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*Assistant Professor in TEFL, Department of Teaching English as a Foreign Language (TEFL), Faculty of Humanities, University of Hormozgan, BandarAbbas, Iran Email: soozandehfar@hormozgan.ac.ir Introduction Narrating a story orally often embroils children in applying visual-spatial imagery to create/remember the events in a story (Rubin & Rubin, 1995). Oral story-tellers often utilize a variety of verbal and non-verbal means to convey their stories effectively, such as prosody and co-speech gestures (Scheub, 1977). Co-speech gestures may supply a variety of functions in story-telling, including helping the story-teller approach language for speaking (Krauss, Chen, & Gottesman, 2000), particularly with concepts that are difficult (Kita, 2000). One research indicated a powerful connection between the rate of co-speech gestures and the application of imagery in adults’ oral narratives (Smithson & Nicoladis 2013). Children’s linguistic tools for telling stories improve dramatically in terms of length, coherence, and complexity between the ages of 4 and 10 years (e.g., Berman & Slobin, 1994). Children’s use of imagery also changes over that age span, with memory capacity of imagery increasing and becoming more dynamic (Vecchi, Phillips, & Cornoldi, 2001). Children might become increasingly reliant on gestures as a strategy or as the complexity of their narratives increases. Gesture is found in all cultures that have been observed, and it occurs across a wide range of tasks and ages (Feyereisen & de Lannoy, 1991; McNeill, 1992). Gesture might be nothing more than hand waving, reflecting an outpouring of excess energy or a bid for the listener’s attention. However, recent research has shown that the gestures speakers spontaneously produce when they talk can Abstract: This investigation is an exploratory study of one participant as an endeavor to appraise children in the integration of gesture and speech into one another to create co-speech gestures, i.e. gesticulations (McNeill, 2005) while telling a story in their native language. This study adopts a case study approach in order to obtain a more in-depth understanding of how meaning is mediated during a child’s story-telling in the mother tongue. In this vein, as a discourse analysis, concentrating on Hodge and Kress’s (1988) theoretical framework, which associates and mingles semiotics with teaching contexts, this investigation dissects the cospeech gestures in the 6-year-old Kiamehr’s story-telling while wielding McNeill’s (2005) scheme or Kendon’s (2004) Continuum with four categories of iconic, metaphoric, deictic, and beat gesticulations as its analytical tool. Results exhibited how the creation of gesticulation by a child entails a sort of mediation between what is in the mind of the child and what is expressed to the audience, and how this mediation of gesticulations facilitates and clarifies the meaning in the child’s story-telling process, so that the audience can better comprehend the child’s intentions or stories. The findings have some implications for language teachers and researchers to understand the dialectic relationship of oral speech, and gesture in language during children’s story-telling process, and include some pedagogical implications to apply this knowledge into practice in the classroom.

Meaning-Making through Gesticulations in the Story-Telling Enterprise: An Exploratory Case Study of One Iranian Child