Literaturnachweis - Detailanzeige
Autor/in | Hilliard, Amanda |
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Titel | The Effects of Teaching Methods for Raising ESL Students' Awareness of Gesture |
Quelle | In: Language Awareness, 29 (2020) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-8416 |
DOI | 10.1080/09658416.2019.1703996 |
Schlagwörter | Nonverbal Communication; English (Second Language); Second Language Instruction; Learning Activities; Student Attitudes; Interpersonal Communication; Cultural Differences; Foreign Students; Communication Strategies; Arizona |
Abstract | Research shows that gestures help L2 learners compensate for shortcomings in their second language, aid in the language learning process, and facilitate successful classroom communication between teachers and students . Despite this, there has been little research into whether L2 learners can benefit from classroom activities to raise their awareness of gesture use in a second language. The current study tests this hypothesis. An experimental group of 13 students and a control group of 10 students were recorded in pairs completing three separate tasks, received instruction on the tasks, and finally completed a second recording. The experimental group's classroom activities included a focus on gesture, while the control group's did not. Overall, compared to the control group, the experimental group gestured more frequently and expressively on the post-test. Moreover, students in the experimental group had a positive attitude towards the gesture awareness raising activities. The results of the study suggest that gesture awareness raising activities can improve L2 learners' gesture use in a second language, offering implications for L2 learners, language instructors, and researchers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |