Learning English Auxiliary Modal Verbs by Iranian Children
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Pooneh Abbasi Mesrabadi
1
(Islamic Azad University, Takestan Branch)
الکلمات المفتاحية: English modal verbs, Gesture, Spatial intelligence, Kinesthetic intelligent,
ملخص المقالة :
Modal verbs in English are challenging to learn by speakers of other languages. The purpose of thiswas to shed light on the use of gesture in learning English modal verbs by Persian-speaking children.To achieve this, 60 elementary Iranian learners, studying at some institutes in Karaj took part in thisstudy. The participants were randomly put into one experimental group and one control group. Theexperimental group were taught English modal verbs through gesture, but the control group throughtheir books based on pictures. Data were analyzed through a t-test to test the hypotheses raised in thestudy. The results highlight the value of gesture in teaching modal verbs to Persian-speaking children.Moreover, to investigate whether or not there were any significant relationships between spatial andkinesthetic intelligences and the ability to learn modal verbs, a Pearson correlation procedure was used.The result supported the significant relationships between spatial/ kinesthetic intelligences and learners’performance in learning English modal verbs.
Alfawareh, M. H., & Jusoh, Sh. (2011). Resolving ambiguous entity through context knowledge and fuzzy approach. International Journal On Computer Science And Engineering (IJCSE), 3(1), 410-422.
Alibali, M.W., Kita, S., & Young, A. (2000). Gesture and the process of speech production: we think therefore we gesture. Language and Cognitive Processes, 15, 539-613.
Asher, J. J. (1966). The learning strategy of the Total Physical Response: A review. The Modern Language Journal, 50(2),79-84.
Broaders, S., & Cook, W. S., & Mitchell, Z. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology. 136(4), 539-550.
Brown, H. D. (1941). Principles of language learning and teaching (5th ed.). New York: NY. Pearson Education.
Butcher, C., & Goldin-Meadow, S. (2000). Gesture and the transition from one- to two-word speech: when hand and mouth come together: in Dr.McNeil (Ed)., Language and Gesture,(235-258). New York: Cambridge university press.
Capone, N., & McGregor, K. (2004). Gesture development: a review for clinical and research practices. Journal of Speech, Language and Hearing Research, 47, 173-186.
Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23, 43–71.
Cohen, R. L., & Otterbein, N. (1992). The mnemonic effect of speech gestures: pantomimic and non-pantomimic gestures compared. European Journal of Cognitive Psychology, 4(2), 113-139.
Cook, S. W., & Goldin- Meadow, S. (2006). The role of gesture in learning: do children use their hands to change their minds? Journal of Cognition and Development, 7(2), 211-232.
Gentilucci, M., & Corballis, C. M. (2006). From manual gesture to speech: A gradual transition. Neuroscience and Bio Behavioral Reviews, 30, 949-960.
Göksun, T., Hirsh-Pasek, K. & Gollinkoff, R.M. (2009). How do preschoolers express cause in gesture and speech? Cognitive Development. 1-37.
Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
Goldin-Meadow, S., & Wagner, M, S. (2005). How our hands help us learn. Trends in Cognitive Sciences, 9(5). 234-241.
Grischin, T. M. (2011). The techniques of gesture language_ a theory of practice (3rd ed.) (Doctoral dissertation). The theater academy, Helsinki publication.
Harley, T. (2008). The psychology of language: from data to theory (pp. 165-208). New York: Psychology press.
Hasan, M. M., & Mishra, K. P. (2012). Hand gesture modeling and recognition using geometric features: a review. Canadian Journal on Image Processing and Computer Vision, 3(4), 12-27.
Hodapp, R. M., Goldfield, E. C., & Boyatzis, C. J. (1984). The use and effectiveness of maternal scaffolding in mother-infant games. Child Development, 55, 772–781.
Holler, J., & Beattie, G. (2003). Pragmatic aspects of representational gestures: do speakers use them to clarify verbal ambiguity with the listener? Gesture, 3, 127-154.
Holler, J., & Beattie, G. (2005). Gesture use in social interaction: how speakers’ gestures can reflect listeners’ thinking. University of Manchester.
Ibraheem, N. A., & Khan, R. (2012). Survey on various gesture recognition technologies and techniques. International Journal of Computer Applications, 50(7), 38-44.
Iverson, M. J., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371.
Kelly, D. S., & Manning. M. S., & Rodak, S. (2008). Gesture gives hand to language and learning: perspectives from cognitive neuroscience, developmental psychology and education. Language and Linguistics Compass, 10(1111), 1-20.
Kennedy, G. (1998). An introduction to corpus linguistics. London: Longman Publishing.
Kennedy, G. (2002). Variation in the distribution of modal verbs in the British National Corpus. In R.
Kidd, E., & Holler, J. (2009). Children’s use of gesture to resolve lexical ambiguity. School of Psychological Sciences, 12(6), 903-913.
Krovetz, R.. & Croft, W.B..(1992). lexical ambiguity and information retrieval. Computer and Information Science Department. 10(2), 115-141.
Long, M. H. & Robinson, P. (1998). Focus on form: theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in 120 classroom second language acquisition . 15-41. Cambridge: Cambridge University Press.
Macedonia, M. & Von Kriegstein, K. (2012). Gestures enhance foreign language learning. Biolinguistics, 6(3-4), 393-416.
McNeil, D. (1992). Gesture: A psycholinguistics section. The Encyclopedia of Language and Linguistics (pp. 1-15).
Mindt, D. (1995). An empirical grammar of the English verb: Modal verbs. Berlin: Cornelsen.
Papafragou, A., & Ozturk, O. (in press). On the acquisition of modality. Proceedings from the 30th Annual Penn Linguistics Colloquium. Department of Linguistics, UPenn.
Papafragou, A., & Tantalou, N. (2004). Children's computation of implicatures. Language Acquisition, 12, 71-82.
Perry, M., & Church, R. B. , & Goldin-Meadow, S. (1992). Is gesture-speech mismatch a general index of transitional knowledge? Cognitive Development, 7, 109-122.
Ping, M. R,. & Goldin-Meadow, S. (2008). Hands in the air: using ungrounded iconic gestures to teach children conversation of quantity. Developmental Psychology, 44(5), 1277-1287.
Studdert-Kennedy, M. (1993). Hand and mind: what gesture reveals about thought [Review of the article by D. McNeil (1992)]. Hastins Laboratories Status Report on Speech Research. 149-153.
Tellier, M. (2004). L’ impact du geste dans la comprehension d’une langue etrangere. Conference proceeding: faut-il parler pour apprendre? Dialogues, verbalization et apprentissages en situation de travail a l’ ecole: acquis et questions vives (proceedings on CD-Rom). IUFM Nord Pas- de Calais, Arras.
Tellier, M. (2005). How do teacher’s gestures help young children in second language acquisition?. International Society of Gesture Studies, ISGS: Interacting Bodies.
Tellier, M. (2008). The effect of gestures on second language memorization by young children. Laboratoire Parole et Langage, 219-235.
Tellier, M. (2009). The development of gesture. Language Development Over the Lifespan, de Bot (Ed.), 1(27), 191-216.
