Acton Multiple-Modality Pronunciation System:
English
Pronunciation (AMPS-EP)©
Introduction
AMPS is a unique approach to second language (L2) pronunciation and intelligibility
instruction in which systematic use is made of all senses—but especially those
of touch and movement (the
“haptic” sense). AMPS-EP has been consistently shown
to:
-Dramatically improve both efficiency and effectiveness of learning the rhythm, stress, intonation, pitch and vowels of English
-Be easy to learn for both students and faculty (requiring relatively little L2 training and experience on the part of instructors), and
-Integrate
well into most L2 curriculum
The
basic pedagogical “tool” of AMPS-EP resembles a
standard, two-dimensional phonetic vowel chart, visualized to be positioned in
front of the learner's upper body, from about waist line to above hairline,
shoulder width. Most AMPS-EP pronunciation
work (and some types of vocabulary
learning and aural comprehension practice) is done while moving hands and arms
within or through that “virtual” space.
To the casual
observer student and instructor employing AMPS-EP
may at times appear to resemble enthusiastic orchestra conductors, using a
combination of sign language, baseball hand signals, and Taichi. For the most part, however,
the hand and arm movements of AMPS-EP
are derived from “typical” pronunciation teaching or voice coach gestures or gesticulations.
Although all
teaching systems involve movement and touch to some degree, if only as a
natural consequence of speaking and listening activity (McCafferty & Stam,
2008), AMPS-EP makes more careful,
methodologically coherent use of such potentially valuable instructional
support. The basic methodology and techniques have been created with the
ultimate goal of developing an AMPS system which runs predominantly in a
virtual reality environment. The relatively straightforward technology has been
available for over a decade in the virtual gaming industry.
AMPS-English
Pronunciation (AMPS-EP) has been developed
with several widely recognized challenges to contemporary L2 pronunciation
teaching methods in mind, including
-Lack
of a multiple-modality approach to pronunciation instruction (Acton, 1984),
especially--insufficient kinesthetic/body engagement or attention to
'Bodily-kinesthetic Intelligence' (Gardner, 1983)
-Overemphasis
on either segmentals, or supra-segmentals (Grant, 2007)
-Overemphasis
on either reduced vowels or linking
-The
impression that pronunciation instruction requires such extensive instructor
training that it may not be worth the investment of time and resources (Taylor,
1981: Morley, 1999)
-Unrealistic
native-speaker models (Jenkins,
2005)
-Lack
of systematic approaches to pronunciation instruction in general but especially
in regard to the teaching of rhythm and intonation (Brown, 2008: Setter, 2006),
along with integration of pronunciation instruction throughout the curriculum (
Celce-Murcia et al., 1996)
AMPS-EP is characterized by:
-Extensive,
systematic use of
bodily-kinesthetic and multiple-modality-based techniques
-Highly
integrated, simultaneous top-down/bottom up instruction,
-Realistic, achievable models, benchmarks
and goals, based on intelligibility and comprehensibility
-Relatively
short-term, efficient training/orientation programs for both instructors and
students.
Field tests
with students of various backgrounds continue to confirm that AMPS-EP is effective in many
instructional contexts, e.g., English as a second language (ESL),
English as a foreign language (EFL) or English as an International Language
(EIL) classrooms. AMPS-EP facilitates rapid, integrated learning of
intelligible English pronunciation.
AMPS-EP Methods
The method is easy to understand and use in
teaching, even for instructors with
little or no training in methodology, linguistics or phonetics. AMPS-EP is appropriate for the
non-native English-speaking teacher (NNEST), both for classroom pronunciation
instruction and personal English intelligibility enhancement. It does not
require native speaker-like accent or pronunciation, only access to acceptable,
recorded models. For the learner, the primary requirement is careful practice
of assigned tasks and continued use of the AMPS-EP system and strategies throughout his or her active
language learning experience.
The complete AMPS-EP package includes an
Instructor’s Manual, a Student’s Workbook
and access to an Interactive Website (containing audio and video models
and exercises). AMPS-EP can be integrated into an existing curriculum or used
for personal pronunciation/intelligibility enhancement in several ways. For
example:
Working with the manual, workbook and
website, an instructor can develop a good working knowledge of the AMPS-EP techniques and system in two
weeks. For students of that
instructor, assuming a weekly 30-minute lesson and 3, 15-minute practice
sessions per week, the complete program requires about the equivalent of one
academic semester, 10 to 12 weeks—although an individual may be able to shorten
that time period considerably.
(The recommended approach!) Beginning
with a day-long workshop that includes both faculty ( AMPS-EP training) and students ( AMPS-EP orientation) of an institution learning together (PIE©
–
Pronunciation, Intelligibility and Expressiveness Workshop – See PIE description.), students can then complete
the entire 12-module system in about the same amount of time, two to three
months. (A PIE workshop can train
up to 100 participants at a time.)
Many of the techniques of AMPS-EP can also be applied,
individually, to pronunciation
instruction in an existing method or curriculum. The procedures for teaching
intonation and some problematic consonants, for example, are easily adaptable.
The 12 modules
of AMPS-EP
(with homework follow-up), appropriate for learners of false-beginner
proficiency level and above, are:
-Introduction, warm ups
-“Short” vowels and word stress
-“Dynamic” vowels and phrasal stress
-“Long” vowels and vocabulary learning
protocols
-Rhythm and focal stress
-Rhythm and problematic consonants
-Pitch, intonation and mood
-Discourse intonation and basic homework
practice protocol
-Oral reading integration and problematic
consonants (ii)
-Storytelling (oral reading), poetry and juncture
-Controlled conversational speaking and listening,
-Spontaneous “haptic” speaking and listening, and self-study intelligibility strategies.
Each module
(lesson plus required homework and requisite skill level attainment) typically
requires a minimum of from 4 days to 2 weeks to complete, depending on
time-on-task and the proficiency level of students. The skills developed in
each module are “additive,” that is constantly practiced, recycled and
integrated. That integration is accomplished, in part, by having students
gradually build up to the 10-minute “pronunciation learning protocol”
(PLP). By Module #8, the PLP is practiced 3 times a week, assisting learners in
reviewing what they have learned previously, preparing for the work
ahead. (The PLP consists of
a warm- up and practice of vowels, stress, rhythm, intonation and target
vocabulary list.)