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  • An experiment on gesture and fluency in two German schools /
Tác giả CN Ulbricht, Natasha Janzen.
Nhan đề An experiment on gesture and fluency in two German schools / Natasha Janzen Ulbricht.
Thông tin xuất bản 2018.
Mô tả vật lý p. 309-319.
Tóm tắt 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.
Đề mục chủ đề English language --Teaching methodologies
Thuật ngữ không kiểm soát Gesture.
Thuật ngữ không kiểm soát Phương pháp giảng dạy.
Thuật ngữ không kiểm soát Learning English.
Thuật ngữ không kiểm soát Học tiếng anh.
Thuật ngữ không kiểm soát Primary-school-age children.
Nguồn trích ELT Journal- Volume 72, Issue 3
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0410 |aeng
044 |aenk
1001 |aUlbricht, Natasha Janzen.
24510|aAn experiment on gesture and fluency in two German schools / |cNatasha Janzen Ulbricht.
260|c2018.
30010|ap. 309-319.
520 |aEffective 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.
650 |aEnglish language |xTeaching methodologies
6530 |aGesture.
6530 |aPhương pháp giảng dạy.
6530 |aLearning English.
6530 |aHọc tiếng anh.
6530 |aPrimary-school-age children.
7730 |tELT Journal|gVolume 72, Issue 3
890|a0|b0|c0|d0

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