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An experiment on gesture and fluency in two German schools / Natasha Janzen Ulbricht.
// ELT Journal Volume 72, Issue 3 2018.p. 309-319. Effective language-learning processes are key in multilingual societies, but past research on gesture and second-language acquisition has often focused on the relationship between gesture and cognition, but seldom on gesture as a teaching and learning tool. Although it is well established that gestures facilitate second-language learning, there is reason to think that different gestures may benefit children differentially. In the context of learning and performing a play, the experiment discussed in this article implements two English-language teaching methodologies, one with teacher gestures at the level of morphology and one with gestures at the sentence level. This experiment, with a diverse group of primary-school-age children, takes a naturalistic setting and shows that among the high and low performers there was a difference in long-term fluency development between the two experimental conditions. The data suggest that the fluency level of learners is predictive of which gesture type benefits fluency the most. Children who had a lower initial speech rate benefited more from teaching using gestures that are morphologically complex, whereas the children who had a higher initial speech rate benefited more from gestures at the sentence level.
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Children’s use of gesture and action with static and dynamic verbs / Mats Andrén, Johan Blomberg.
// Language, Interaction and Acquisition, Volume 9, Issue 1, Jan 2018. p. 22 - p. 39 The present study investigates the use of gestures by 18-, 24- and 30-month-old Swedish children, as well as their practical actions in coordination with verbs. Previous research on connections between children’s verbs and gestures has mainly focused only on iconic gestures and action verbs. We expand the research foci in two ways: we look both at gestures and at practical actions, examining how the two are coordinated with static verbs (e.g. sleep) and dynamic verbs (e.g. fall). Thanks to these additional distinctions, we have found that iconic gestures and iconic actions (the latter in particular) most commonly occurred with dynamic verbs. Static verbs were most commonly accompanied by deictic actions and deictic gestures (the latter in particular). At 30 months, deictic bodily expressions, including both gestures and actions, increased, whereas iconic expressions decreased. We suggest that this may reflect a transition to less redundant ways of using bodily expressions at 30 months, where bodily movement increasingly takes on the role of specifying verb arguments rather than expressing the semantics of the verb itself.
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Gesture–speech unity: Phylogenesis, ontogenesis, and microgenesis / David McNeill
// Language, Interaction and Acquisition Volume 5, Issue 2, Jan 2014. p. 137 - p. 184 This paper outlines an argument for how development in child speech and gesture could shed light on language evolution: child acquisition can be thought of as two types of acquisition, one of which goes extinct (gesture-first, Acquisition 1) and is replaced by another (gesture–speech unity, Acquisition 2). For ontogenesis, this implies that children acquire two languages, one of which is extinct, and which again goes extinct in ontogenesis (it continues as “gestures of silence” rather than as gestures of speech). There is no way to get from Acquisition 1 to Acquisition 2. They are on different tracks. Even when they converge in the same sentence, as they sometimes do, they alternate and do not combine. I propose that the 3~4 year timing of Acquisition 2 relates to the natural selection of a kind of gestural self–response I call “Mead’s Loop”, which took place in a certain psychological milieu at the origin of language. This milieu emerges now in ontogenesis at 3~4 years and with it Mead’s Loop. It is self-aware agency, on which a self-response depends. Other developments, such as theory of mind and shared intentionality, likewise depend on it and also emerge around the same time. The prefrontal cortex, anchoring a ring of language centers in the brain, matures at that point as well, another factor influencing the late timing. On the other hand, a third acquisition, speech evoking adult attachment, begins at (or even before) birth, as shown by a number of studies, and provides continuity through the two acquisitions and extinction.
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Gesture–speech unity: Phylogenesis, ontogenesis, and microgenesis. / David McNeill.
// LIA language, interaction and acquisition. 2014, Vol. 5, No. 1. John Benjamins Publishing Company, 2014.137-184p ; 24 cm.This paper outlines an argument for how development in child speech and gesture could shed light on language evolution: child acquisition can be thought of as two types of acquisition, one of which goes extinct (gesture-first, Acquisition 1) and is replaced by another (gesture–speech unity, Acquisition 2). For ontogenesis, this implies that children acquire two languages, one of which is extinct, and which again goes extinct in ontogenesis (it continues as “gestures of silence” rather than as gestures of speech). There is no way to get from Acquisition 1 to Acquisition 2. They are on different tracks. Even when they converge in the same sentence, as they sometimes do, they alternate and do not combine. I propose that the 3~4 year timing of Acquisition 2 relates to the natural selection of a kind of gestural self–response I call “Mead’s Loop”, which took place in a certain psychological milieu at the origin of language. This milieu emerges now in ontogenesis at 3~4 years and with it Mead’s Loop. It is self-aware agency, on which a self-response depends. Other developments, such as theory of mind and shared intentionality, likewise depend on it and also emerge around the same time. The prefrontal cortex, anchoring a ring of language centers in the brain, matures at that point as well, another factor influencing the late timing. On the other hand, a third acquisition, speech evoking adult attachment, begins at (or even before) birth, as shown by a number of studies, and provides continuity through the two acquisitions and extinction.
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