Brief Training with Co-Speech Gesture Lends a Hand to Word Learning in a Foreign Language

Autor/inn/en	Kelly, Spencer D.; McDevitt, Tara; Esch, Megan
Titel	Brief Training with Co-Speech Gesture Lends a Hand to Word Learning in a Foreign Language
Quelle	In: Language and Cognitive Processes, 24 (2009) 2, S.313-334 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
Schlagwörter	Second Language Learning; Vocabulary Development; Nonverbal Communication; Semantics; Role; Adults; Japanese; Verbs; Memory; Language Tests; Correlation; Diagnostic Tests; Brain Hemisphere Functions; Psycholinguistics; Familiarity; Cognitive Processes; Indexing; Second Language Instruction; Teaching Methods; Linguistic Theory; Speech Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Non-verbal communication; Nonverbale Kommunikation; Semantik; Rollen; Japaner; Japanisch; Gedächtnis; Language test; Sprachtest; Korrelation; Diagnostic test; Diagnostischer Test; Psycholinguistik; Cognitive process; Kognitiver Prozess; Indexierung; Sacherschließung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie
Abstract	Recent research in psychology and neuroscience has demonstrated that co-speech gestures are semantically integrated with speech during language comprehension and development. The present study explored whether gestures also play a role in language learning in adults. In Experiment 1, we exposed adults to a brief training session presenting novel Japanese verbs with and without hand gestures. Three sets of memory tests (at five minutes, two days and one week) showed that the greatest word learning occurred when gestures conveyed redundant imagistic information to speech. Experiment 2 was a preliminary investigation into possible neural correlates for such learning. We exposed participants to similar training sessions over three days and then measured event-related potentials (ERPs) to words learned with and without co-speech gestures. The main finding was that words learned with gesture produced a larger Late Positive Complex (indexing recollection) in bi-lateral parietal sites than words learned without gesture. However, there was no significant difference between the two conditions for the N400 component (indexing familiarity). The results have implications for pedagogical practices in foreign language instruction and theories of gesture-speech integration. (Contains 2 tables, 2 figures and 4 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10