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This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was interviewed to identify practices (as they relate to gesture and CF) they found effective and employed regularly in their teaching. After the lesson, the teachers watched extracts from their lessons to reflect on the use of gestures in general and in CF episodes specifically, and to explain the motivations and/or reasons behind their choices. Results indicate that the EAP teachers actively used gestures, with many occurring alongside CF moves. They were also strategic in the amount and types of both CF and gesture they used. Cette etude exploratoire a examine l’utilisation spontanee de gestes qui se produit en general ainsi que dans le cadre de comportement correctif chez deux enseignants d’anglais academique (EAP) d’une universite canadienne. Des donnees ont ete recueillies au moyen d’entrevues, d’observation de cours et d’une session de rappel stimule. Avant de proceder a l’observation, chaque enseignant a fait l’objet d’une entrevue pour identifier les pratiques (en ce qu’elles avaient trait a la gestuelle et a la retroaction corrective) qu’ils trouvaient utiles et employaient regulierement quand ils enseignent. Apres la lecon, les enseignants ont visionne des extraits de leur lecon afin de reflechir a l’utilisation de gestes en general et lors de la retroaction corrective en particulier, ainsi que pour expliquer les motivations et/ou les raisons qui sous-tendaient leurs choix. Les resultats indiquent que les enseignants d’EAP utilisaient la gestuelle de facon active, dont une grande partie se produisait en meme temps que les gestes de retroaction corrective. La quantite et le type de gestuelle et de retroaction corrective etaient utilises de facon strategique.

Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes