Jump to ContentJump to Main Navigation
Show Summary Details

International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah


IMPACT FACTOR increased in 2015: 0.800
Rank 72 out of 179 in category Linguistics in the 2015 Thomson Reuters Journal Citation Report/Social Sciences Edition

SCImago Journal Rank (SJR) 2015: 0.911
Source Normalized Impact per Paper (SNIP) 2015: 0.965
Impact per Publication (IPP) 2015: 0.860

99,00 € / $149.00 / £75.00*

Online
ISSN
1613-4141
See all formats and pricing



Select Volume and Issue
Loading journal volume and issue information...

What do learners make of teachers' gestures in the language classroom?

Citation Information: IRAL - International Review of Applied Linguistics in Language Teaching. Volume 44, Issue 2, Pages 211–230, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: 10.1515/IRAL.2006.009, August 2006

Publication History

Published Online:
2006-08-02

Abstract

This study explores the meanings that learners of English as a foreign language give to teachers' gestures. It is a qualitative, descriptive study of the perceived functions that gestures perform in the EFL classroom, viewed mainly from the language learners' perspective. The data for the study was collected through interviews with twenty-two adult learners based on a stimulated recall methodology (Gass and Mackay, 2000). Findings indicate that learners generally believed that gestures and other non-verbal behaviours play a key role in the language learning process. Learners identified three types of functions that gestures play in EFL classroom interaction: (i) cognitive, i.e., gestures which work as enhancers of the learning processes, (ii) emotional, i.e., gestures that function as reliable communicative devices of teachers' emotions and attitudes and (iii) organisational, i.e., gestures which serve as tools of classroom management. These findings suggest that learners interpret teachers' gestures in a functional manner and use these and other non-verbal messages and cues in their learning and social interaction with the teacher.

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

[2]
Steven G. McCafferty and Alessandro Rosborough
TESOL Journal, 2014, Volume 5, Number 2, Page 225
[3]
Tetyana Smotrova and James P. Lantolf
The Modern Language Journal, 2013, Volume 97, Number 2, Page 397
[4]
Marianne Gullberg and Steven G. McCafferty
Studies in Second Language Acquisition, 2008, Volume 30, Number 02
[5]
Jina Lee
Studies in Second Language Acquisition, 2008, Volume 30, Number 02

Comments (0)

Please log in or register to comment.