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This study investigates whether gestures can be used during recasts to enhance the saliency of a target structure (locative prepositions) and to lead to better production of the target structure. Forty-eight low-intermediate English as a second language (ESL) students partook in communicative activities during which they received either no feedback...
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... The first of these is the use of stimulated recall to elicit interactive or concurrent cognitions, particularly 'thoughts' (Gass & Mackey, 2017). In line with this, many of the studies in our sample focused on the elicitation of thoughts when participating in some interaction (Nakatsukasa, 2016) or taking some action (Gurzynski-Weiss & Baralt, 2014). The lead question guiding these stimulated recall interviews is: What were you thinking about right then? ...
... Other studies sought explanations or interpretations of students' learning behaviours, including the use of genre knowledge in writing (Negretti & McGrath, 2018) and the provision of peer feedback (Yu & Lee, 2014, 2016. The affective dimension of language learning was addressed in studies such as Gregersen, Meza, and MacIntyre (2014), which elicited students' explanations for fluctuations in their level of language learning anxiety. ...
... Several studies have found that recasts, when provided for a short duration, may not be effective in promoting learners' knowledge of target structures (e.g., R. Ellis, 2007; R. Loewen & Nabei, 2007;Nakatsukasa, 2016;Sheen, 2007Sheen, , 2008. In most of these studies, recasts have been compared with other CF strategies (usually prompts); however, for the sake of relevance, we mainly focus on comparing recast groups with control groups. ...
... However, the existing data suggest that the number of recasts provided per treatment session may vary considerably both in classroom-based studies and computerbased studies. For example, in Nakatsukasa's (2016) classroom-based study, the average number of regular recasts was 9.5 per class, while in Nassaji's (2017) study, it was 161 and 166 for intensive and extensive recast groups, respectively. In Sauro's (2009) SCMC study, the average number of text-based recasts was 2.77, while in Yilmaz's (2012) SCMC study, it was 15.50 and 13.75 depending on the target structures. ...
... In Sauro's (2009) SCMC study, the average number of text-based recasts was 2.77, while in Yilmaz's (2012) SCMC study, it was 15.50 and 13.75 depending on the target structures. Nakatsukasa (2016) found no long-term effect for the regular recasts over a control group, whereas Nassaji (2017) found a significant advantage for the extensive recast group over a control group in the oral picture description and GJT. In a similar fashion, Sauro (2009) found no significant advantage for the recast group over the control group on any of the measures used in the study, whereas Yilmaz (2012) reported that the recast group performed better than the control group on the oral production and comprehension tasks. ...
This study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one pre-intermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The learners in the HF and LF recast groups completed five and two tasks, respectively, in a video-conferencing environment and received oral recasts on their incorrect use of English articles. Learners in the test control group only took the pre and posttests, and learners in the task control group completed five tasks without receiving feedback on the target structure. The outcome was measured through online picture description and error correction tasks. Findings showed that in the picture description task, learners in the HF group performed significantly better than those in the LF recast group and the control groups. In the error correction task, the results revealed a short-term advantage for learners in the HF group, which faded away in the delayed posttest. Significant correlations were also found between the recast frequency and learners’ score improvement in the immediate and delayed picture description tasks but not in the error correction tasks. These results suggest that recast quantity may play an important role in improving learners’ accuracy of their oral production.
... This predictive effect also applies to domains outside of language like the expression of Piagetian conservation of quantity (Church & Goldin-Meadow, 1986) and mathematical equivalence (Alibali & Goldin-Meadow, 1993), where gesture can signal that children are ready to learn abstract concepts. In addition to first language development, gesture has also proven to have an important role in the acquisition of a second language, where they can help with novel word learning (e.g., Tellier, 2008;Kushch et al., 2018;see Macedonia, 2014 for a review), make corrective feedback from instructors more efficient (Nakatsukasa, 2016), and boost phonological learning (i.e., pronunciation) both at the segmental (e.g., Li et al., 2020) and ...
Human language is essentially multimodal and recent studies within the field of gesture research have shown both the strong temporal relationship between manual co-speech gestures and prosodic prominence, and have given initial evidence of the relevant pragmatic role of gestures. However, studies have tended to focus on the role of prosodic prominence alone as the main attractor for gesture production, and little empirical research has systematically assessed the role of prosodic phrasal structure in the attraction of gesture, or the joint contribution of gestural and prosodic prominence for pragmatic effects, particularly in terms of signaling information structure. Furthermore, no studies have specifically accounted for potential difference between referential and non-referential gestures. A multidimensional analysis of independent aspects of gesture is crucial to allow for a systematic assessment of their different prosodic and pragmatic characteristics. The thesis contains two main objectives. First, it proposes a novel gesture labeling system (i.e., the MultiModal MultiDimensional (M3D) system) according to which the semantic, pragmatic, and prosodic characteristics of gestures should be assessed in a non-mutually exclusive manner. Second, this thesis applies the system to better understand the prosodic and pragmatic characteristics of both referential and non-referential gestures, particularly in terms of how phrasal prosodic structure influences gestural production patterns, and how these two modes of communication interact for pragmatic effect.
... étrangère Tellier (2006Tellier ( , 2008a (Nakatsukasa 2016(Nakatsukasa , 1019, les gestes d'information lexicale (Lazaraton, 2004 ;Tellier, 2008b) et les gestes d'information phonétique et phonologique (Smotrova, 2014). Ce sont sur ces derniers que nous nous pencherons plus particulièrement dans la suite de ce texte. ...
Bien qu’il ne soit aujourd’hui plus question de « supprimer » l’accent étranger d’un apprenant (Derwing & Munro, 2009), des recherches ont montré que tant les erreurs segmentales (Isaacs & Trofimovich, 2012) que les erreurs suprasegmentales (Derwin et al., 1998) influencent les évaluations de compréhensibilité et de fluence des apprenants. Par conséquent, l’acquisition de bons schémas prosodiques et la prononciation correcte de segments difficiles permettent d’améliorer la compréhensibilité et la fluence du discours oral (Kang et al., 2010 ; Suzukida & Saito, 2019). Quel rôle peuvent jouer les gestes dans l’acquisition de la prononciation de la langue cible ? Nous passerons en revue les études qui décrivent l’utilisation des gestes pédagogiques, spécialement ceux en relation avec la prononciation, autrement appelés gestes phonétiques et phonologiques (Tellier, 2008a). Dans un deuxième temps, nous présenterons une série d’études expérimentales récentes analysant l'efficacité de ces gestes. Enfin, nous
proposerons quelques pistes pour de futures recherches sur les gestes phonétiques
et phonologiques.
... However, very few studies have been conducted to test empirically the effects of embodied learning strategies on second language acquisition. Rather, most of these studies have looked at the effect of spontaneous and nonspontaneous gestures on word recall [see Macedonia (2014) and Morett (2018) for reviews; for the effect of gestures on grammar learning, see Nakatsukasa (2016)]. ...
... Third, in the present case, the posttest took place one week after training. In light of research showing that gestures aid vocabulary and grammar retention (Macedonia and Klimesch 2014;Nakatsukasa 2016) and phonological learning over time (Li et al. 2021), it is likely that a delay longer than one week between training and posttest would provide important information about the durability of the benefits of embodied prosodic training on the development of learners' pronunciation. ...
... However, it is highly likely that individual feedback would have enhanced the pronunciation learning outcomes, as previous evidence suggests (Gordon et al. 2013;Lee et al. 2015). Most importantly, the role of gesture in corrective feedback may be highly relevant (Nakatsukasa 2016;Wang and Loewen 2016;Thompson and Renandya 2020). ...
With increasing evidence in favour of embodied learning techniques, more research is needed to explore eventual applications in the field of second language acquisition, for example, the effect of embodied training on phonological learning. This study investigated how pronunciation was affected by visuospatial hand gestures depicting speech rhythm and intonation during the oral repetition of logatomes (i.e. a series of identical nonsense CV syllables that maintain prosodic structure intact). Seventy-five Catalan learners of French participated in three training sessions with short dialogues, in one of three conditions: speech-only, non-embodied logatome, and embodied logatome. Before and after the training period, participants carried out an identical pre- and posttest which consisted of reading four dialogues aloud. Their oral output was evaluated in terms of fluency, comprehensibility, accentedness, and suprasegmental and segmental features by three native French speakers. While all three groups significantly improved in all measures after training, the embodied logatome group improved significantly more in terms of accentedness and suprasegmental features compared with the speech-only group, while the non-embodied logatome group did not.
... Gestures may also be associated with corrective feedback. Nakatsukasa (2016) examined the referential gestures of the teacher associated with immediate feedback on a concrete linguistic structure (prepositions for places) and found that, in the long term, the immediate gesture feedback condition made it possible to improve the learners' oral production (including the target prepositions) more than non-gesture feedback condition. ...
... However, it is highly likely that individual feedback would have enhanced the pronunciation learning outcomes, as previous evidence suggests (Saito & Lyster 2012;Gordon et al. 2013;Lee et al. 2015). Most importantly, the role of gesture in corrective feedback may be highly relevant (Nakatsukasa 2016;Wang & Loewen 2016; Thompson & Renandya 2020). another area of language learning which has been less investigated, namely the learning of foreign language pronunciation by children. ...
This thesis proposes an overview of the theoretical background on embodied cognition. gesture studies, and L2 phonological acquisition to motivate the use of embodied prosodic training with hand gestures and kinesthetic movements as an efficient method to improve L2 learners' perception and pronunciation. It is composed of three independent empirical studies looking at three different techniques in different learning contexts.
... 1. Gestures and head movements were found to be accompanied with CF most frequently in a large-scale observational study (Wang & Loewen, 2016). 2. Gestures have been the primary focus in many past studies on the effects of recasts (Faraco & Kida, 2008;Nakatsukasa, 2016Nakatsukasa, , 2021 and so generates robust scholarly interest; and 3. The effects of head movements have been largely unexplored. ...
In this study, 118 native speakers of Japanese watched 48 separate video clips in which a teacher provided recasts on phonological or lexical errors to students in Portuguese, a language with which the participants were unfamiliar. In the video clips, six recast characteristics were manipulated: length, segmentation (segmented/whole), prosodic emphasis (stressed/non-stressed), intonation (declarative/interrogative), head movements (nodding/shaking), and gestures (beat/deictic/metaphoric). Participants judged whether or not the teacher had corrected errors and stated the reasons for their decisions. Multiple regressions extracted segmentation and gestures as being significant variables for both phonological and lexical errors. Precisely speaking, recasts were more likely to be accurately perceived as correction when they were provided in sentence-length discourse along with deictic gestures. Additionally, head-shaking and beat also contributed to improved accuracy of phonological errors. The analysis of their reasoning indicates that the participants actively compared errors with recasts when judging the presence of a recast. The overall results indicate that contrary to the common belief suggesting that shorter recasts are better than longer ones, when true beginners overhear recasts, they may find it easier to notice the corrections when they are provided in sentence-length discourse; as such recasts facilitate more accurate perceptions.
... Nonverbal communication during OCF has only recently become the particular focus of research. Some of these studies focus on gestures (e.g., Kamiya, 2012;Nakatsukasa, 2016;Nakatsukasa & Loewen, 2017;van Compernolle & Smotrova, 2014), while others investigate nonverbal behavior other than gestures (e.g., Davies, 2006;Debras et al., 2015;Faraco & Kida, 2008;McDonough et al., 2015;Wang & Loewen, 2016). ...
Oral Corrective Feedback is a widely used teaching strategy that has been found to help language acquisition. The factors that contribute to its effectiveness, however, remain elusive. In this study, the role of smiling during teachers’ OCF provision is investigated in intact language classrooms by modifying the analytical framework developed by Lyster and Ranta (Stud Second Lang Acquis, 19(1):37–66, 1997), which determines OCF effectiveness by the success of the learner uptake. In addition to the feedback strategies used, this study examines teacher smiling during the feedback instances, and whether they were genuine or polite smiles. The Facial Action Coding System (Ekman & Friesen, Environ Psych Nonver, 1(1), 56–75, 1976; Ekman, Friesen, & Hager, Facial Action Coding System: The Manual on CD ROM. Salt Lake City, UT: Research Nexus division of Network Information Research Corporation, 2002) is utilized to operationalize smile genuineness. Significant findings indicate that when teacher smiling is genuine, learners are more likely to correct their errors, while polite smiles do not have the same effect.
... Other authors (Jovanovic & van Leeuwen, 2018) have focused on how digital tools mediate interactions between learners to identify the affordances and constraints of a given tool by analyzing learners' use of visual information alongside spoken and written language. There is also a growing amount of research on gestures from the interactionist perspective (Nakatsukasa, 2016). ...
The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language‐related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video‐based computer‐mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college‐level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning‐making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners’ multilingual repertoires which reinforced and complemented meaning‐making during these episodes. Given the wide‐spread use of video calls and the affordances the medium provides for foreign language learning and, specifically, for oral interaction, how do learners manage the use of multimodal and multilingual elements in oral interactive tasks? Do multimodality and linguistic repertoires aid comprehension and enhance the meaning negotiation process?
... Gestures (i.e., movements of the hands, arms, and head, Sime, 2006) have been shown to occur frequently, either on their own or in conjunction with speech, and to impact teaching in L2 and other subject classrooms (see Nakatsukasa, in press;Nakatsukasa & Loewen, 2017 for review). In the language classroom, gestures have been used to aid the development of L2 vocabulary, pronunciation, grammar, and comprehension (e.g., Dahl & Ludwigsen, 2014;Gluhareva & Prieto, 2017;Macedonia et al., 2011;Morett & Chang, 2015;Nakatsukasa, 2016Nakatsukasa, , 2019Repetto et al., 2017;Sime, 2006Sime, , 2008Sueyoshi & Hardison, 2005;Tellier, 2008). Several observational studies have reported on the frequency and types of gesture L2 teachers use and their purposes (e.g., Allen, 1995Allen, , 2000Hudson, 2011;Lazaraton, 2004;Smotrova, 2017;Smotrova & Lantolf, 2013). ...
... Research that has examined the use, effectiveness, and noticeability of gestures in CF provision (e.g., Davies, 2006;Inceoglu, 2015;Kamiya, 2012;Kartchava, 2019;Nakatsukasa, 2016Nakatsukasa, , 2019Wang, 2009;Wang & Loewen, 2016), however, is limited. Having observed and analyzed 65 hours of interaction in nine ESL classrooms, Wang and Loewen (2016) found that teachers incorporated gestures and other nonverbal behaviour (e.g., head movements) while providing CF 60.2% of the time, with head movements (nodding and shaking, 32%) and deictic (27%), iconic (12%), and beat (11%) gestures dominating the discourse. ...
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 étude exploratoire a examiné l’utilisation spontanée de gestes qui se produit en général ainsi que dans le cadre de comportement correctif chez deux enseignants d’anglais académique (EAP) d’une université canadienne. Des données ont été recueillies au moyen d’entrevues, d’observation de cours et d’une session de rappel stimulé. Avant de procéder à l’observation, chaque enseignant a fait l’objet d’une entrevue pour identifier les pratiques (en ce qu’elles avaient trait à la gestuelle et à la rétroaction corrective) qu’ils trouvaient utiles et employaient régulièrement quand ils enseignent. Après la leçon, les enseignants ont visionné des extraits de leur leçon afin de réfléchir à l’utilisation de gestes en général et lors de la rétroaction corrective en particulier, ainsi que pour expliquer les motivations et/ou les raisons qui sous-tendaient leurs choix. Les résultats indiquent que les enseignants d’EAP utilisaient la gestuelle de façon active, dont une grande partie se produisait en même temps que les gestes de rétroaction corrective. La quantité et le type de gestuelle et de rétroaction corrective étaient utilisés de façon stratégique.
