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An experiment on gesture and fluency in two German schools

An experiment on gesture and fluency in two German schools

 Ulbricht, Natasha Janzen.
 2018.
 p. 309-319. English
English languageGesture.Phương pháp giảng dạy.Learning English.Học tiếng anh.Primary-school-age children.
Tác giả CN Ulbricht, Natasha Janzen.
Nhan đề An experiment on gesture and fluency in two German schools / Natasha Janzen Ulbricht.
Thông tin xuất bản 2018.
Mô tả vật lý p. 309-319.
Tóm tắt Effective language-learning processes are key in multilingual societies, but past research on gesture and second-language acquisition has often focused on the relationship between gesture and cognition, but seldom on gesture as a teaching and learning tool. Although it is well established that gestures facilitate second-language learning, there is reason to think that different gestures may benefit children differentially. In the context of learning and performing a play, the experiment discussed in this article implements two English-language teaching methodologies, one with teacher gestures at the level of morphology and one with gestures at the sentence level. This experiment, with a diverse group of primary-school-age children, takes a naturalistic setting and shows that among the high and low performers there was a difference in long-term fluency development between the two experimental conditions. The data suggest that the fluency level of learners is predictive of which gesture type benefits fluency the most. Children who had a lower initial speech rate benefited more from teaching using gestures that are morphologically complex, whereas the children who had a higher initial speech rate benefited more from gestures at the sentence level.
Thuật ngữ chủ đề English language -Teaching methodologies
Từ khóa tự do Gesture.
Từ khóa tự do Phương pháp giảng dạy.
Từ khóa tự do Learning English.
Từ khóa tự do Học tiếng anh.
Từ khóa tự do Primary-school-age children.
Nguồn trích ELT Journal- Volume 72, Issue 3
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a An experiment on gesture and fluency in two German schools / |c Natasha Janzen Ulbricht.
260[ ] |c 2018.
300[1 0] |a p. 309-319.
520[ ] |a Effective language-learning processes are key in multilingual societies, but past research on gesture and second-language acquisition has often focused on the relationship between gesture and cognition, but seldom on gesture as a teaching and learning tool. Although it is well established that gestures facilitate second-language learning, there is reason to think that different gestures may benefit children differentially. In the context of learning and performing a play, the experiment discussed in this article implements two English-language teaching methodologies, one with teacher gestures at the level of morphology and one with gestures at the sentence level. This experiment, with a diverse group of primary-school-age children, takes a naturalistic setting and shows that among the high and low performers there was a difference in long-term fluency development between the two experimental conditions. The data suggest that the fluency level of learners is predictive of which gesture type benefits fluency the most. Children who had a lower initial speech rate benefited more from teaching using gestures that are morphologically complex, whereas the children who had a higher initial speech rate benefited more from gestures at the sentence level.
650[ ] |a English language |x Teaching methodologies
653[0 ] |a Gesture.
653[0 ] |a Phương pháp giảng dạy.
653[0 ] |a Learning English.
653[0 ] |a Học tiếng anh.
653[0 ] |a Primary-school-age children.
773[0 ] |t ELT Journal |g Volume 72, Issue 3
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