Teacher Gesture and Lexical Focus on Form in a Foreign Language Classroom

Autor/in	Inceoglu, Solène
Titel	Teacher Gesture and Lexical Focus on Form in a Foreign Language Classroom
Quelle	In: Canadian Modern Language Review, 71 (2015) 2, S.26-50 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.1770.26
Schlagwörter	Second Language Learning; Second Language Instruction; French; Language Teachers; Comparative Analysis; Nonverbal Communication; Video Technology; Grammar; Verbs; Phrase Structure; Teaching Methods; Classroom Communication; Undergraduate Students; Vocabulary Development; Coding; Statistical Analysis; Discourse Analysis; College Faculty + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation; Grammatik; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Wortschatzarbeit; Codierung; Programmierung; Statistische Analyse; Diskursanalyse; Fakultät
Abstract	This article explores the use of gesture by a French language teacher during lexical focus on form (FonF). The analysis compares pre-emptive FonF (before a problem in communication has occurred), and reactive FonF (after a problem has occurred) and looks at the differences between teacher-initiated and learner-initiated FonF in the use and type of gesture. Ten hours of classroom interaction in an intermediate, French as a foreign language course were video-recorded. Overall, 110 form-focused episodes (FEEs) were identified, half of them--verbs and collocations, in particular-- accompanied by gestures. Results revealed that the initiator and the type of FonF (reactive vs. pre-emptive) may have influenced the number of gestures and the duration of the FFEs. Indeed, 91.6% of the learner-initiated versus 49% of the teacher-initiated FFEs were accompanied by gestures (iconics were the most used), and pre-emptive learner-initiated FFEs led, on average, to longer and more complex gestural explanations from the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01