2012
DOI: 10.1080/09571736.2012.750681
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A helping hand with language learning: teaching French vocabulary with gesture

Abstract: Finding ways to make language teaching practices both active and effective is of great importance for young learners. However, extending the foreign language production of young learners in instructional settings beyond the naming of objects is often challenging. The memorisation abilities of very young learners (children aged 5-7) sometimes appear limited and attrition is a major issue, given the onceweekly teaching sessions which are a common model for UK primary modern foreign language instruction. This stu… Show more

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Cited by 39 publications
(19 citation statements)
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“…Contrary to the predictions, the results of this study indicate that viewing nonspontaneous representational gestures depicting referents did not benefit L2 word learning. Although this null result is consistent with the findings of a few other studies (Krönke et al, 2013;Rowe et al, 2013), it is inconsistent with a substantial body of research indicating that viewing nonspontaneous representational gesture depicting referents enhances learning of novel L2 words (Allen, 1995;Bergmann & Macedonia, 2013;Kelly et al, 2009;Macedonia & Knösche, 2011;Macedonia et al, 2010;Mayer et al, 2015;Porter, 2012;Tellier, 2008). There are several possible reasons for this discrepancy.…”
Section: Effect Of Nonspontaneous Gesture Viewing On L2 Word Learningcontrasting
confidence: 73%
“…Contrary to the predictions, the results of this study indicate that viewing nonspontaneous representational gestures depicting referents did not benefit L2 word learning. Although this null result is consistent with the findings of a few other studies (Krönke et al, 2013;Rowe et al, 2013), it is inconsistent with a substantial body of research indicating that viewing nonspontaneous representational gesture depicting referents enhances learning of novel L2 words (Allen, 1995;Bergmann & Macedonia, 2013;Kelly et al, 2009;Macedonia & Knösche, 2011;Macedonia et al, 2010;Mayer et al, 2015;Porter, 2012;Tellier, 2008). There are several possible reasons for this discrepancy.…”
Section: Effect Of Nonspontaneous Gesture Viewing On L2 Word Learningcontrasting
confidence: 73%
“…These findings also hold for abstract words learned not isolated but embedded in sentences, as documented in a further study by Macedonia and Knösche (2011) . Porter (2012) explored the effects of gestures on memory during French lessons with English children (5–7 years); two stories were told: one with pictures and one with both gestures and pictures. Again, gestures enhanced memory.…”
Section: Gestures and Memory For Words And Phrases In L2mentioning
confidence: 99%
“…This view was confirmed many years later in neuroscientific studies documenting that audio-visual perception of words learned with gestures elicit activity in brain regions controlling motion ( Masumoto et al, 2006 ; Macedonia et al, 2011 ). Considering that enactment is a multisensory process, enhancement was also attributed to the complexity of the memory trace ( Tellier, 2008 ; Porter, 2012 ). This position also holds in various neuroscientific studies; for a review, see Horchak et al (2014) .…”
Section: Factors Leading To Memory Enhancement For Words In L2mentioning
confidence: 99%
“…According to Macedonia ( 2014 ), “embodiment is giving language education a cutting edge by authorizing it to consider the body as a learning tool” (p. 4). Several studies have demonstrated that gestures can improve memory for new words and phrases in a second language (Macedonia and Knösche, 2011 ; Bergmann and Macedonia, 2013 ; Porter, 2016 ). Mayer et al ( 2015 ) provided neurological evidence of this improvement.…”
Section: Embodied Theories Applied To Bilingualismmentioning
confidence: 99%