Lingue e Linguaggi

On the role of gestures in the comprehension of phrasal verbs and idiomatic expressions in English: A case study comparing the performance of learners with and without dyslexia

Abstract

Abolfazli Z. and Sadeghi K. 2017, Improving English Language Learners’ Idiomatic Competence: Does Mode of Teaching Play a Role?, in “Iranian Journal of Language Teaching Research” 5 [3], pp. 61-79.

Alibali M. W. and Nathan M. 2007, Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson, in “Video Research in the Learning Sciences”, pp. 349-365.

Barlow M. 2011, Corpus Linguistics and Theoretical Linguistics, in “International Journal of Corpus Linguistics” 16 [1], pp. 13-44.

Beaudoin-Ryan L. 2017, Gesture in socio-moral reasoning, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp. 197-212.

Boers F. 2001, Remembering figurative idioms by hypothesizing about their origin, in “Prospect” 16, pp. 35-43.

Boers F., Eyckmans J. and Stengers H. 2007, Presenting figurative idioms with a touch of etymology: More than mere mnemonics?, in “Language Teaching Research” 11, pp. 43-62.

Boers F. and Lindstromberg S. 2008, Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology, Mouton de Gruyter, Berlin/New York.

Bonaiuto M. and Bonaiuto T. 2014, Gestures and body language in Southern Europe: Italy, in Müller C., Cienki A., Fricke E., Ladewig S. H., McNeill D. and Bressem J. (eds.) Body – Language – Communication, Vol. 2, Mouton de Gruyter, Berlin/New York, pp. 1240-1252.

Bonsignori V. and Crawford Camiciottoli B. (eds.) 2016, Multimodality across Communicative Settings, Discourse Domains and Genres, Cambridge Scholars Publishing, Newcastle-upon-Tyne.

Brown H. D. 2000, Principles of language learning and teaching (4th ed.), Longman, White Plains, NY.

Brugman C. and Lakoff G. 1988, Cognitive typology and lexical networks, in Small, S., Cottrell, G., Tannenhaus, M. (eds.), Lexical Ambiguity Resolution, Morgan Kaufman, San Mateo, CA, pp. 477-507.

Cacciari C. and Tabossi P. 1988, The Comprehension of Idioms, in “Journal of Memory and Language” 27, pp. 668-683.

Cacciari C. and Corradini P. 2015, Literal Analysis and Idiom Retrieval in Ambiguous Idioms Processing: A Reading Time Study, in “Journal of Cognitive Psychology” 27 [7], pp. 797-811.

Cappelli G. and Noccetti, S. 2016, Teaching Specialised Vocabulary to Dyslexic Adult Second-Language Learners: A Proposal for Multimodal Lexical Input Processing Enhancement, in Bonsignori, V. and Crawford Camiciottoli B. (eds), Multimodality across Communicative Settings, Discourse Domains and Genres, Cambridge Scholars Publishing, Newcastle-upon-Tyne, pp.37-64.

Cardillo R.. Basso Garcia R., Mammarella I. and Cornoldi C. 2018 Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities, in “Applied Neuropsychology: Child” 7 [3], pp. 245-256, DOI: 10.1080/21622965.2017.1297946

Carter R. 1997, Investigating English Discourse: Language, Literacy and Literature, Routledge, London/ New York.

Castillo S. E. 2017, Fostering Conceptual Metaphors in Vocabulary Teaching: Phrasal Verbs in Spanish Secondary Education. A Pedagogical Implementation, PhD Dissertation, Universidad de la Rioja.

Celce-Murcia M. and Larsen-Freeman D. 1999, The Grammar Book: An ESL/EFL Teacher’s Course, Heinle and Heinle, Boston.

Church R. B., Alibali M. W. and. Kelly S. D (eds.) 2017, Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia.

Church R. B. and Goldin-Meadow S. 2017, So how does gesture function in speaking, communication, and thinking?, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp. 397-412.

Condon N. 2008, How cognitive linguistic motivations influence the learning of phrasal verbs, in Boers F. and Lindstromberg S. (eds.), Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology, Mouton de Gruyter, Berlin/New York, pp. 133-158.

Conklin K. and Schmitt N. 2012, The Processing of Formulaic Language, in “Annual Review of Applied Linguistics” 32, pp. 45-61.

Cook S. W. and Fenn K. M. 2017, The function of gesture in learning and memory, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp.129-153.

Cooper T. C. 1999, Processing of Idioms by L2 Learners of English, in “TESOL Quarterly” 32 [2], pp. 233-262.

Crawford Camiciottoli B. and Bonsignori V. 2015, The Pisa Audiovisual Corpus Project: A multimodal approach to ESP research and teaching, in “ESP Today” 3 [2], pp.139-159.

Dirven R. 2001, English phrasal verbs: Theory and didactic application, in Pütz M., Niemeier S. and Dirven R. (eds.) Applied Cognitive Linguistics II: Language Pedagogy, Mouton de Gruyter, Berlin/New York, pp. 3-27.

Erman B. and Warren B. 2000, The Idiom Principle and the Open Choice Principle, in “Text” 20 [1], pp. 29-62.

Fernando C. 1996, Idioms and Idiomaticity, Oxford University Press, Oxford.

Fernando C. and Flavell R. 1981, On Idiom: Critical Views and Perspectives, University of Exeter Press, Exeter.

Fricke E., Bressem J. and Müller C. 2014, Gesture families and gestural fields, in Müller C., Cienki A., Fricke E., Ladewig S. H., McNeill D. and Bressem J. (eds.) Body – Language – Communication, Vol. 2, Mouton de Gruyter, Berlin/New York, pp. 1630-1640.

Gardner D. and Davies M. 2007, Pointing Out Frequent Phrasal Verbs: A Corpus-Based Analysis, in “TESOL Quarterly” 41, pp. 339-359.

Gibbs R. 2012, Idioms and Formulaic Language, in Geeraerts D. and Cuyckens H. (eds.) The Oxford Handbook of Cognitive Linguistics, Online edition, Oxford University Press, Oxford. https://academic.oup.com/edited-volume/34552/chapter-abstract/293172750

Glucksberg S. 2001, Understanding Figurative Language: From Metaphors to Idioms, Oxford University Press, Oxford.

Gullberg M. and McCafferty S. G. 2008, Introduction to gesture and SLA: Toward an integrated approach, in “Studies in Second Language Acquisition” 30, pp. 133-146.

Griffiths C. 2007, Pragmatic Abilities in Adults with and Without Dyslexia: A Pilot Study, in “Dyslexia” 13 [4], pp. 276-296.

Hanamoto H. 2017, Negotiation of meaning in ELF (English as a lingua franca) interaction: Multimodal approach focusing on body movements including gestures, in “Journal of Multimodal Communication Studies” 4 [1], pp. 23-28.

Holme R. 2009, Gesture, in Cognitive Linguistics and Language Teaching, Palgrave Macmillan, New York, pp. 54-62.

Hostetter A. B. and Boncoddo R. 2017, Gesture highlight perceptual-motor representations in thinking, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp. 155-174.

Jackendoff R. 1995, The boundaries of the lexicon, in Everaert M. et al. (eds.), Idioms: Structural and Psychological Perspectives, Hillsdale, Erlbaum, pp. 133-166.

Kartal G. and Uner S. 2017, The effects of conceptual metaphors on the acquisition of phrasal verbs by Turkish EFL learners, in “European Journal of Foreign Language Teaching” 2 [2], pp. 34-50.

Kelly S. D. 2017, Exploring the boundaries of gesture-speech integration during language comprehension, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp. 243-265.

Kelly S. D., Kravitz C. and Hopkins M. 2004, Neural correlates of bimodal speech and gesture comprehension, in “Brain and Language” 89 [1], pp. 352-260.

Kelly S. D., McDevitt T. and Esch M. 2009, Brief training with co-speech gesture lends a hand to word learning in a foreign language, in “Language and Cognitive Processes” 24 [2], pp. 313–334. https://doi.org/10.1080/01690960802365567

Kendon A. 2004, Gesture: Visible Action as Utterance, Cambridge University Press, Cambridge.

Kida T. 2008, Does Gesture Aid Discourse Comprehension in the L2?, in McCafferty S. G. and Stam G. (eds.), Gesture, Second Language Acquisition and Classroom Research, Routledge, New York, pp. 131-156.

Kövecses Z. 2001, A cognitive linguistic view of learning idioms in an FLT context, in Pütz M., Niemeier S. and Dirven R. (eds.) Applied Cognitive Linguistics II: Language Pedagogy, Mouton de Gruyter, Berlin/New York, pp. 87-115.

Kurtyka A. 2001, Teaching English phrasal verbs: A cognitive approach, in Pütz M., Niemeier S., Dirven R. (eds.), Applied Cognitive Linguistics II: Language Pedagogy, Mouton de Gruyter, Berlin/New York, pp. 29-54.

Lakoff G. 1987, Women, Fire and Dangerous Things: What Categories Reveal about the Mind, UCP, University of Chicago Press, Chicago.

Lazar G. 2003, Meaning and Metaphor: Activities to Practise Figurative Language, Cambridge University Press, Cambridge.

Lazaraton A. 2004, Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry, in “Language Learning” 54 [1], pp. 79-117.

Lazaraton A and Ishihara N. 2005, An examination of second language teacher practice, using microanalysis, self-reflection, and collaboration, in “The Modern Language Journal” 89 [4], pp. 529-542.

Lin Y. 2017, Co-occurrence of speech and gestures: A multimodal corpus linguistic approach to intercultural interaction, in “Journal of Pragmatics” 117, pp. 155-167.

Lindner S. 1983, A Lexico-Semantic Analysis of English Verb Particle Constructions, Indiana University Linguistics Club, Bloomington.

Lindstromberg S. 1998, English Prepositions Explained, John Benjamins, Amsterdam/Philadelphia.

Littlemore J. 2009, Applying Cognitive Linguistics to Second Language Learning and Teaching, Palgrave Macmillan, New York.

Littlemore J., MacArthur F., Cienki A. and Holloway J. 2012, How to Make Yourself Understood by International Students: The Role of Metaphor in Academic Tutorials, in “ELT Research Papers” 12 [6], British Council London, London, pp. 1-22.

Macedonia M. and Kriegstein von K. 2012, Gestures Enhance Foreign Language Learning, in “Biolinguistics” 6 [3–4], pp. 393-416.

Macedonia, M., Müller K. and Friederici A. D. 2011, The impact of iconic gestures on foreign language word learning and its neural substrate, in “Hum Brain Mapp” 32 [6], pp. 982-98. doi: 10.1002/hbm.21084.

Mahpeykar N. and Tyler A. 2014, A principled Cognitive Linguistics account of English phrasal verbs with up and out, in “Language and Cognition” 7 [1], pp. 1-35.

Masi S. 2011, Studies in Lexical Contrastive Semantics: English vis-à-vis Italian Spatial Particles, Edizioni Plus – Pisa University Press, Pisa.

Masi S. 2016, Gestures in Motion in Ted Talks: Towards Multimodal Literacy, in Bonsignori V. and Crawford Camiciottoli B. (eds.), Multimodality across Communicative Settings, Discourse Domains and Genres, Cambridge Scholars Publishing, Newcastle-upon-Tyne, pp.146-165.

Masi S. 2019, Complex mapping of words and gestures in TED Talks, in Bonsignori, V., Cappelli G., Mattiello E. (eds.), Worlds of Words: Complexity, Creativity, and Conventionality in English Language, Literature and Culture, Pisa University Press, Pisa, pp. 115-126.

Masi S. 2020, The multimodal representation of ‘Ideas worth spreading’ through TED Talks, “Lingue e Linguaggi” 36, pp. 155-171.

McCafferty S. G. 2008, Mimesis and second language acquisition: A sociocultural perspective, in “Studies in Second Language Acquisition” 30, pp. 147-167.

McCafferty S. G. and Stam G. (eds.) 2008, Gesture, Second Language Acquisition and Classroom Research, Routledge, New York.

McNeill D. 1985, So you think gestures are nonverbal?, in “Psychological Review” 92 [3], pp. 350-371.

McNeill D. 1992, Hand and Mind, University of Chicago Press, Chicago.

McNeill D. 2005, Gesture and Thought, University of Chicago Press, Chicago.

Mittelberg I. 2018, Gestures as image schemas and force gestalts: A dynamic systems approach augmented with motion-capture data analyses, in “Cognitive Semiotics” 11 [1], https://doi.org/10.1515/cogsem-2018-0002.

Moon R. 1998, Fixed Expressions and Idioms in English: A Corpus-Based Approach, Oxford University Press, Oxford.

Müller C. 2004, Forms and uses of the Palm Up Open Hand: A case of a gesture family?, in Müller C. and Posner R. (eds.) The Semantics and Pragmatics of Everyday Gestures, Weidler, Berlin, pp. 233-256.

Müller C., Cienki A., Fricke E., Ladewig S. H., McNeill D. and Teßendorf S. 2013, Body- Language-Communication. An International Handbook on Multimodality in Human Interaction, De Gruyter Mouton, Berlin.

Nathan M. J. 2017, One function of gesture is to make new ideas: The action-cognition transduction hypothesis, in Church R. B., Alibali M. W., Kelly S. D. (eds.), Why Gesture? How the hands function in speaking, thinking and communicating, John Benjamins, Amsterdam/Philadelphia, pp. 175-196.

Noccetti S. and Cappelli G. 2018, Blended learning and memory-training techniques for specialised vocabulary learning in adult EFL learners with dyslexia, in Garzelli B. and Ghia E. (eds.), Le lingue dei centri linguistici nelle sfide europee e internazionali: formazione e mercato del lavoro, ETS, Pisa, pp.181-198.

Ping R. and Goldin-Meadow S. 2010, Gesturing saves cognitive resources when talking about non-present objects, in “Cognitive Science” 34 [4], pp. 602-619.

Quirk R., Greenbaum S., Leech G. and Svartvik J. 1985, A Comprehensive Grammar of the English Language, Longman, London.

Rudzka-Ostyn B. 2003, Word Power: Phrasal Verbs and Compounds, Mouton de Gruyter, Berlin/New York.

Skoufaki S. 2005, Use of conceptual metaphors: A strategy for the guessing of an idiom’s meaning?”, in Mattheoudakis M. and Psaltou-Joycey A. (eds.), Selected Papers on Theoretical and Applied Linguistics from the 16th International Symposium April 2003, Aristotle University of Thessaloniki, Thessaloniki, pp. 542-556.

Straube B., Green A., Weis S., Chatterjee A. and Kircher T. 2009, Memory effects of speech and gesture binding: Cortical and hippocampal activation in relation to subsequent memory performance, in “Journal of Cognitive Neuroscience” 21, pp. 821-836.

Siyanova-Chanturia A., Conklin K., Schmitt N. 2011, Adding More Fuel to the Fire: An Eye-Tracking Study of Idiom Processing by Native and Non-Native Speakers, in “Second Language Research” 27 [2], pp. 251-272.

Takaesu A. 2013, TED Talks as an extensive listening resource for EAP students, in “Language Education in Asia” 4 [2], pp. 150-162.

Takahashi C. and Matsuya A. 2013, Learning of English Phrasal Verbs with Audiovisual Aids, in Conference Proceedings ICT for Language Learning 6th Conference Edition, Florence, November 2013, pp. 222-226.

Taleghani-Nikazm C. 2008, Gestures in Foreign Language Classrooms: An Empirical Analysis of Their Organization and Function, in Bowles M., Foote R., Perpiñán S., Bhatt R. (eds.), Selected Proceedings of the 2007 Second Language Research Forum, Cascadilla Proceedings Project, Somerville, pp. 229-238.

Tyler A. and Evans V. 2003, The Semantics of English Prepositions: Spatial Scenes, Embodied Meaning, and Cognition, Cambridge University Press, Cambridge.

Vignozzi G. 2016, How Idiomatic are Disney Films? The Multimodal Meaning-making of Idioms, in Bonsignori V. and Crawford Camiciottoli B. (eds.), Multimodality across Communicative Settings, Discourse Domains and Genres, Cambridge Scholars Publishing, Newcastle-Upon-Tyne, pp. 236-264.

Vignozzi G. 2019, How Gestures Contribute to the Meanings of Idiomatic Expressions and Phrasal Verbs in TV Broadcast Interviews: A Multimodal Analysis, in “Lingue e Linguaggi” 29, pp. 383-406.

Wagner P., Malisz Z. and Kopp S. 2014, Gesture and speech in interaction: An overview, in “Speech Communication” 57, pp. 209-232.

Weinberg A., Fukawa-Connelly T. and Wiesner E. 2013, Instructor gestures in proof-based mathematics lectures, in Martinez M. and Castro Superfine A. (eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Illinois at Chicago, Chicago, p. 1119.

White B. J. 2012, A Conceptual Approach to the Instruction of Phrasal Verbs, in “The Modern Language Journal” 96 [3], pp. 419-438.

Wood D. 2015, Fundamentals of Formulaic Language: An Introduction, Bloomsbury, London.

Wood D. 2019, Classifying and Identifying Formulaic Language, in Webb S. (ed.), The Handbook of Vocabulary Studies, Routledge, London/ New York, pp. 30-45.

Wray A. 2002, Formulaic Language and the Lexicon, Cambridge University Press, Cambridge.

Wray A. 2008, Formulaic Language: Pushing the Boundaries, Oxford University Press, Oxford.