Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry

Lazaraton, Anne

doi:10.1111/j.1467-9922.2004.00249.x

Cited by 212 publications

(171 citation statements)

References 40 publications

(39 reference statements)

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“…All forms of didactic talk or 'instructional communication' studied -whether by adults to children ('motherese') or by adult native speakers to adult L2 users ('foreigner/teacher talk', Ferguson, 1971) -is characterised by an increased use of representational and rhythmic gestures (e.g. Adams, 1998;Allen, 2000;Iverson, Capirci, Longobardi, & Caselli, 1999;Lazaraton, 2004).…”

Section: The Role Of Gestures In the Inputmentioning

confidence: 99%

Gestures and some key issues in the study of language development

Gullberg¹,

Bot²,

Volterra³

et al. 2010

Benjamins Current Topics

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The purpose of the current paper is to outline how gestures can contribute to the study of some key issues in language development. Specifically, we (1) briefly summarise what is already known about gesture in the domains of first and second language development, and development or changes over the life span more generally; (2) highlight theoretical and empirical issues in these domains where gestures can contribute in important ways to further our understanding; and (3) summarise some common themes in all strands of research on language development that could be the target of concentrated research efforts.

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Section: The Role Of Gestures In the Inputmentioning

confidence: 99%

Gestures and some key issues in the study of language development

Gullberg¹,

Bot²,

Volterra³

et al. 2010

Benjamins Current Topics

View full text Add to dashboard Cite

show abstract

“…From a social perspective, there are also other studies (e.g. Lazaraton, 2004;Seo, 2011) which show that, and how, gestures and talk inform each other in doing learning activities, rather than being understood as phenomena of discrete communicative orders.…”

Section: Introductionmentioning

confidence: 99%

“…Within the pedagogical field, although scantly, the role of documents in the organization of instruction is gradually receiving analytic attention, while the study of embodied actions in pedagogical settings are abundant (see e.g. Alibali, Kita, & Young, 2000;Singer & Goldin-Meadow, 2005;Lazaraton, 2004;Gullberg, 2008;Seo, 2011;inter alia).…”

Section: Introductionmentioning

confidence: 99%

Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Majlesi¹

2014

Journal of Pragmatics

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This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an 'awareness' to produce a linguistic construct 'grammatically correct' is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting 2 for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967(Garfinkel, , 2002.Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

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“…Non verbal communication in testing has as yet to be studied but the call for greater attention from within SLA has already been voiced in a recent discourse study (Lazaraton, 2004) where an ESL teacher"s gestures are micro analysed. It concludes that gestures are significant to L2 learners and that gaze is also a significant factor that merits serious attention and asks why so few videos of performance have been analysed in SLA research.…”

Section: Gesture In Oral Proficiency Testingmentioning

confidence: 99%

Such a Nice Gesture: Paired Spanish Interaction in Oral Test Discourse

Ducasse¹

2013

JLTR

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Abstract-The problem faced by researchers regarding the construct of 'interaction' in paired peer-peer tasks in oral language proficiency testing is addressed by analysing verbal protocols of raters watching candidates in a videoed paired speaking task in a test in Spanish as a foreign language context. The aim is to investigate any correspondence between observable nonverbal features in the candidates' videoed speech sample that raters claim to attend to while observing paired interaction and those features of body language that candidates are aware of while performing the test. This study is different to previous studies because the task is for paired beginner foreign language students of Spanish. The data is drawn from 17 transcribed paired speech samples,

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Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry

Cited by 212 publications

References 40 publications

Gestures and some key issues in the study of language development

Gestures and some key issues in the study of language development

Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Such a Nice Gesture: Paired Spanish Interaction in Oral Test Discourse

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