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Seeing or Acting? The Effect of Performing Gestures on Foreign Language Vocabulary Learning

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Title: Seeing or Acting? The Effect of Performing Gestures on Foreign Language Vocabulary Learning
Language: English
Authors: Ana B. García-Gámez (ORCID 0000-0001-5369-1691), Óscar Cervilla (ORCID 0000-0002-4011-9810), Alba Casado, Pedro Macizo
Source: Language Teaching Research. 2024 28(3):1055-1086.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Second Language Learning, Spanish Speaking, Nonverbal Communication, Basic Vocabulary, Teaching Methods, Undergraduate Students, Verbs, Recall (Psychology), Association (Psychology), Observational Learning, Multisensory Learning
Geographic Terms: Spain
DOI: 10.1177/13621688211024364
ISSN: 1362-1688
1477-0954
Abstract: We evaluate the impact of gestures during the teaching of vocabulary in a foreign language (FL). Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures ('do' teaching group) or by observing the gestures performed by others ('see' teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the 'see' and 'do' teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the 'see' teaching group than in the 'do' teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a foreign language.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422470
Database: ERIC
FullText Text:
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  Data: Seeing or Acting? The Effect of Performing Gestures on Foreign Language Vocabulary Learning
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  Data: <searchLink fieldCode="AR" term="%22Ana+B%2E+García-Gámez%22">Ana B. García-Gámez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5369-1691">0000-0001-5369-1691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Óscar+Cervilla%22">Óscar Cervilla</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4011-9810">0000-0002-4011-9810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alba+Casado%22">Alba Casado</searchLink><br /><searchLink fieldCode="AR" term="%22Pedro+Macizo%22">Pedro Macizo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2024 28(3):1055-1086.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 32
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Vocabulary%22">Basic Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Association+%28Psychology%29%22">Association (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multisensory+Learning%22">Multisensory Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/13621688211024364
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  Data: 1362-1688<br />1477-0954
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  Data: We evaluate the impact of gestures during the teaching of vocabulary in a foreign language (FL). Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures ('do' teaching group) or by observing the gestures performed by others ('see' teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the 'see' and 'do' teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the 'see' teaching group than in the 'do' teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a foreign language.
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