Explicit instruction and production of the English negative quantifier by learners of English
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Abstract
Ambiguity is ubiquitous in natural language, and scope ambiguity is particularly challenging to learners of English. This challenge arises because some learners’ native (L1) languages do not have the same phenomena. Hence, learners may have a hard time comprehending the relevant meaning. On the flipside, learners may need to learn how to deliver the intended interpretation to addressees. In this chapter, we examined how learners of English convey ambiguous sentences with relevant gestures. Two groups of learners produced scopallyscope ambiguity ambiguous sentences using the English negative quantifier under two different conditions: one with only interpretation instruction, and the other with interpretation instruction plus the opportunity to watch an L1 speaker’s production video. The results showed that the group watching the video produced gestures more similar to L1 speaker’s gesture types. The results suggest that instructors should incorporate gestures to teach ambiguous interpretations.
Abstract
Ambiguity is ubiquitous in natural language, and scope ambiguity is particularly challenging to learners of English. This challenge arises because some learners’ native (L1) languages do not have the same phenomena. Hence, learners may have a hard time comprehending the relevant meaning. On the flipside, learners may need to learn how to deliver the intended interpretation to addressees. In this chapter, we examined how learners of English convey ambiguous sentences with relevant gestures. Two groups of learners produced scopallyscope ambiguity ambiguous sentences using the English negative quantifier under two different conditions: one with only interpretation instruction, and the other with interpretation instruction plus the opportunity to watch an L1 speaker’s production video. The results showed that the group watching the video produced gestures more similar to L1 speaker’s gesture types. The results suggest that instructors should incorporate gestures to teach ambiguous interpretations.
Chapters in this book
- Frontmatter I
- Acknowledgment
- Contents VII
- Foreword 1
- Introduction: Gesture in second language learning and pedagogy 5
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Part I: The impact of gestures on grammar learning
- Gestures and preposition learning: In, On, and At 23
- Playing with gestures and memory: Evidence of L2 grammatical morpheme learning in multilingual classrooms 45
- Explicit instruction and production of the English negative quantifier by learners of English 67
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Part II: The impact of gestures in vocabulary, listening, and pronunciation instruction
- Word learning in a foreign language: Effects of gesture, iconicity and part of speech 89
- Observing versus producing gesture for the learning of L2 sounds: What gesture performance tells us 115
- Visibility of lip movements and gestures equally facilitates L2 listening comprehension 137
- From embodied storytelling to writing: Preliminary effectiveness and acceptability of multimodal narrative training in secondary L2 classrooms 159
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Part III: Gesture in naturalistic and multimodal L2 settings
- Baby signs function as transcoding buoys in L1/L2 interactions: Some lessons for early foreign language learning 185
- Languaging-gestures: Second language learning and pedagogy in elementary classrooms 209
- Exploring dialogic gestures in teaching and learning: A case study in English-medium instructional classrooms at Chinese universities 233
- “Quietness” or Multimodal embodied participation? The case of a multilingual language learner 259
- Gestures with negating particles: Resources for foreign language adult learners 285
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Conclusion
- A concluding synthesis of the role of gesture in L2 acquisition and pedagogy 307
- About the authors
- Index 329
Chapters in this book
- Frontmatter I
- Acknowledgment
- Contents VII
- Foreword 1
- Introduction: Gesture in second language learning and pedagogy 5
-
Part I: The impact of gestures on grammar learning
- Gestures and preposition learning: In, On, and At 23
- Playing with gestures and memory: Evidence of L2 grammatical morpheme learning in multilingual classrooms 45
- Explicit instruction and production of the English negative quantifier by learners of English 67
-
Part II: The impact of gestures in vocabulary, listening, and pronunciation instruction
- Word learning in a foreign language: Effects of gesture, iconicity and part of speech 89
- Observing versus producing gesture for the learning of L2 sounds: What gesture performance tells us 115
- Visibility of lip movements and gestures equally facilitates L2 listening comprehension 137
- From embodied storytelling to writing: Preliminary effectiveness and acceptability of multimodal narrative training in secondary L2 classrooms 159
-
Part III: Gesture in naturalistic and multimodal L2 settings
- Baby signs function as transcoding buoys in L1/L2 interactions: Some lessons for early foreign language learning 185
- Languaging-gestures: Second language learning and pedagogy in elementary classrooms 209
- Exploring dialogic gestures in teaching and learning: A case study in English-medium instructional classrooms at Chinese universities 233
- “Quietness” or Multimodal embodied participation? The case of a multilingual language learner 259
- Gestures with negating particles: Resources for foreign language adult learners 285
-
Conclusion
- A concluding synthesis of the role of gesture in L2 acquisition and pedagogy 307
- About the authors
- Index 329
