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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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| 62 |
Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL)
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| 63 |
Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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| 64 |
Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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| 65 |
The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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| 66 |
Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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| 67 |
Personality changes after a 'year abroad'? A mixed-methods study
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| 69 |
How can linguists contribute to the refugee crisis? Issues and Responses
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| 70 |
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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| 71 |
Brussels-London: crossing channels while juggling with social and cultural capital
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| 73 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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| 74 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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| 75 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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| 76 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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| 77 |
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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| 78 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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Abstract:
In recent decades, the study of language learners’ embodied behavior amongst themselves has gained much currency. Broadly speaking, a wealth of studies on learner gestures connect gestures with second language acquisition, and have shown that gestures play a role in facilitating communication, acquisition, and retention (Gullberg, 1998, 2011, 2014; McCafferty, 2004; McCafferty & Gullberg, 2008; Stam & McCafferty, 2008). Another line of research examines learner gestures through the lens of sociocultural theory, and has found that learners use gestures to rehearse new knowledge and to self-regulate (Lee, 2008; McCafferty, 1998; Negueruela & Lantolf, 2008; Platt & Brooks, 2008). These studies, however, adopted experimental designs as a research method, and therefore, how learners actually use gestures when interacting with one another in situ remains largely a “black box.” To this end, a growing number of research on learner gesture now adopts a conversation analytic perspective, which focuses on uncovering members’ method by analyzing naturally occurring classroom data (Olsher, 2004; 2008; Mori & Hayashi, 2006). Continuing this line of research, this paper aims to provide a preliminary account of how learners employ gestures to do vocabulary explanation in the context of group work.
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Keyword:
Applied linguistics; English language--Study and teaching--Foreign speakers; Gesture; Second language acquisition
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URL: https://doi.org/10.7916/D8FT9XZG
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| 80 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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