3,579
Views
19
CrossRef citations to date
0
Altmetric
Articles

A helping hand with language learning: teaching French vocabulary with gesture

References

  • Allen, L. 1995. The effects of emblematic gestures on the development and access of mental representations of French expressions. The Modern Language Journal, 79: 521–529.
  • Asset Languages and CILT. 2010. Making and Marking Progress on the DCSF Languages Ladder.
  • Bäckman, L. and L.-G. Nilsson 1984. Aging effects in free recall: an exception to the rule. Human Learning, 3: 53–69.
  • Bäckman, L. and L.-G. Nilsson 1985. Prerequisites for lack of age differences in memory performance. Experimental Aging Research, 11: 67–73.
  • Baddeley, A. 1997. Human Memory: Theory and Practice, revised edition. Hove: Psychology Press.
  • Baddeley, A.D. 2000. The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences, 4: 417–423.
  • Baddeley, A. 2003. Working memory and language: an overview. Journal of Communication Disorders 36: 189–208.
  • Baddeley, A.D. and G.J. Hitch 1974. Working memory. In Recent Advances in Learning and Motivation, ed. G.A. Bower, 47–90. New York: Academic Press.
  • Baker-Ward, L., P.A. Ornstein and D.J. Holden 1984. The expression of memorisation in early childhood. Journal of Experimental Child Psychology, 37, no. no. 3. 555–575.
  • Brumfit, C. 2001. Individual Freedom in Language Teaching. Oxford: Oxford University Press.
  • Cable, C., P. Driscoll, R. Mitchell, S. Sing, T. Cremin, J. Earl, I. Eyres, B. Holmes, C. Martin and B. Heins, Department for Children, Schools and Families. 2010. Key Stage 2: A Longitudinal Study. Final Report (DCSF Research Report-RR198). London: DCSF.
  • Cohen, R.L. 1981. On the generality of some memory laws. Scandinavian Journal of Psychology, 22: 267–281.
  • Cohen, R.L. 1983. The effect of encoding variables on the free recall of words and action events. Memory and Cognition, 11, no. no. 6. 575–582.
  • Cohen, R.L. 1989. Memory for action events: the power of enactment. Educational Psychology Review, 1: 57–80.
  • Cohen, R. and N. Otterbein 1992. The mnemonic effect of speech gestures: pantomimic and non-pantomimic gestures compared. European Journal of Cognitive Psychology, 4, no. no. 2. 113–139.
  • Craik, F.I.M. and R.S. Lockhart 1972. Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11: 671–684.
  • Daniels, M. 1997. Teacher enrichment of pre-kindergarten curriculum with sign language. Journal of Research in Childhood Education, 12: 27–33.
  • Department for Education and Skills (DfES) 2005. The Key Stage 2 Framework for Languages. Nottingham: DfES Publications.
  • Ellis, N.C. 1995. The psychology of foreign language vocabulary acquisition: implications for CALL. Computer Assisted Language Learning Journal, 8: 103–128.
  • Engelkamp, J. and H.D. Zimmer 1985. Motor programs and their relation to semantic memory. German Journal of Psychology, 9: 239–254.
  • Engelkamp, J. and H.D. Zimmer 1989. Memory for action events: a new field of research. Psychological Research, 51: 153–157.
  • Feyereisen, P. 2006. Further investigation on the mnemonic effect of gestures: their meaning matters. European Journal of Cognitive Psychology, 18: 185–205.
  • Gower, R. and S. Walters 1983. Teaching Practice Handbook: A Reference Book for EFL Teachers in Training. Oxford: Heinemann International.
  • Gullberg, M. 2006. Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching, 44: 103–124.
  • Hulstjin, J.H. 2001. Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In Cognition and Second Language Instruction, ed. P. Robinson, 258–286. Cambridge: Cambridge University Press.
  • Kelly, S.D., T. McDevitt and M. Esch 2009. Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 204: 313–334.
  • Kormi-Nouri, R. 1995. The nature of memory for action events: an episodic integration view. European Journal of Cognitive Psychology, 7: 337–363.
  • Kormi-Nouri, R. 2000. The role of movement and object in action memory: a comparative study between blind, blindfolded and sighted subjects. Scandinavian Journal of Psychology, 41, no. no. 1. 71–75.
  • Kormi-Nouri, R. and L.-G. Nilsson 2001. The motor component is not crucial!. In Memory for Action: A Distinct Form of Episodic Memory?, ed. H.D. Zimmer, R.L. Cohen, M.J. Guynn, J. Engelkamp, R. Kormi-Nouri and M.-A. Foley, 136–143. Oxford: Oxford University Press.
  • Knopf, M. and E. Neidhardt 1989. Aging and memory for action events: the role of familiarity. Developmental Psychology, 25: 780–786.
  • McCafferty, S.G. and G. Stam 2008. Gesture studies and second language acquisition: a review. In Gesture: Second Language Acquisition and Classroom Research, ed. S.G. McCafferty and G. Stam, 3–24. Abingdon, UK: Routledge.
  • McNeill, D. 1992. Hand and Mind: What Gestures Reveal about Thought. Chicago: The University of Chicago Press Ltd.
  • Nilsson, L.-G. 2000. Remembering actions and words. In The Oxford Handbook of Memory, ed. E. Tulving and F.I.M. Craik, 137–148. New York: Oxford University Press.
  • Nilsson, L.-G. and L. Bäckman 1989. Implicit memory and the enactment of verbal instructions. In Implicit Memory: Theoretical Issues, ed. S. Lewandowsky, J. Dunn and K. Kirsner, 173–184. Hillsdale, NJ: Erlbaum.
  • Nilsson, L.-G., R.L. Cohen and L. Nyberg 1989. Recall of enacted and nonenacted instructions compared: forgetting functions. Psychological Research, 51: 188–193.
  • Nunan, D. 2005. Classroom research. In Handbook of Research in Second Language Teaching and Learning, ed. E. Hinkel, 225–240. Mahwah, NJ: Lawrence Erlbaum.
  • Paivio, A. 1971. Imagery and Verbal Processes. New York: Holt, Rinehart and Winston.
  • Paivio, A. 1986. Mental Representations: A Dual Coding Approach. Oxford: Oxford University Press.
  • Paivio, A. 2006. Mind and its Evolution: A Dual Coding Theoretical Interpretation. Mahwah, NJ: Lawrence Erlbaum.
  • Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press.
  • Schneider, W. and B. Sodian 1991. A longitudinal study of young children's memory behaviour and performance in a sort-recall task. Journal of Experimental Child Psychology, 51: 14–29.
  • Tellier, M. 2005. L'utilisation des gestes en classe de langue: comment évaluer leur effet sur la mémorisation du lexique?. In Actes du Colloque International de Didactique Cognitive, DidCog 2005, ed. M. Billières, P. Gaillard and N. Spanghero-Gaillard, 26/28 janvier 2005. CD-Rom. Toulouse, France: Université de Toulouse-Le Mirail.
  • Tellier, M. 2008. The effect of gestures on second language memorisation by young children. Gesture, 8: 219–235.
  • Tomasello, T. 2003. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
  • Tulving, E. and S. Osler 1968. Effectiveness of retrieval cues in memory for words. Journal of Experimental Psychology, 77, no. no. 4. 593–601.
  • Tulving, E. and D.M. Thomson 1973. Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80: 352–373.
  • Zimmer, H.D. and J. Engelkamp 1989. Does motor encoding enhance relational information?. Psychological Research, 51: 158–167.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.