This paper takes a microanalytic perspective on the speech and gestures used by one teacher of ESL （English as a Second Language） in an intensive English program classroom. Videotaped excerpts from her intermediate-...This paper takes a microanalytic perspective on the speech and gestures used by one teacher of ESL （English as a Second Language） in an intensive English program classroom. Videotaped excerpts from her intermediate-level grammar course were transcribed to represent the speech, gesture and other non-verbal behavior that accompanied unplanned explanations of vocabulary that arose during three focus-on-form lessons. The gesture classification system of McNeill （1992）, which delineates different types of hand movements （iconics metaphorics, deictics, beats）, was used to understand the role the gestures played in these explanations. Results suggest that gestures and other non-verbal behavior are forms of input to classroom second language learners that must be considered a salient factor in classroom-based SLA （Second Language Acquisition） research展开更多
文摘This paper takes a microanalytic perspective on the speech and gestures used by one teacher of ESL （English as a Second Language） in an intensive English program classroom. Videotaped excerpts from her intermediate-level grammar course were transcribed to represent the speech, gesture and other non-verbal behavior that accompanied unplanned explanations of vocabulary that arose during three focus-on-form lessons. The gesture classification system of McNeill （1992）, which delineates different types of hand movements （iconics metaphorics, deictics, beats）, was used to understand the role the gestures played in these explanations. Results suggest that gestures and other non-verbal behavior are forms of input to classroom second language learners that must be considered a salient factor in classroom-based SLA （Second Language Acquisition） research
