TY - JOUR
T1 - Teacher gesture and lexical focus on form in a foreign language classroom
AU - Inceoglu, Solène
N1 - Publisher Copyright:
© The Canadian Modern Language Review.
PY - 2015/5/1
Y1 - 2015/5/1
N2 - This article explores the use of gesture by a French language teacher during lexical focus on form (FonF). The analysis compares pre-emptive FonF (before a problem in communication has occurred), and reactive FonF (after a problem has occurred) and looks at the differences between teacher-initiated and learner-initiated FonF in the use and type of gesture. Ten hours of classroom interaction in an intermediate, French as a foreign language course were video-recorded. Overall, 110 form-focused episodes (FEEs) were identified, half of them - verbs and collocations, in particular - accompanied by gestures. Results revealed that the initiator and the type of FonF (reactive vs. pre-emptive) may have influenced the number of gestures and the duration of the FFEs. Indeed, 91.6% of the learner-initiated versus 49% of the teacherinitiated FFEs were accompanied by gestures (iconics were the most used), and pre-emptive learner-initiated FFEs led, on average, to longer and more complex gestural explanations from the teacher.
AB - This article explores the use of gesture by a French language teacher during lexical focus on form (FonF). The analysis compares pre-emptive FonF (before a problem in communication has occurred), and reactive FonF (after a problem has occurred) and looks at the differences between teacher-initiated and learner-initiated FonF in the use and type of gesture. Ten hours of classroom interaction in an intermediate, French as a foreign language course were video-recorded. Overall, 110 form-focused episodes (FEEs) were identified, half of them - verbs and collocations, in particular - accompanied by gestures. Results revealed that the initiator and the type of FonF (reactive vs. pre-emptive) may have influenced the number of gestures and the duration of the FFEs. Indeed, 91.6% of the learner-initiated versus 49% of the teacherinitiated FFEs were accompanied by gestures (iconics were the most used), and pre-emptive learner-initiated FFEs led, on average, to longer and more complex gestural explanations from the teacher.
KW - French as a foreign language
KW - focus on form, classroom interaction
KW - gesture in language learning
KW - vocabulary teaching
UR - http://www.scopus.com/inward/record.url?scp=84928345016&partnerID=8YFLogxK
U2 - 10.3138/cmlr.1770.26
DO - 10.3138/cmlr.1770.26
M3 - Article
SN - 0008-4506
VL - 71
SP - 26
EP - 50
JO - Canadian Modern Language Review
JF - Canadian Modern Language Review
IS - 2
ER -