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ERIC Number: EJ1176927
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1936-7384
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
Lo, Carol Hoi Yee
Working Papers in TESOL & Applied Linguistics, v16 n2 p29-34 2016
In recent decades, the study of language learners' embodied behavior amongst themselves has gained much currency. Broadly speaking, a wealth of studies on learner gestures connect gestures with second language acquisition, and have shown that gestures play a role in facilitating communication, acquisition, and retention (Gullberg, 1998, 2011, 2014; McCafferty, 2004; McCafferty & Gullberg, 2008; Stam & McCafferty, 2008). Another line of research examines learner gestures through the lens of sociocultural theory, and has found that learners use gestures to rehearse new knowledge and to self-regulate (Lee, 2008; McCafferty, 1998; Negueruela & Lantolf, 2008; Platt & Brooks, 2008). These studies, however, adopted experimental designs as a research method, and therefore, "how" learners actually use gestures when interacting with one another "in situ" remains largely a "black box." To this end, a growing number of research on learner gesture now adopts a conversation analytic perspective, which focuses on uncovering "members' method" by analyzing naturally occurring classroom data (Olsher, 2004; 2008; Mori & Hayashi, 2006). Continuing this line of research, this paper aims to provide a preliminary account of how learners employ gestures to do vocabulary explanation in the context of group work.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A