热点聚焦 | 二语习得与手势研究

在语言教学中，人们往往只关注语言，而忽略与语言同时发生的手势。实际上，手势在语言的教与学中起着重要的支撑作用。下面让我们来听听几位专家的看法：

Marianne Gullberg

Gestures are relevant to the study of SLA for several reasons. First, given cross-cultural and cross-linguistic gestural repertoires, gestures can be treated as part of what learners can acquire in a target language. Gestures can therefore be studied as a developing system in their own right both in L2 production and comprehension. Second, because of the close link between gestures, language, and speech, learners’ gestures as deployed in L2 usage and interaction can offer valuable insights into the processes of acquisition, such as the handling of expressive difficulties, the influence of the first language, interlanguage phenomena, and possibly even into planning and processing difficulties. As a form of input to learners and to their interlocutors alike, finally, gestures also play a potential role for comprehension and learning.

摘录自：Gullberg, M. 2006. Some reasons for studying gesture and second language acquisition. IRAL 44: 103-124.

Steven McCafferty 

L2 students exposed to naturalistic contexts might benefit from becoming aware of the use of gesture as part of the overall process of making meaning in the L2. Not only might this awareness help them both to comprehend the language and to express themselves in it, but also it might help them consider how they want to portray themselves by using or resisting specific gestures and other nonverbal elements. In order to do this, however, students would first need the opportunity to examine the use of gesture in the L2 by watching videotaped interactions of various sorts as well as by explicitly talking about gesture when performing role plays, scenes, skits, and scenarios, for example.

摘录自：McCafferty, S. 2002. Gesture and creating zones of proximal development for second language learning. The Modern Language Journal 86, ii: 192-203.

江桂英

隐喻作为涉身认知的普遍思维模式，独立于模态而存在，既可以通过言语、手势单模态表征，又可通过言语和手势两个模态共同表征。笔者通过对6名以英语为外语的高水平学习者在英语即兴演讲和问答会话中言语、手势单模态隐喻和言语—手势多模态隐喻的统计分析，发现无论是在即兴演讲还是在问答会话中，外语学习者使用单模态隐喻的频率均显著高于多模态隐喻。在即兴演讲中，言语隐喻使用频率最高，言语—手势隐喻次之，手势隐喻使用频率最低；在问答会话中，言语—手势隐喻使用频率最高，手势隐喻次之，言语隐喻最低。即兴演讲中言语隐喻使用频率显著高于问答会话，问答会话中的手势隐喻和言语—手势隐喻使用频率均比即兴演讲高，但差异均不显著。

摘录自：江桂英、王容花，2013，英语演讲中言语—手势多模态隐喻的融合研究。《外语研究》第5期：9-16。

彭圆

McNeil（1992：295）提出“语言习得”更准确的说法应该为“语言—手势”习得。作为英语高级学习者的优秀中国EFL教师们，在其自然言语产出过程中相伴大量的交际性手势。而目前大学英语课堂上，还有很多教师单纯依靠语言输入以提高学生的交际能力，同时也仅仅将语言输出作为判断学生交际能力高低的标准，其效果难尽如人意。随着教学方式的多样化和现代教学技术、手段的发展，外语教学课堂应逐步打破“唯语言论”的传统，为学生提供多模态的输入，引导学生关注非言语的表意符号，如手势等，并增加适当的训练，以增强学生话语产出的形象性和生动性，帮助听话人更好地理解对话。
参考文献：McNeill, D. 1992. Hand and Mind: What Gestures Reveal about Thought. Chicago: The University of Chicago Press.
摘录自：彭圆，2015，多模态视角下教学手势语交际功能研究——以大学EFL课堂为例。《中国外语教育》第4期：46-53。

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