The Efficacy of Gesture on Second Language Pronunciation: An Exploratory Study of Handclapping as a Classroom Instructional Tool

Autor/inn/en	Iizuka, Takehiro; Nakatsukasa, Kimi; Braver, Aaron
Titel	The Efficacy of Gesture on Second Language Pronunciation: An Exploratory Study of Handclapping as a Classroom Instructional Tool
Quelle	In: Language Learning, 70 (2020) 4, S.1054-1090 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iizuka, Takehiro) ORCID (Nakatsukasa, Kimi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12415
Schlagwörter	Nonverbal Communication; Second Language Instruction; Phonology; Pronunciation; Teaching Methods; Japanese; College Students; Pictorial Stimuli; Perception; Instructional Effectiveness; Memory + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Fremdsprachenunterricht; Fonologie; Aussprache; Teaching method; Lehrmethode; Unterrichtsmethode; Japaner; Japanisch; Collegestudent; Fantasieanregung; Wahrnehmung; Unterrichtserfolg; Gedächtnis
Abstract	In this study, we examined the efficacy of gestures for the acquisition of L2 segmental phonology. Despite teachers' frequent use of gestures in the classroom to teach pronunciation, the field lacks empirical support for this practice. We attempted to fill this gap by investigating the effects of handclapping on the development of L2 Japanese segmentals (long vowels, geminates, and moraic nasals). We assigned L1 English university students in beginning Japanese courses to one of two groups where they practiced pronouncing the targets with or without handclapping in the classroom. They also completed picture elicitation (production) and dictation (perception) tasks as pretests, immediate posttests, and delayed posttests. The results show that, on the delayed perception posttest, only those who saw and performed handclapping maintained the instructional effect, indicating that the memory-enhancing effect of gestures, at least in the form of handclapping, might reach the level of segmental phonology in L2 acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01