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ERIC Number: EJ1155446
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-3014
EISSN: N/A
Gesture, Meaning, and Thinking-for-Teaching in Unplanned Vocabulary Explanations
van Compernolle, Rémi A.; Smotrova, Tetyana
Classroom Discourse, v8 n3 p194-213 2017
In this article, we examine the ways in which an ESL instructor constructs contextually relevant meanings through the synchronization of speech and gesture during unplanned vocabulary explanations. Video recorded data are analysed, with focus on an in-class homework review in which students demonstrated difficulty in comprehending several key vocabulary items, which prompted the explanations. Drawing on McNeill's growth point hypothesis and the concept of thinking-for-teaching, we document how the precision timing of the teacher's gestures and their synchronization with her speech combine to make the meanings of the unfamiliar words transparent to her students. We discuss our analysis in relation to the link between internal mental functioning and social-interactive discourse, and we sketch out a number of implications for teaching, teacher education and future research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A