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Nonverbal Communication in the EFL classroom

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Nonverbal Communication in the EFL classroom

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dc.contributor.author Bellés Calvera, Lucía
dc.date.accessioned 2023-05-29T09:46:20Z
dc.date.available 2023-05-29T09:46:20Z
dc.date.issued 2016
dc.identifier.citation Bellés Calvera, Lucía 2016 Nonverbal Communication in the EFL classroom Fòrum de Recerca 21 483 501
dc.identifier.uri https://hdl.handle.net/10550/87033
dc.description.abstract In recent years a number of researchers have stressed the importance of nonverbal communication - especially Kinesics - in the teaching and learning of languages (Bernsen, 2002; Jung, 2003; González, 2004; Querol-Julián and Belles-Fortuño, 2010; Surkamp, 2014). This paper aims to investigate the importance of gestures in the communication process and how the appropriate use of nonverbal communication enhances classroom interaction and contributes to conveying meaning. EFL language teaching can benefited from nonverbal communication when this is used in an effective way. The paper examines a small corpus of two videos taken from YouTube in which EFL teachers' discourse and co-speech gestures (McNeill, 1992) were analysed. Results suggest that teachers used primarily iconic hand movements, which in turn enhanced students' acquisition of the target language (TL). Finally, a section of pedagogical implications will focus on the appropriate use of gestures in a number of interactive activities
dc.language.iso eng
dc.relation.ispartof Fòrum de Recerca, 2016, vol. 21, p. 483-501
dc.subject Anglès
dc.subject Aprenentatge
dc.subject Llenguatge i llengües Ensenyament
dc.subject Llenguatge de signes
dc.title Nonverbal Communication in the EFL classroom
dc.type journal article
dc.date.updated 2023-05-29T09:46:20Z
dc.identifier.doi 10.6035/ForumRecerca.2016.21.27
dc.identifier.idgrec 159403
dc.rights.accessRights open access

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