外语课堂教师自发手势研究  

Research on EFL Teachers' Spontaneous Gestures in Instruction

作　　者：杨红燕[1,2] 

机构地区：[1]上海外国语大学,上海200083 [2]中国地质大学,湖北武汉430074

出　　处：《北京第二外国语学院学报》2015年第8期68-74,共7页Journal of Beijing International Studies University

基　　金：教育部人文社会科学研究青年基金"内容依托式外语教学环境中大学英语教师发展研究"(项目号:13YJC740069)的资助

摘　　要：本研究以3位大学英语教师为对象,旨在探索外语教师在课堂教学中自发手势的使用情况。结果表明:外语教师在课堂教学中较为频繁地使用自发性手势,承担认知和教学的双重功能,包括使用指向性和表征性手势增强语义和吸引学生注意,使用节拍性手势减轻认知负荷和突显言语焦点,但很少使用手势表征复杂或抽象的教学内容。该结果启发外语教师加强对外语教学中手势功能的认识,以提高教学效果。This paper, with 3 college EFL teachers as participants, explores the spontaneous gestures used by EFL teachers in instruc- tion. The results suggest that teachers frequently perform spontaneous gestures to fulfill both cognitive and instructional functions. They employ pointing and representational gestures to enhance meaning in speech as well as to attract students＇ attention. They also perform beats to release their own cognitive loads and emphasize focal information. However, the teachers seldom use gestures while presenting complex and abstract content. The results offer implications for raising teachers＇ awareness of the effectiveness of gestures in language instruction.

关 键 词：外语教师 课堂教学 自发手势 功能 

分 类 号：H319[语言文字—英语]