The effect of gestures on second language memorisation by young children

By Marion Tellier. 2008

367 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/c4c0e3658f7100826e615fdc54b7c052a9cb1fca

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In Developmental and Educational Psychology

In Human-Computer Interaction

Citations in the corpus

Emphasising sound and meaning: pitch gestures enhance Mandarin lexical tone acquisition (2015, background): “There is evidence that visual illustrations of lexical tones facilitate their acquisition (Bluhme & Burr, 1971; Liu et al., 2011), and that meaning-related iconic hand gesture enhances the learning of L2 word-meaning associations (Kelly, McDevitt, & Esch, 2009; Tellier, 2008).”
Mnemonic effect of iconic gesture and beat gesture in adults and children: Is meaning in gesture important for memory recall? (2012, background): “Finally, Tellier (2008) found that 5-year-old children who encoded words with gestures and reproduced them recalled more words than those who encoded words alone.”
Body in mind: How gestures empower foreign language learning (2011, methodology): “In her recent paper, Tellier addresses the issue concerning the impact of enactment on different word classes (Tellier, 2008).”
Gestures Enhance Foreign Language Learning (2012, background): “hance their memorability (Quinn-Allen 1995; Macedonia 2003; Tellier 2008) and delay their forgetting.”
Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning (2015, background): “Embodied cognition is based on the notion that cognitive processes develop from goal-directed interactions between organisms and their environment (Barsalou 1999, 2008; Glenberg 1997).”
Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children (2020, background): “Two studies have attempted to clarify the question of whether gesture enrichment or picture enrichment may differ in terms of their effects on children’s L2 vocabulary acquisition (Porter 2016; Tellier 2008).”