Gesture and Language Development in Different Social Contexts: A Mixed-Methods Study of Chinese Learners of English

• In Event: AERA Poster Session 7
  In Poster Session: Language Development Across Contexts and Mediums

Abstract

This explanatory sequential mixed methods research study investigated gesture awareness in second and foreign language development in different English as a foreign language (EFL) and English as a second language (ESL) contexts. This study created and validated the first usable scale of gesture awareness in the quantitative phase. Measurement and structural invariance tests showed that participants who are currently studying abroad in the ESL contexts had the lowest scores of gesture awareness across other groups. However, qualitative findings showed that ESL learners were more aware of their gesture, and their gesture production was more pragmatic than other groups in the EFL contexts. This study revealed the importance of conscious awareness of gesture and gesturing for pragmatics in different social contexts.

Authors

• LIXIAN TIAN, University of Nevada - Las Vegas

• Steven McCafferty, University of Nevada - Las Vegas