Wow, thanks!

Your comments really are a great addition to the article. In fact, it takes it to deeper levels I couldn’t have written about.

What do you think is more important: to come up with your own gestures or to have a teacher to help you? Or is a combination the best way to go?

I can see how for pronunciation it’s important to have someone help you, but I think making personal connections with the gestures could give that additional memory boost.

Here is the blogpost I did some time ago on the same topic. Fills in the blanks some: http://hipoeces.blogspot.ca/2014/12/why-using-gesture-in-pronunciation.html

Just found a new study that focuses on the effects of gestural training in rehab that may have a lot to say about what we are about as well. (More on that if the study itself proves to be as interesting as the abstract!)

Just noticed a couple of typos there. (The light grey shade on the comment input field is a bit had to manage on screen early in the morning!)

One last point. Descartes’ error (also the title of a book that was a game changer for me by Damasio – (https://en.wikipedia.org/wiki/Descartes'_Error) Once we in “the West” separated mind from body, learning language efficiently was going to be problematic. Still is!

On the ‘intra’ side we have found both serious cognitive and cultural issues with the systematic manipulation of the body. There are probably something less than 5% who have real wiring problems with connecting sound and the visual field to learning. (The research in several fields is clear in that regard.) Typically in a class of 20, there’ll be one who has great difficulty just speaking and using controlled movement at the same time–in their native language, let alone an L2. I’m sure you can think of a few gestures (iconic or non-iconic) that might evoke strong reaction. I’m sure we have all observed the effect of an instructor who is a very high “gesticulator” on shy students. Students can be led to go beyond their somatic “comfort zone” but the process must be approach carefully and systemtatically.

The interpersonal level can be even more problematic. Having somebody mirror your movement, in some cases especially, can evoke a very real sense of empathy. (That is, in fact, one of major “behaviours” involved in the experience of empathy.) In our our student reaction to “conducting” class body movement can be at least distracting. In fact, one smile or grimace out there can completely derail your concentration and focus. That is so much the case, in part because directing gesture takes some practice and ability to conduct your own body as well, that many of us “hapticians” use a video to do the training in what we call “pedagogical movement patterns” (gesture that anchors some aspect of speaking.)

My point. It is exciting and sometimes pretty intoxicating stuff. My advice would be to approach it gradually, figuring out what works with your students as you go. Students generally love it. Your main “opposition” will come from other instructors, especially those who tend to be less empathetic or (really) can’t dance . . .

Thanks, Chapman.
That’s really an inspiring comment!

Yeah, there’s something about moving a little bit while learning. You sit to rest. Learning is active. I guess that, more or less, if you sit still, so does your brain!

That what’s interesting as well about gesturing: it helps to get you off your butt.

Yes, please let me know how you’ll be doing. I’m hoping to do some tests myself as well. I only did some quick tryouts, so I’m very interested to see how it goes.

Thanks!

Awesome article, thanks for bringing attention to this. I have always experienced much better memory retention through exercising while language learning. For me, this mostly means walking/hiking in nature and listening + speaking aloud audio lessons (textbook accompaniments, Pimsleur, Michel Thomas, FSI/DLI courses, podcasts, etc). I am a bit chuffed that I discovered this personally before I read Alexander Arguelles’ material/method on Language Shadowing, another testament to applying physical movement in the language learning process:

http://www.foreignlanguageexpertise.com/foreign_language_study.html

What is new to me here in your article is the conscious application of motor gestures that illicit as much as possible the meaning of the word – really deep stuff. I will give it a try in my personal language studies and see, totally subjectively, how it works.

Thanks and keep up the great articles, I love to read your work:)