Multimodal Second-Language Communication: Research Findings and Pedagogical Implications

Autor/inn/en	Hardison, Debra M.; Pennington, Martha C.
Titel	Multimodal Second-Language Communication: Research Findings and Pedagogical Implications
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 1, S.62-76 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardison, Debra M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220966635
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Cues; Listening Comprehension; Acoustics; Language Processing; Nonverbal Communication; Auditory Perception; Priming; Word Recognition; Speech Communication; Cultural Differences; Intonation; Suprasegmentals; Cultural Awareness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Hörverständnis; Akustik; Sprachverarbeitung; Non-verbal communication; Nonverbale Kommunikation; Auditive Wahrnehmung; Akustische Wahrnehmung; Worterkennung; Kultureller Unterschied; Cultural identity; Kulturelle Identität
Abstract	This article reviews research findings involving visual input in speech processing in the form of facial cues and co-speech gestures for second-language (L2) learners, and provides pedagogical implications for the teaching of listening and speaking. It traces the foundations of auditory-visual speech research and explores the role of a speaker's facial cues in L2 perception training and of gestural cues in listening comprehension. There is a strong role for pedagogy to maximize the salience of multimodal cues for L2 learners. Visible articulatory gestures that precede the acoustic signal and the preparation phase of a hand gesture that precedes the acoustic onset of a word provide a priming effect on perceivers' attention to signal upcoming information and facilitate processing, and visible gestures that co-occur with speech aid ongoing processing and comprehension. L2 learners benefit from an awareness of these visual cues and exposure to input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01