L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective

Autor/inn/en	Clark, Jordan; Trofimovich, Pavel
Titel	L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective
Quelle	In: TESL Canada Journal, 34 (2016) 1, S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Vocabulary; Second Language Instruction; French; Adult Education; Nonverbal Communication; Adult Students; Adult Educators; Classroom Communication; Learning Activities; Student Participation; Language Tests; Foreign Countries; Observation; Student Attitudes; Action Research; Canada (Montreal) + Suchen Sie Ihr Suchwort? Wortschatz; Fremdsprachenunterricht; Französisch; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Non-verbal communication; Nonverbale Kommunikation; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Klassengespräch; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language test; Sprachtest; Ausland; Beobachtung; Schülerverhalten; Projektforschung
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. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.] (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01