Skip to main content Accessibility help
×
Home
Hostname: page-component-888d5979f-lgdn2 Total loading time: 1.012 Render date: 2021-10-25T14:49:38.466Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

12 - Gestures, Corrective Feedback, and Second Language Development

from Part III - Different Delivery Modes of Corrective Feedback

Published online by Cambridge University Press:  26 February 2021

Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
Get access

Summary

This chapter examines the role of nonverbal feedback, particularly gestures. It reviews and evaluates the findings of current research in this area and offers suggestions for future research. The chapter begins by discussing how gestures are used in a language classroom followed by an examination of their effectiveness in the development of different language skills including vocabulary, pronunciation, grammar, and comprehension. The relationship between learners’ individual differences, gestures, and corrective feedback is also addressed.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alibali, M., Flevares, L. & Goldin-Meadow, S. (1997). Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology, 23(1), 183194.CrossRefGoogle Scholar
Allen, L. Q. (1995). The effects of emblematic features on the development and access of mental representations of French expressions. Modern Language Journal, 79(4), 521529.CrossRefGoogle Scholar
Allen, L. Q. (2000). Form–meaning connections and the French causative. Studies in Second Language Acquisition, 22(1), 6984.CrossRefGoogle Scholar
Brown, D. (2014). The type of linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436458.CrossRefGoogle Scholar
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149210.CrossRefGoogle Scholar
Cohen, R. L. & Otterbein, N. (1992). The mnemonic effect of speech gestures: Pantomimic and non-pantomimic gestures compared. European Journal of Cognitive Psychology, 4(2), 113139.CrossRefGoogle Scholar
Cook, S. W., Yip, T. K. & Goldin-Meadow, S. (2010). Gesturing makes memories that last. Journal of Memory and Language, 63(4), 465475.CrossRefGoogle ScholarPubMed
Crowder, E. M. (1996). Gestures at work in sense-making science talk.Journal of the Learning Sciences, 5(3), 173208.CrossRefGoogle Scholar
Dahl, T. I. & Ludvigsen, S. (2014). How I see what you’re saying: The role of gestures in native and foreign language listening comprehension. Modern Language Journal, 98(3), 813833.CrossRefGoogle Scholar
Davies, M. (2006). Paralinguistic focus on form. TESOL Quarterly, 40(4), 841855.CrossRefGoogle Scholar
Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(3), 339368.CrossRefGoogle Scholar
Engelkamp, J. & Cohen, R. L. (1991). Current issues in memory of action events. Psychological Research, 53(3), 175182.CrossRefGoogle Scholar
Flevares, L. M. & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93(2), 330345.CrossRefGoogle Scholar
Gluhareva, D. & Prieto, P. (2017). Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations. Language Teaching Research, 21(5), 609631.CrossRefGoogle Scholar
Goldin-Meadow, S., Cook, S. W. & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267272.CrossRefGoogle ScholarPubMed
Goldin-Meadow, S. & Sandhofer, C. M. (1999). Gesture conveys substantive information to ordinary listeners. Developmental Science, 2(1), 6774.CrossRefGoogle Scholar
Goldin-Meadow, S. & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in the learning process. Developmental Psychology, 39(3), 509520.CrossRefGoogle Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445474.CrossRefGoogle Scholar
Goo, J. & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 139.CrossRefGoogle Scholar
Hirata, Y. & Kelly, S. D. (2010). Effects of lips and hands on auditory learning of second-language speech sounds. Journal of Speech, Language, and Hearing Research, 53(2), 298310.CrossRefGoogle ScholarPubMed
Hirata, Y., Kelly, S. D., Huang, J. & Manansala, M. (2014). Effects of hand gestures on auditory learning of second-language vowel length contrasts. Journal of Speech, Language, and Hearing Research, 57(6), 20902101.CrossRefGoogle ScholarPubMed
Hudson, N. (2011). Teacher gesture in a post-secondary English as a second language classroom: A sociocultural approach. Unpublished doctoral dissertation, University of Nevada, Las Vegas.Google Scholar
Inceoglu, S. (2015). Teacher gesture and lexical focus on form in a foreign language classroom. Canadian Modern Language Review, 71(2), 130154.CrossRefGoogle Scholar
Kamiya, N. (2012). Proactive and reactive focus on form and gestures in EFL classrooms in Japan. System, 40(3), 386397.CrossRefGoogle Scholar
Kamiya, N. (2018). The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom. Language Teaching Research, 22(1), 4764.CrossRefGoogle Scholar
Kelly, S. D. & Lee, A. (2012). When actions speak too much louder than words: Gesture disrupts word learning when phonetic demands are high. Language and Cognitive Processes, 27(6), 793807.CrossRefGoogle Scholar
Kelly, S. D., McDevitt, T. & Esch, M. (2009). Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24(2), 313334.CrossRefGoogle Scholar
Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79117.CrossRefGoogle Scholar
Leonard, T. & Cummins, F. (2011). The temporal relation between beat gestures and speech. Language and Cognitive Processes, 26(10), 14571471.CrossRefGoogle Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309365.CrossRefGoogle Scholar
Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97(3), 634654.CrossRefGoogle Scholar
Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361386.CrossRefGoogle Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536556.CrossRefGoogle Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 3766.CrossRefGoogle Scholar
Lyster, R. & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 118.CrossRefGoogle Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265302.CrossRefGoogle Scholar
Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 140.CrossRefGoogle Scholar
Macedonia, M. & Klimesch, W. (2014). Long-term effects of gestures on memory for foreign language words trained in the classroom. Mind, Brain, and Education, 8(2), 7488.CrossRefGoogle Scholar
Macedonia, M. & Knösche, T. R. (2011). Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5(4), 196211.CrossRefGoogle Scholar
Macedonia, M., Müller, K. & Friederici, A. D. (2011). The impact of iconic gestures on foreign language word learning and its neural substrate. Human Brain Mapping, 32(6), 982998.CrossRefGoogle ScholarPubMed
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471497.CrossRefGoogle Scholar
Matsumoto, Y. & Dobs, A. M. (2017). Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom. Language Learning, 67(1), 742.CrossRefGoogle Scholar
McCafferty, S. G. & Rosborough, A. (2014). Gesture as a private form of communication during lessons in an ESL-designated elementary classroom: A sociocultural perspective. TESOL Journal, 5(2), 225246.CrossRefGoogle Scholar
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.Google Scholar
McNeill, D. (2005). Gesture and thought. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Mohan, B. & Helmer, S. (1988). Context and second language development: Preschoolers’ comprehension of gestures. Applied Linguistics, 9(3), 275292.CrossRefGoogle Scholar
Morett, L. M. & Chang, L. Y. (2015). Emphasising sound and meaning: Pitch gestures enhance Mandarin lexical tone acquisition. Language, Cognition and Neuroscience, 30(3), 347353.CrossRefGoogle Scholar
Nakatsukasa, K. (2016). Efficacy of recasts and gesture on the acquisition of locative prepositions. Studies in Second Language Acquisition, 38(4), 771799.CrossRefGoogle Scholar
Nakatsukasa, K. (2017). Interlocutors’ gender impact on L2 acquisition: Analysis of L2 grammar acquisition via communicative tasks. In Gurzynski-Weiss, L. (ed.), Expanding individual difference research in the interaction approach: Investigating learner, instructor and researcher IDs (pp. 100119). New York: Routledge.CrossRefGoogle Scholar
Nakatsukasa, K. (2019). Gesture-enhanced recasts have limited effects: A case of the regular past tense. Language Teaching Research, 126. https://doi.org/10.1177/1362168819870283.CrossRefGoogle Scholar
Perry, M., Birch, D. & Singleton, J. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Contemporary Legal Issues, 6, 213235.Google Scholar
Repetto, C., Pedroli, E. & Macedonia, M. (2017). Enrichment effects of gestures and pictures on abstract words in a second language. Frontiers in Psychology, 8, 2136.CrossRefGoogle Scholar
Roth, W. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365392.CrossRefGoogle Scholar
Roth, W. & Lawless, D. V. (2002a). Signs, deixis, and the emergence of scientific explanations. Semiotica, 138(1–4), 95130.Google Scholar
Roth, W. & Lawless, D. V. (2002b). When up is down and down is up: Body orientation, proximity, and gestures as resources. Language in Society, 31(1), 128.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching (pp. 133164). Philadelphia: John Benjamins.Google Scholar
Saito, K. & Lyster, R. (2012). Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595633.CrossRefGoogle Scholar
Sime, D. (2006). What do learners make of teachers’ gestures in the language classroom? International Review of Applied Linguistics, 44(2), 211230.CrossRefGoogle Scholar
Sime, D. (2008). “Because of her gesture, it’s very easy to understand”: Learner’s perceptions of teachers’ gestures in the foreign language class. In McCafferty, S. G. & Stam, G. (eds.), Gesture in second language acquisition and classroom research (pp. 259279). London: Routledge.Google Scholar
Smotrova, T. (2014). Instructional functions of speech and gesture in the L2 classroom. Unpublished doctoral dissertation, Pennsylvania State University, Pennsylvania.Google Scholar
Smotrova, T. & Lantolf, J. P. (2013). The function of gesture in lexically focused L2 instructional conversations. Modern Language Journal, 97(2), 397416.Google Scholar
Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661699.CrossRefGoogle Scholar
Tellier, M. (2006). L’impact du geste pédagogique sur l’enseignement/apprentissage des langues étrangères: Etude sur des enfants de 5 ans [The impact of pedagogic gesture on teaching/learning foreign languages]. Unpublished doctoral dissertation, Université Paris-Diderot Paris VII, Paris, France.Google Scholar
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8(2), 219235.Google Scholar
van Compernolle, R. A. & Smotrova, T. (2014). Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory, 1(1), 2547.CrossRefGoogle Scholar
Wang, W. (2009). The noticing and effect of teacher feedback in ESL classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.Google Scholar
Wang, W. & Loewen, S. (2016). Nonverbal behavior and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 20(4), 459478.CrossRefGoogle Scholar
Yuan, C., González-Fuente, S., Baills, F. & Prieto, P. (2019). Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers. Studies in Second Language Acquisition, 41(1), 532.CrossRefGoogle Scholar
Zhao, J. (2007). Metaphors and gestures for abstract concepts in academic English writing. Unpublished doctoral dissertation, University of Arizona, AZ.Google Scholar

Send book to Kindle

To send this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Send book to Dropbox

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox.

Available formats
×

Send book to Google Drive

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive.

Available formats
×