Space for cognition: gesture and second language learning
Space for cognition: gesture and second language learning
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认知空间：手势和第二语言学习
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发表时间：
2004
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通讯作者：
Steven G. McCafferty
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作者：
Steven G. McCafferty
本文探讨了第二语言学习者利用手势，如语音，解决自我问题的可能性。Kita（2000）认为，说话时信息的“默认”组织是分析性的，但使用代表性手势，特别是图标和抽象指示手势，可以构成一种空间运动思维模式，也就是说，我们部署“思考手势”。因此，Kita认为手势是抽象的，而不是代表性的，是与认知系统相结合的物理环境的一部分。在将这一观点应用于第二语言学习时，目前的研究认为，由于无法完全掌握第二语言中的话语，学习者有时会利用这种思维模式。也有人猜测，与韵律特征（特别是语调和音节结构）相关的节拍形式的手势的使用可能是一种生成形式，即通过具体化过程内化L2。
This paper explores the possibility that L2 learners utilize gesture, like speech, for intrapersonal problem solving. Kita (2000) argued that the “default” organization of information when speaking is analytic but that the use of representational gestures, specifically iconic and abstract deictic gestures, can constitute a spatio-motoric mode of thinking, that is, that we deploy “gesturing for thinking”. Thus, Kita believes that gestures are actional as opposed to representational and form as part of the physical environment in conjunction with the cognitive system. In applying this perspective to second language learning, it is argued in the current study that, because of an inability to fully command discourse in the L2, at times learners utilize this mode of thinking. There is also speculation that the use of gestures in the form of beats in relation to prosodic features, notably intonation and syllable structure, may be a form of enaction, that is, internalizing the L2 through embodied processes.