2006
DOI: 10.1515/iral.2006.006
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Thinking for speaking about motion: L1 and L2 speech and gesture

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Cited by 96 publications
(106 citation statements)
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“…also studied the effects of different types of exposure to a specific emblematic gesture on two different groups of L2 students: Students who received explicit instruction about the gesture and used it during class time demonstrated a higher degree of recognition on a posttest than did students who were only implicitly exposed to the gesture during class+ These findings suggest that mere exposure may not suffice for gesture acquisition but that explicit attention to both form and meaning may be necessary+ Another major area of concern within L2 gesture studies is L2 learners' production of gesture in different communicative contexts, as these are brought to bear on a range of theoretical SLA issues+ A popular assumption is that L2 learners mainly produce gestures to overcome lexical shortcomings in speech+ However, studies have repeatedly shown that learners deploy gestures to serve a variety of functions+ For example, in a study of communication strategies, Gullberg~1998! found that L2 learners use gestures in conversational narratives to elicit words from interlocutors, to manage problems of coreference, and to metalinguistically signal the presence of a problem such as an ongoing lexical search or management of disfluency+ Furthermore, learners can use gestures to establish temporal relationships despite inadequate linguistic markers by gesturally mapping time onto spacẽ Gullberg, 1999!+ A number of studies have also shown that learners' gestures are implicated in the management of discourse coherence, such that L2 learners place or anchor entities and events in gesture space throughout discourse+ These spatial anchors allow learners to track referents visually when their spoken language provides poor resources for reference tracking e+g+, Gullberg, 1998Gullberg, , 2003Gullberg, , 2006bMcCafferty, 2004;Yoshioka & Kellerman, 2006!+ Standard observations that L2 learners generally seem to use more gesture, comparatively, in their L2 than in their L1 should therefore be seen against this backdrop of multifunctionality~e+g+, Gullberg, 1998;Hadar, Dar, & Teitelman, 2001;Jungheim, 1995;Nobe, 1993;Sherman & Nicoladis, 2004;Stam, 2006;Zhao, 2007!+ Researchers have also been interested in the cognitive functions of gesture as an aspect of SLA, addressing issues such as the properties of inter-language, crosslinguistic influences, and developmental processes+ A number of studies have identified a close correspondence between speech and gesture at particular developmental stages of interlanguage+ At stages in which coreference is overexplicit in speech and established with full lexical noun phrases, gestures are equally overused to locate referents~Gullberg, 2003referents~Gullberg, , 2006breferents~Gullberg, , 2008bYoshioka & Kellerman, 2006!+ With the increased use of pronouns, however, there is a corresponding reduction of gestures used to track referents+ Taranger and Coupier~1984! and Kida~2005!…”
Section: L2 Gesture Studiesmentioning
confidence: 99%
“…also studied the effects of different types of exposure to a specific emblematic gesture on two different groups of L2 students: Students who received explicit instruction about the gesture and used it during class time demonstrated a higher degree of recognition on a posttest than did students who were only implicitly exposed to the gesture during class+ These findings suggest that mere exposure may not suffice for gesture acquisition but that explicit attention to both form and meaning may be necessary+ Another major area of concern within L2 gesture studies is L2 learners' production of gesture in different communicative contexts, as these are brought to bear on a range of theoretical SLA issues+ A popular assumption is that L2 learners mainly produce gestures to overcome lexical shortcomings in speech+ However, studies have repeatedly shown that learners deploy gestures to serve a variety of functions+ For example, in a study of communication strategies, Gullberg~1998! found that L2 learners use gestures in conversational narratives to elicit words from interlocutors, to manage problems of coreference, and to metalinguistically signal the presence of a problem such as an ongoing lexical search or management of disfluency+ Furthermore, learners can use gestures to establish temporal relationships despite inadequate linguistic markers by gesturally mapping time onto spacẽ Gullberg, 1999!+ A number of studies have also shown that learners' gestures are implicated in the management of discourse coherence, such that L2 learners place or anchor entities and events in gesture space throughout discourse+ These spatial anchors allow learners to track referents visually when their spoken language provides poor resources for reference tracking e+g+, Gullberg, 1998Gullberg, , 2003Gullberg, , 2006bMcCafferty, 2004;Yoshioka & Kellerman, 2006!+ Standard observations that L2 learners generally seem to use more gesture, comparatively, in their L2 than in their L1 should therefore be seen against this backdrop of multifunctionality~e+g+, Gullberg, 1998;Hadar, Dar, & Teitelman, 2001;Jungheim, 1995;Nobe, 1993;Sherman & Nicoladis, 2004;Stam, 2006;Zhao, 2007!+ Researchers have also been interested in the cognitive functions of gesture as an aspect of SLA, addressing issues such as the properties of inter-language, crosslinguistic influences, and developmental processes+ A number of studies have identified a close correspondence between speech and gesture at particular developmental stages of interlanguage+ At stages in which coreference is overexplicit in speech and established with full lexical noun phrases, gestures are equally overused to locate referents~Gullberg, 2003referents~Gullberg, , 2006breferents~Gullberg, , 2008bYoshioka & Kellerman, 2006!+ With the increased use of pronouns, however, there is a corresponding reduction of gestures used to track referents+ Taranger and Coupier~1984! and Kida~2005!…”
Section: L2 Gesture Studiesmentioning
confidence: 99%
“…Findings suggest that manner-of-motion distinctions are more apparent in s-framed languages (English) and that speakers of s-framed languages attend more to the expression of manner than those of v-framed languages (Cadierno & Robinson, 2009;Cadierno & Ruiz, 2006;Slobin, 1987). This notion posits great difficulty for the L2 learner as the motion-event expression inherent in their L1 may be well-established, thus hindering target-like L2 expression (Stam, 2006).…”
Section: L1 and L2 Motion Event Expressionmentioning
confidence: 96%
“…When a language user wishes to express movement, he or she is restricted to the available linguistic resources which are most pervasive within that language (Gor, Cook, Malyushenkova, & Vdovina, 2009;Stam, 2006). The resulting articulation is guided by a language's specific lexicalization patterns (Talmy, 2000) and embodies the specific semantic and syntactic patterns which a particular language provides to the speaker at the moment of locution.…”
Section: The Typology Of English and Spanishmentioning
confidence: 99%
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