The “private function” of gesture in second language speaking activity: a study of motion verbs and gesturing in English and Spanish

Abstract

This article examines Slobin's concept of thinking for speaking (TFS) in the gesture/speech interface of advanced L2 speakers of English and Spanish. The focus is on the use of motion verbs in the respective languages. English, a satellite‐framed language, encodes manner of motion in the verb and indicates path of motion on satellite phrases (e.g. The frog leaped out of the boy's pocket). Spanish, a verb‐framed language, encodes path, and only rarely manner of motion, in the verb. If manner is encoded at all, it is done either through lexical phrases (e.g. Tarzan saltó de liana a liana‘Tarzan jumped from vine to vine’) or gesture. Using McNeill's notion of growth point, the study suggests that L2 speakers, even at advanced levels, have difficulties manifesting L2 TFS patterns and continue to rely on the patterns internalized in their L1. Shifting from an L1 to an L2 TFS is particularly vexing for the L1 English speakers, because their L1 is richly endowed with manner verbs, while Spanish, their L2, is not. Spanish L1 speakers in L2 English, on the other hand, can rely on the English equivalents of basic manner verbs in Spanish. The analysis also suggests the need for reconsidering how manner verbs are categorized.

Gestures and some key issues in the study of language development

“…Choi & Lantolf, in press;Kellerman & van Hoof, 2003;Negueruela, Lantolf, Rehn Jordan, & Gelabert, 2004;Stam, 2006), or in terms of gestural forms, expressing different semantic content in gestures than native speakers (e.g. Brown, 2007;Brown & Gullberg, in press;Gullberg, submitted;Negueruela et al, 2004;Özyürek, 2002b;Yoshioka & Kellerman, 2006). Such findings are often discussed in terms of Slobin's notion of 'thinking for speaking' (e.g.…”

“…Evidence for an effect of gesturing on the acquisition of language is again much scarcer. Although it has been suggested that gesturing might help L2 learners internalise new knowledge on theoretical grounds (Lee, in press;McCafferty, 2004;Negueruela et al, 2004), and although teaching methods relying on embodiment exist (e.g. Total Physical Response, Asher, 1977), it remains an empirical question whether any real, long-term learning effects can be demonstrated for gesture production in L1 or L2 (for short-term effects in L2, see Tellier, 2006).…”

“…Further studies have also shown that L2 learners of these languages do not necessarily gesture like target language speakers, but display traces of their L1s in their gesture production either in terms of timing, aligning their gestures with different elements in speech than native speakers (e.g. Choi & Lantolf, in press;Kellerman & van Hoof, 2003;Negueruela, Lantolf, Rehn Jordan, & Gelabert, 2004;Stam, 2006), or in terms of gestural forms, expressing different semantic content in gestures than native speakers (e.g. Brown, 2007;Brown & Gullberg, in press;Gullberg, submitted;Negueruela et al, 2004;Özyürek, 2002b;Yoshioka & Kellerman, 2006).…”

A Study of Form and Content of Private Speech Used by Iranian EFL Learners

“…A large number of investigations have celebrated oral private speech as it happens in private or cooperative discourse; some research has observed private speech as it is revealed in writing and gesture (Deguerrero, 2012). Roebuck (2000), for instance, found private speech features-such as lexical word searches-in the written protocols of college learners of Spanish, whereas Negueruela et al, (2004) noticed semantic features associated with L1 thinking in some of the gestures of advanced ESL students. Deguerrero (2012) contends Private speech between L2 students has been described in the literature as happening both impulsively in normal classroom contexts (e.g., Ohta, 2001) and in experimental settings purposefully shaped for research purposes (e.g., Centeno-Cortes & Jimenez, 2004).…”

The Achievement of Intersubjectivity through Embodied Completions: A Study of Interactions Between First and Second Language Speakers

“…However, it is during the last decade that gesture and other non-vocal conduct have become central objects of study in SLA (e.g. Adams 1998;Gullberg 1998;McCafferty 1998McCafferty , 2002McCafferty , 2004McCafferty and Ahmed 2000;Lazaraton 2004;Negueruela et al 2004;Olsher 2004;Belhiah 2005; with a small number of exceptions such as Neu 1990). The present study situates itself in this growing body of research that investigates the significance of gesture in the context of L2 use and its acquisition.…”