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Making Pronunciation Visible: Gesture In Teaching Pronunciation
Author(s) -
Smotrova Tetyana
Publication year - 2017
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.276
Subject(s) - pronunciation , gesture , psychology , imitation , class (philosophy) , stress (linguistics) , linguistics , reading (process) , computer science , artificial intelligence , philosophy , social psychology
The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video‐recorded classroom interactions occurring in a beginner‐level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitate the students' identification and production of syllables, word stress, and the rhythm of speech. This was accomplished through reiterative gestures, or catchments , which enabled the students to visualize and experience the intangible pronunciation phenomena. The students appropriated the teacher's gestures through creative imitation and employed them as a learning tool in the process of gaining control over the suprasegmental features of L2 pronunciation. The study has implications for L2 pedagogy, suggesting that teachers need to be made aware of the pedagogical uses of gesture as a mediational tool for teaching L2 pronunciation and be sensitized to attending to student gestures.