A Multimodal Database-driven Study on the Quantity of teacher Co-speech Gestures in Chinese EFL Classroom

PENG Yuan

Foreign Language Learning Theory and Practice ›› 2016, Vol. 153 ›› Issue (2) : 62.

Foreign Language Learning Theory and Practice ›› 2016, Vol. 153 ›› Issue (2) : 62.
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A Multimodal Database-driven Study on the Quantity of teacher Co-speech Gestures in Chinese EFL Classroom

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Abstract

There is a long lasting vacancy in gesture study as to the problem of quantity alignment between speech and their accompanying gestures. By comparing the amount of powerful language forms and that of their co-speech gestures in the same functional interaction organization - scaffolding sequence, the present study attempts to shed lights on a wonder in gesture use – will gesture use impede communication, and proposes that a ratio of 1: ± 1.3 between the amount of speech and that of their co-speech gestures might be an ideal consideration in the speech-gesture cooperation.

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/ line-height: 150%">Co-speech gestures / powerful language forms / scaffolding sequence / amount alignment / multimodal study

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PENG Yuan. A Multimodal Database-driven Study on the Quantity of teacher Co-speech Gestures in Chinese EFL Classroom[J]. Foreign Language Learning Theory and Practice. 2016, 153(2): 62

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