Abstract There is a growing body of evidence that suggests that the learning of new vocabulary during second language acquisition is facilitated by associating words with gestures. This study investigates the learning of new vocabulary words when paired with congruent and incongruent iconic gestures using instructional and testing procedures consistent with current second language pedagogical practices. Results indicate that incongruent gestures inhibit learning, while congruent iconic gestures facilitate vocabulary acquisition when participants were encouraged to pay attention to the use of the gesture when studying new words. Further analyses suggest that, as has been found repeatedly, nouns are easier to remember than verbs. However, gestures are most helpful with learning adjectives compared to nouns and verbs.

中文翻译：

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自然环境中标志性手势对第二语言词汇保留的影响

摘要 越来越多的证据表明，在第二语言习得过程中，将单词与手势联系起来有助于学习新词汇。本研究使用与当前第二语言教学实践一致的教学和测试程序，调查了在与一致和不一致的标志性手势配对时学习新词汇的情况。结果表明，不一致的手势会抑制学习，而当参与者被鼓励在学习新单词时注意手势的使用时，一致的标志性手势会促进词汇习得。进一步的分析表明，正如反复发现的那样，名词比动词更容易记住。然而，与名词和动词相比，手势对学习形容词最有帮助。