Abstract

Research shows that gestures help L2 learners compensate for shortcomings in their second language, aid in the language learning process, and facilitate successful classroom communication between teachers and students . Despite this, there has been little research into whether L2 learners can benefit from classroom activities to raise their awareness of gesture use in a second language. The current study tests this hypothesis. An experimental group of 13 students and a control group of 10 students were recorded in pairs completing three separate tasks, received instruction on the tasks, and finally completed a second recording. The experimental group’s classroom activities included a focus on gesture, while the control group’s did not. Overall, compared to the control group, the experimental group gestured more frequently and expressively on the post-test. Moreover, students in the experimental group had a positive attitude towards the gesture awareness raising activities. The results of the study suggest that gesture awareness raising activities can improve L2 learners’ gesture use in a second language, offering implications for L2 learners, language instructors, and researchers.

摘要

研究表明，手势可以帮助第二语言学习者弥补其第二语言的缺陷，有助于语言学习过程，并促进教师和学生之间成功的课堂交流。尽管如此，关于第二语言学习者是否可以从课堂活动中受益以提高其使用第二语言的手势意识的研究很少。当前的研究检验了这一假设。成对记录了一个实验组13名学生和一个对照组10名学生，分别完成三个单独的任务，接受了有关任务的指导，最后完成了第二次记录。实验小组的课堂活动集中于手势，而对照组则没有。总体而言，与对照组相比，实验小组在测试后的手势更加频繁和富有表现力。此外，实验组的学生对提高手势意识的活动持积极态度。研究结果表明，提高手势意识的活动可以提高第二语言学习者在第二语言中的手势使用，从而对第二语言学习者，语言指导者和研究人员产生影响。