Gesture and Vocabulary Learning in a Second Language

Autor/inn/en	Huang, Xiaoyi; Kim, Nayoung; Christianson, Kiel
Titel	Gesture and Vocabulary Learning in a Second Language
Quelle	In: Language Learning, 69 (2019) 1, S.177-197 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12326
Schlagwörter	Nonverbal Communication; Vocabulary Development; Second Language Learning; Coding; Semantics + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Zweitsprachenerwerb; Codierung; Programmierung; Semantik
Abstract	When introducing new words in a second language (L2), presenting vocabulary with concurrent gestures might facilitate learners' recollection of new words. Previous research has suggested that this gestural advantage might hold only for gestures that overlap with the semantics of the words. Dual coding theory predicts that learners should learn input better when multiple sensory routes act as aids to retrieval. Our research replicated and extended previous studies examining the limits of gestures in learning L2 vocabulary. A within-participant design directly compared the effects of pairing low idiosyncratic gestures (gestures traditionally iconic with word meanings) versus high idiosyncratic gestures (gestures that likely need to be idiosyncratically paired with word meanings) with L2 vocabulary presentation, relative to using no gestures. Results supported dual coding theory: All gestures were helpful if they were not confusable with other to-be-learned words and if the number of words presented was limited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01