Jump to ContentJump to Main Navigation
Show Summary Details
More options …

International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah

4 Issues per year


IMPACT FACTOR 2016: 0.545

CiteScore 2016: 0.49

SCImago Journal Rank (SJR) 2016: 0.279
Source Normalized Impact per Paper (SNIP) 2016: 0.269

Online
ISSN
1613-4141
See all formats and pricing
More options …
Volume 44, Issue 2 (Jun 2006)

Issues

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

Daniela Sime
Published Online: 2006-08-02 | DOI: https://doi.org/10.1515/IRAL.2006.009

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.

About the article

Published Online: 2006-08-02

Published in Print: 2006-06-01


Citation Information: IRAL - International Review of Applied Linguistics in Language Teaching, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/IRAL.2006.009.

Export Citation

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.

[1]
Weiqing Wang and Shawn Loewen
Language Teaching Research, 2016, Volume 20, Number 4, Page 459
[2]
Rémi A. van Compernolle and Tetyana Smotrova
Classroom Discourse, 2017, Page 1
[3]
Joseph S. Agbenyega, Deborah E. Tamakloe, and Sunanta Klibthong
International Journal of Early Years Education, 2017, Volume 25, Number 2, Page 112
[6]
Sonam Rinchen, Stephen M. Ritchie, and Alberto Bellocchi
Cultural Studies of Science Education, 2016, Volume 11, Number 3, Page 603
[7]
Suyeon Kim and Sookyung Cho
Discourse Processes, 2017, Volume 54, Number 2, Page 105
[8]
York Dustin
Journal of Media and Communication Studies, 2015, Volume 7, Number 1, Page 1
[9]
Steven G. McCafferty and Alessandro Rosborough
TESOL Journal, 2014, Volume 5, Number 2, Page 225
[10]
Tetyana Smotrova and James P. Lantolf
The Modern Language Journal, 2013, Volume 97, Number 2, Page 397
[11]
Marianne Gullberg and Steven G. McCafferty
Studies in Second Language Acquisition, 2008, Volume 30, Number 02
[12]
Jina Lee
Studies in Second Language Acquisition, 2008, Volume 30, Number 02

Comments (0)

Please log in or register to comment.
Log in