We evaluate the impact of gestures during the teaching of vocabulary in a foreign language (FL). Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures (‘do’ teaching group) or by observing the gestures performed by others (‘see’ teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the ‘see’ and ‘do’ teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the ‘see’ teaching group than in the ‘do’ teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a foreign language.

我们评估了在外语 (FL) 词汇教学中手势的影响。西班牙语使用者根据单词的含义和手势之间的关系（一致手势、不一致手势、无意义手势和无手势）在 FL 中以四种手势条件学习单词。参与者通过表演手势（“做”教学组）或观察其他人表演的手势（“看”教学组）来学习单词。与无意义的手势条件相比，一致手势的处理促进了“see”和“do”教学组的第二语言（L2）单词的回忆。然而，与处理不一致手势相关的干扰效应在“see”教学组中比在“do”教学组中更大。因此，