Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal

Resumen:

This study investigated the extent to which different pedagogical gestures contribute to learners’ foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture viewing conditions (iconic gestures, deictic gestures, beat gestures, or no gesture), were required to listen to an instructor telling two stories (one complex and one simple) and then retell both stories twice: once immediately after listening (immediate recall) and a second time two weeks later (delayed recall). Recall performance was evaluated by the number of relevant pieces of event and motion information produced in the participants’ retelling. The results show that L2 learners who were...

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