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Article
Gesture as a window onto conceptualization in multiple tasks: Implications for second language teaching
Yearbook of the German Cognitive Linguistics Association (2016)
  • Gale Stam
Abstract
This paper demonstrates that it is necessary to look at learners’ gestures and speech to have a complete picture of their conceptualizations in their L2. It argues that context and task affect learners’ speech and gesture and need to be considered in SLA. A comparison of the speech and gesture of an L2 learner in two tasks (an oral proficiency interview and a narration task) over a fourteen-year period of time shows that fewer gestures per clause and primarily metaphoric gestures were produced in the oral proficiency task and more gestures per clause and primarily iconic gestures were produced in the narration. Implications for second language teaching are discussed.
Keywords
  • speech; gesture; conceptualization; second language acquisition; second language teaching; tasks; context
Publication Date
December, 2016
DOI
10.1515/gcla-2016-0017
Citation Information
Gale Stam. "Gesture as a window onto conceptualization in multiple tasks: Implications for second language teaching" Yearbook of the German Cognitive Linguistics Association Vol. 4 Iss. 1 (2016) p. 289 - 314
Available at: http://works.bepress.com/gale_stam/58/