense
Sometimes in your experience or classroom you just hit upon something and it surprises you with its impact. Here are several formal, informal, common sense observations and
explanations for what may be going on here.
Acton©2014 Page
42
AH-EPS: a. Hooks learners on the process so that they do their homework If done right, it is
stimulating and refreshing, especially when done for 15 or 20 minutes in the morning, every other day
b. Provides a principled way to integrate body movement into pronunciation teaching, embodying a number of techniques commonly used, some
consciously, some less so-- emphasizing the importance of the kinesthetic, “felt sense” of fluent body movement and speech.
c. Focuses on intelligibility and fluency, not just accuracy d. Integrates in basic voice training and public speaking skills of the learner
--especially vocal resonance training--so that some improvement in vocal production is noticed relatively quickly by learners
e. Uses vowels as the conceptual center of the presentation and practice system, establishing a conceptual and sensory space matrix in which 1 sounds and
processes can be learned and adjusted, and 2 production can be regulated. f. Is structured so that almost anyone, regardless of native language or learning style
can learn it or learn to teach using it. g. Involves a set of basic, easy to learn exercises and techniques warm up, vowels,
word stress, rhythm and intonation that are then integrated into classwork as the need arises.
h. Balances conscious analysis and “noticing” with contextualized drill and controlled practice. Balances energizing, motivating activities with controlled,
focused but still enjoyable procedures. i. Is more output-based system, encouraging earlier “safe” speaking and oral
production than does many contemporary methods. j. In the Aside at the end of the Forward, I allude to the nature of the
conversation that happens in haptic-integrated pronunciation work . . . In the process of developing the haptic pedagogical process of doing haptic anchoring
training, the most striking discovery was--at least in this context--that video presentation is more effective or at least more consistent than doing it live. Some of that effect
certainly has to do with the combination of mirroring and touch, which, when combined, can be an exceedingly powerful--and distracting mix. The AH-EPS haptic video project
as it appears today is a good start.
Keep in touch.
Acton©2014 Page
43
REFERENCES
Note: The references listed here are both those cited in Notes and some that are, although not cited explicitly, relevant to haptic work in general. In the final version of Notes those
will be listed separately.
Acton, W. in preparation. Accent on OEI. In R. A. Bradshaw, R. A. Cook, A. Eds. Toward integration: Observed Experiential Integration --- Clinical applications.
Vancouver, BC: SightPsych Seminars.
Acton, W., Burri, M., Baker, A., Teaman, B. 2013. Preliminaries to Haptic-Integrated Pronunciation Instruction, in Proceedings of the 2012 PSLLT Conference, Vancouver.
Retrieved, January 12, 2014: http:jlevis.public.iastate.edupslltconference4th 20ProceedingsTable20of20Contents20PSLLT202012.pdf
Acton, W. 2012. Post-pronunciation pronunciation. Paper presented at the 2012 TESOL Convention, Philadelphia.
Acton, W. 2011. Multiple modality pronunciation instruction, at the 2011 TESOL Convention, New Orleans.
Acton, W. 2010. Full-bodied, multiple modality pronunciation teaching. Paper presented at the 2010 TESOL Convention, Boston.
Acton, W. 2001. FocalSpeak: Integrating rhythm and stress in speech-pronunciation. In J. Murphy P. Byrd Eds., Understanding the courses we teach: Local perspectives on
English language teaching pp. 197-217. Ann Arbor: University of Michigan Press.
Acton, W. 1997. Direct speaking instruction and the mora-bound, focal-stress blues. The Language Teacher, 219, 7-12. http:jalt-publications.orgtltfiles97sepacton.html,
retrieved, April 16, 2013.
Acton, W. 1994. Directed movement in language instruction, Journal of Communication and International Studies Nagoya University of Commerce 1:43-52.
Acton, W. 1984. Changing fossilized pronunciation. TESOL Quarterly, 181: 71-85. Acton, W., Baker, A. Burri, M. 2009. Haptic approaches to grammar and intonation
instruction. Paper presented at the 2009 TESOL Convention, Denver. Acton, W., Baker, A., Burri, M., Kielstra, N., Van Dyke, A. Rauser, K. 2013.
Essentials of Haptic Kinesthetic+Tactile-Integrated Pronunciation Instruction, Pre- conference Institute at the 2013 TESOL Convention, Dallas.
Acton, W., Burri, M., Rauser, K., Teaman, B. Moulden, G. 2013. Anchoring Academic Word List Vocabulary: One Touch at a Time, workshop at the 2013 TESOL
Convention, Dallas.
Acton©2014 Page
44
Acton, W., Burri, M., Teaman. B., Goertzen, M., Brodie, A. 2012. Getting optimal pronunciation from English learner dictionaries and beyond, at the 2012 TESOL
Convention, Philadelphia.
Acton, W., Kielstra, N., Kim, G. Burri, M. 2012. Attending skills training: peer monitoring in conversation instruction, at the 2012 BCTEAL Annual Conference.
Acton, W. . Lindsay, D. 2008. Gesture Synchronized Speech, workshop at the 2007 TESOL Convention.
Acton, W. K. Rauser. 2013. Dont worry, be haptic: the research basic of haptic pronunciation teaching, at
The 45
th
Annual TEAL Conference, Vancouver.
Atkinson, D. 2010. Extended, embodied cognition and second language acquisition. Applied Linguistics, 315, 599-622.
Alexander Technique, 2008. n.d. Retrieved July 23, 2012 from, http:www.alexandertechnique.com.
Asher, J. 1972. Childrens first language as a model for second language learning. Modern Language Journal, 56, 133-139.
Association for Psychological Science 2011. Are your values right or left? The answer is more literal than you think.ScienceDaily. Retrieved March 11, 2013, from
http:www.sciencedaily.comreleases201104110413151643.htm.
Baker, A. In press. Exploring teachers’ knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL
Quarterly.
Baker, A. A. 2012. Integrating pronunciation into content-based ESL instruction. Paper presented at the Pronunciation in Second Language Learning and Teaching Conference,
Vancouver.
Baker, A. 2011. Pronunciation Pedagogy: Second Language Teacher Cognition and Practicehttp:digitalarchive.gsu.educgiviewcontent.cgi?
article=1017context=alesl_diss., retrieved January 20, 2013.
Bernstein, T. 2011. Is a Full-Body Workout 3 Days a Week Enough to Gain Mass? Retrieved, March 26, 2013,
http:www.livestrong.comarticle455102-is-a-full-body- workout-3-days-a-week-enough-to-gain-massixzz2OrwXWZbv
Bod, R. Cochran, D. 2013. Introduction to Exemplar-Based Models of Language Acquisition and Use, http:staff.science.uva.nl~rensexemplars.pdf, retrieved 1-28-2013.
Bradshaw, R. A. Cook, A. eds. 2009. Toward Integration: One Eye at a Time --- Clinical Applications, Vancouver, B.C.: SightPsych Seminars.
Bryner, J. 2010. Ambidextrous children may have more trouble in school, http:www.livescience.com8044-ambidextrous-children-problems-school.html, retrieved March
25, 2013.
Bolinger, D. 1983. Intonation and gesture. American Speech, 582, 156-174. Acton©2014
Page
45
Burri, M., Baker, A. and W. Acton in press Anchoring academic vocabulary with a “hard hitting” haptic pronunciation teaching technique, in Jones, T Ed Integrating
pronunciation instruction. New York: TESOL
Burri, M. Rauser, K. 2011. Teachable rhythm techniques for the L2 speaking classroom. Paper presented at BCTEAL Annual Conference.
Burri, M., Rauser, K. 2010. Teaching conversational rhythm in speaking classrooms, Paper presented at the 2010 TESOL Convention, Boston.
Caldwell, R. 2014. Phonology for listening: Teaching the stream of speech. Birmingham, UK: Speech in Action.
Caldwell, R. 2013 n.d. Retrieved January 20, 2013 http:www.speechinaction.com. Carkin, G. 2013. http:www.oocities.orggarycarkin, retrieved May 25, 2013.
Catford, I. 1972. A Practical Introduction to Phonetics. Oxford: Oxford University press.
Caunce, R. 2013. MA Thesis: A semiotic perspective on L1 transfer in L2 learning. Langley, BC: Trinity Western University.
Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., Griner, B. 2010. Teaching pronunciation: A reference for teachers of English to speakers of other languages 2nd
ed.. Cambridge: Cambridge University Press.
Chela-Flores, B. 2001. Pronunciation and language learning: An integrative approach. IRAL, 39, 85-101.
Churchill, E., Okada, H., Nishino, T., Atkinson, D. 2010. Symbiotic gesture and the sociocognitive visibility of grammar in second language acquisition. The Modern
Language Journal, 942.
Color Vowel Chart 2013. http:www.colorvowelchart.org, retrieved March 26, 2013. Cook, A. Bradshaw R. 2008. One-eye Integration Therapy: Client Handbook.
Vancouver, B.C.: SightPsych Seminars Incorporated. Cook, A. Bradshaw, R. 2002. Toward integration: One eye at a time, 2nd Edition.
Vancouver, B.C.: SightPsych Seminars Incorporated. Couper, G., 2011. What makes pronunciation teaching work? Testing for the effect of two
variables: socially constructed metalanguage and critical listening. Language Awareness, 203, pp.159–182.
Couper, G. 2003. The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 183, 53-70.
Damasio, A. 1999. The feeling of what happens: body and emotion in the making of consciousness. New York: Harcourt Brace Co.
Acton©2014 Page
46
Derwing, T., Diepenbroek, L. Foote, J. 2012. How well do general-skills ESL textbooks address pronunciation? TESL Canada JournalRevue 23, vol. 30:1, Winter,
2012.
Derwing, T. M., Munro, M. J. 2005. Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 393, 379-397.
Derwing, T. M., Munro, M. J., Wiebe, G. 1997. Pronunciation instruction for fossilized learners: Can it help? Applied Language Learning, 8, 217-235.
Donkor, R., Hong, S., Lam,M., Takatsu, N. Zeng, Y. 2013. Teaching Basic English Intonation by Non-native English Speaking Teachers scheduled workshop at the 2013
TESOL Convention, Dallas
East Tennessee University 2012. Clinical practice. http:www.etsu.edusocialworkmswprogramdefclinicalpractice.aspx, retrieved March
11, 2012.
Fredenbach, B., Boisferon, A. Gentaz, E. 2009. Learning of arbitrary association between visual and auditory novel stimuli in adults: The “Bond Effect” of haptic
exploration. PLoS ONE, 2009; 4 3: e4844 DOI: 10.1371journal.pone.0004844
Gallace a
, A., Hong, Z., Haggard
d , P.
C. Spence a
. 2008. Short term memory for tactile stimuli.
Brain Research 23 January 2008, Pages 132–142.
Gelb, M. 1981. Body learning: an introduction to the Alexander Technique. New York: Delilah Books.
Gendlin, E. 1996. Focusing oriented psychotherapy. New York: Guildord Press. EMDR 2013.
http:www.emdr.com retrieved January 20, 2013.
Gilbert, J. 2010. Clear speech 4th ed.. Cambridge: Cambridge University Press. Gilbert, J. B. 1987. Pronunciation and listening comprehension. In J. Morley Ed.,
Current perspectives on pronunciation: Practices anchored in theory pp. 33-39. Washington, DC: TESOL.
Guiora, A., B. Beit-Hallahmi, R. Brannon, C. Dull Scovel, T. 1972. The effects of experimentally induced changes into ego states on pronunciation ability in a second
language: an exploratory study. Comprehensive Psychiatry 13: 421-428.
Guiora, A., R. Brannon, and C. Dull, C. 1972. Empathy and second language learning. Language Learning 22: 111-130.
Grant, L. Ed. 2014. Pronunciation myths: applying second language research to classroom teaching. Ann Arbor: University of Michigan Press
Grant, L. 2010. Well Said: Pronunciation for clear communication 3
rd
Edition Boston: Heinle and Heinle.
Hall, E. 1959. The silent language. New York: Random House. Acton©2014
Page
47
Harris, W. 2013. How haptic technology works. http:electronics.howstuffworks.comeveryday-techhaptic-technology.htm
, retrieved January 20, 2013.
Hewings, M. 1995. Tone choices in the English intonation of non-native speakers. IRAL, 333, 251-265.
Holme, R. 2012. Cognitive linguistics and the second language classroom. TESOL Quarterly, 461, 6–29.
Jenkins, J. 2000. The phonology of English as an international language. Oxford: Oxford University Press.
Johnson, M. 1987. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago: Chicago University Press.
Juntunen, M-L., Hyvönen, L. 2004. Embodiment in musical knowing: How body movement facilitates learning with Dalcroze Eurythmics. British Journal of Music
Education, 212, 199–214.
Kendon, A. 2004. Gesture: Visible action as utterance. Cambridge: Cambridge University Press.
Krashen, S. 1982. Principles and practices in second language acquisition. http:www.sdkrashen.comPrinciples_and_PracticePrinciples_and_Practice.pdf,
retrieved, April 16, 2013.
Kunce, J., C. Cope, and Newton, R. 1991. Personal Styles Inventory, Journal of Counseling and Development, 70, pp. 334-341.
Lacey, S., Stilla, R., Sathian, K. 2011. Metaphorically feeling: Comprehending textural metaphors activates somatosensory cortex. Brain and Language, 2012;
DOI: 10.1016j.bandl.2011.12.016
Lako v, G., Johnson, M. 1999.
Philosophy in the Xesh: The embodied mind and its challenge to western thought. New York: Basic Books.
Lam, M., Donkor,R., Hong, J., Takatsu, N., Zeng, Y. 2012. Teaching English Intonation for Non native English Speaking Teachers, Workshop at the BC TEAL 44rd
Annual Conference, Vancouver, BC.
Lessac, A. 1997. The use and training of the human voice: A bio-dynamic approach to vocal life 3rd ed.. New York: Drama Book Specialists.
Lessac, A. 1984. Body wisdom: The use and training of the human body, New York: Drama Book Specialists.
Lessac, A. 1967. The use and training of the human voice: A bio-dynamic approach to vocal life . New York: Drama Book Specialists.
Levis, j. 2005. Changing Contexts and Shifting Paradigms in Pronunciation Teaching, TESOL Quarterly,
Volume 393, 369–377.
Acton©2014 Page
48
Levis, J. M., Grant, L. 2003. Integrating pronunciation into ESLEFL classrooms. TESOL Journal, 122, 13-19.
Liu, L. 2012. An international graduate students ESL learning experience beyond the classroom. TESL Canada Journal, 291, 77-92.
Macdonald, D., Yule, G., Powers, M. 1994. Attempts to improve English L2 pronunciation: The variable effects of different types of instruction. Language Learning,
441, 75-100.
Maley, A. 2000. The Language Teacher’s Voice. New York: McMillan Heinemann. Marks, L. 2002. Touch: sensuous theory and multisensory media. Minneapolis:
University of Minnesota Press. Macedonia, M Kriegstein, K. 2012. Gestures enhance foreign language learning.
Biolinguistics 6.3–4: 393–416, 2012 - http:www.biolinguistics.eu, retrieved March 10, 2013.
McCafferty, S. 2012. Mimesis and second language acquisition: A Sociocultural Perspective, Studies in second language acquisition 30, 147–167.
McCafferty, S. Stam, G. Eds.. 2008. Gesture: Second language acquisition and classroom research. New York: Routledge.
McCafferty, S. 2004. Space for cognition: gesture and second language learning. International Journal of Applied Linguistics, 141, 148-165. doi: 10.1111j.1473-
4192.2004.0057m.x.
McNerney, S. 2011, Nov. 4. A brief guide to embodied cognition: Why you are not your brain. [Web log]
http:blogs.scientificamerican.comguest-blog20111104a-brief- guide-to-embodied-cognition-why-you-are-not-your-brain
, retrieved April 15, 2013. Medina, T., Snedeker, J.,Trueswell, L. Gleitman. R. 2011. How words can and cannot
be learned by observation. Proceedings of the National Academy of Sciences, 2011; DOI:
10.1073pnas.1105040108 .
Minogue, J. Jones, M. 2006. Haptics in Education: Exploring an Untapped Sensory Modality, Review of Educational Research, Fall 2006, Vol. 76, No. 3, pp. 317-348.
Morley, J. 2001. Improving Spoken English: An intensive personalized program in perception, Pronunciation, Practice in Context. Ann Arbor: University of Michigan
Press.
Morley, J. 1994. Multidimensional curriculum design for speech-pronunciation instruction. In J. Morley Ed., Pronunciation pedagogy and theory: New views, new
directions pp. 64-91. Alexandria, VA: TESOL.
Morley, J. 1992. Rapid review of vowels and prosodic contexts. Ann Arbor: University of Michigan Press.
Morley, J. 1991. The pronunciation component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 253, 481-520.
Acton©2014 Page
49
Munro, M., Derwing, T. 2006. The functional load principle in ESL pronunciation instruction: An exploratory study. System, 344, 520-531.
Murphey, T. 2000, Shadowing Summarizing. National Foreign Language Resource Center.
http:www.LLL.hawaii.edunflrc .
Murphy, J. M. 2014. Intelligible, comprehensible, nonnative models in ESLEFL pronunciation teaching. System: An International Journal of Educational Technology
and Applied Linguistics 42, pp. 258-269.
Murphy, J., Kandil, M. 2004. Word-level stress patterns in the academic word list. System: An International Journal of Educational Technology and Applied Linguistics,
321, 61-74.
Murphy, J. 1991. Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 251, 51-75.
Naiman, N. 1992. A communicative approach to pronunciation teaching. In P. Avery S. Ehrlich Eds., Teaching American English pronunciation pp. 163-171. Oxford:
Oxford University Press.
NCSF 2012. A Psychological View of Fitness Goal Attainment – From Variety to Constancy
http:www.ncsf.orgblogArticles0- 61APsychologicalViewofFitnessGoalAttainment-FromVarietytoConstancy.aspx,
retrieved, April 16, 2013. OEI 2013.
http:www.sightpsychology.com , retrieved January 20, 2013.
Ondobaka, S., de Lange, R., Newman-Norlund, M., Wiemers, T., Bekkering, H. 2011. Interplay Between Action and Movement Intentions During Social Interaction
Psychological Science, 2011; 23 1: 30 DOI: 10.11770956797611424163
Pierrehumbert, J. 2001. Exemplar dynamics: Word frequency, lenition and contrast. In J. Bybee P. Hopper Eds., Frequency effects and the emergence of linguistic structure
pp. 137-157. Amsterdam: John Benjamins.
Pike, K. 1959. Language as particle, wave and field. Texas Quarterly 22:37-54. [Repub. in Ruth M. Brended., Kenneth L. Pike: Selected writings, 129-143. The Hague:
Mouton 1972.]
Repp, B. H., Penel, A. 2004. Rhythmic movement is attracted more strongly to auditory than to visual rhythms. Psychological Research, 684, 252–270.
Riggenbach, H. Ed.. 2000. Perspectives on Fluency. Ann Arbor: The University of Michigan Press.
Reiner, J. and Willingham, R. 2010. The myth of learning styles. Change magazine, Sept-Oct issue.
Ryan, R., Williams, G., Patrick, H., Deci, E. 2009. Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic
Journal of Psychology, 6, 107-124.
Acton©2014 Page
50
Saito, K., Lyster, R. 2012. Effects of form-focused instruction and corrective feedback on L2 pronunciation development of r by Japanese learners of English.
Language Learning, 622, 595-683.
Scales, J., Wennerstrom, A., Richard, D., Wu, S. 2006. Language learners perceptions of accent. TESOL Quarterly, 404, 715-738.
Schumann, J., Crowell, S. E., Jones, N. E., Lee, N., Schuchert, S. A. Wood, L. A. 2004. The neurobiology of learning: Perspectives from second language acquisition.
Mahwah, NJ: Lawrence Erlbaum Associates.
Seligman, E. 2005. Lessac-Madsen Resonant Voice Therapy LMRVT: A Brief Description and Review, retrieved 082012,
http:ellieseligmann.comessaysLMRVT.htm
Setter, J. 2006. Speech rhythm in world Englishes: The case of Hong Kong. TESOL Quarterly, 404, 763-782.
Simpson, M. 2008. Mirror neurons in the brain: how they help dancers as they train. http:www.ballet-dance.com200806articlesmirrorneurons20080600.html, retrieved,
March 26, 2013.
Sobhani, M., Fox, G., Kaplan, J. Aziz-Zadeh, L. 2012. Interpersonal Liking Modulates Motor-Related Neural Regions. PLoS ONE, 2012; 7 10: e46809
DOI: 10.1371journal.pone.0046809
. Stevick, E. 1976.
Memory, meaning and Method
. Boston, MA: Heinle Heinle. Strain, D. 2012. Why creepy people give you the creeps,
http:news.sciencemag.orgsciencenow201204why-creepy-people-give-us-the.html? ref=hp, retrieved March 11, 2013.
Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf Ed., Sociocultural Theory and Second Language
Learning. pp. 97-124. Oxford: Oxford University Press.
Teaman, B. Acton, W. 2013. Haptic movement and touch for better pronunciation, in Proceedings of the 2012 JALT Convention, pp. 213-225.
Wikipedia 2013. History of_the International Phonetic Alphabet. Retrieved March 26, 2013, http:en.wikipedia.orgwikiHistory_of_the_International_Phonetic_Alphabet.
Wong, M., Kristjansson, C. Z. Dornjei, , Z. Eds. 2013. Christian Faith and English Language Teaching and Learning Research on the Interrelationship of Religion and ELT,
New York:Routledge.
Wrembel. M. Mickiewicz, A. 2011. Cross-modal reinforcements in phonetics teaching and learning: an overview of innovative trends in pronunciation pedagogy.
ICPhS XVII, 104-107. http:www.icphs2011.hkresourcesOnlineProceedingsSpecialSessionSession3Wrembe
lWrembel.pdf, retrieved March 13, 2013.
Acton©2014 Page
51
Yale University 2009. Learning To Talk Changes How Speech Is Heard: Sound Of Learning Unlocked By Linking Sensory And Motor Systems. ScienceDaily. Retrieved
March 11, 2013, from http:www.sciencedaily.comreleases200911091102172441.htm
Yang, L. 2011. Violent video games alter brain function in young men. ScienceDaily. from http:www.sciencedaily.comreleases201111111130095251.htm, retrieved March
28, 2013.
Acton©2014 Page
52
APPENDIX A: GLOSSARY AND KEY TERMS Glossary:
AH-EPS - Acton Haptic - English Pronunciation System
Anchor – hand touch on PMP and stressed syllable to help remember sound or
word
BFLY - Syllable Butterfly or Focal Group or Rhythm Grouop Protocol
BIP – Baton Integration Protocol
Boldface - indicates primary stressed syllable
DPP - Dictionary Pronunciation Protocol
EHIEP an earlier name for AH-EPS: Essential Haptic-integrated English
Pronunciation
ExITP – Expressive Intonation Touch-i-nami Protocol
F – falling tone
FL - flat tone
dip - quick Fall-Rise
FR– Falling tone that goes back up on a question that is emphasized.
ff – Final fall can be done after F or RF only
IPA - International Phonetic Alphabet
MAP – Matrix Anchoring Protocol
Node - hand positioned to be touched in PMP
PMP – pedagogicalpronunciation movement pattern
R - rough vowel lax vowel
DS - double-smooth vowel a tense vowel plus w or y off-glide
S - smooth vowel one of four, simple tense vowels: 1, 3, 9 and 11
Stress or stressed syllable syllable with most volume, highest pitch and length in a word or phrase
R – rising tone
RF – Falling tone that “jumps” up first before going back down.
RFCP – Rhythm Fight Club
Tag - when the hands touch on a stressed syllable
Tap – Feeling of one hand touching the other on a stressed syllable There are five
kinds of taps in AH-EPS.
TCP – Tai Chi Fluency Protocol
Touch-i-nami – mini melody of a tone group.
Underlining - indicates secondary stress
Voiced - with vocal cords vibrating
Voiceless - with vocal cords not vibrating
WUP – Warm up protocol
2x6 - 12 line conversation
Acton©2014 Page
53
APPENDIX B: TEACHING NOTES
Note: If you have read through the Guide in its entirety, some of the material in the Instructors notes will be somewhat redundant. There is generally more here than in the
GUIDE Teaching tips appendix. I am assuming that some instructors will chose to begin their tour of AH-EPS by taking my suggestion in the Introduction to begin with the
videos. For the most part, if you do that, you may also need to have a copy of the Guide or this appendix open to the module for reference. These notes should basically just
complement the instructions in the Guide and those on the video. For modules 1-5 there are basic, model lesson plans included.
Introduction - Instructors notes
A. Introductory video notes
