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- Title
L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective.
- Authors
Clark, Jordan; Trofimovich, Pavel
- Abstract
This action research project explored the use of gestures for teaching and learning French vocabulary in an upper-beginner adult classroom with 21 students from various language backgrounds. Over the course of 4 weeks, the teacher developed and used 4 sets of themed activities using both teacher- and student-generated gestures to introduce new vocabulary to the students, encouraging students to take an active role with respect to creating gestures. Detailed classroom observations and the teacher's field notes showed that students became comfortable using gestures after the first class and that the gesture activities had positive effects on student participation and the classroom interaction. Weekly quizzes and a final vocabulary test revealed benefits of gesture-based activities for word learning. Students' comments suggested that they enjoyed the gesture activities and that the gestures helped them remember words better, particularly when the word naturally evoked a gesture or when the gesture contained clues to word length or pronunciation. Several pedagogical considerations guiding the design and implementation of gesture-based vocabulary activities in a second language classroom are discussed.
- Subjects
SPEECH &; gesture; FRENCH as a second language; FRENCH language teachers; TEACHING methods
- Publication
TESL Canada Journal / Revue TESL du Canada, 2016, Vol 34, Issue 1, p1
- ISSN
0826-435X
- Publication type
Article
- DOI
1018806/tesl.v34i1.1251