试论体语学与外语教学

随着人们对跨文化交际（Cross－culturalCommunication）领域研究的发展，人体语言（bodylanguage）这一非语言文字形式的交际手段，引起了学者们越来越多的关注。于是，体语学（Kinesics）作为人类非语言交际研究中的分支学科便应运而生，而且同各语言学科的研究一样，在人类交际和外语教学中起着越来越大的作用。体语学又叫身势学、身姿学、身动学或举止神态学等，是言语交际中伴随话语并用以加强话语表现力或具有某种信号、符号等间谍的身体动作和手势。体语学研究的对象包括人的手势、姿势体态、面部表情及谈话距离的含义和使用规则，…     

基于Halliday语域理论的言语交际策略

＂语域理论＂主要以Halliday功能语法的语域概念为基石。本研究试图从语域的话语范围/语场（field）、话语基调/语旨（tenor）和话语方式/语式（mode）等三个维度对交际中的人物言语进行语域特征分析,从而初步探讨如何才能挖掘语言潜力,使说话恰当得体,成功地实现言语交际并塑造自身良好的口才。     

话语标记语的礼貌性阐释

话语标记语是言语交际中的一种十分常见的语言现象,在不同的交际条件下具有不同的语用功能,如语篇构建、人际商讨、元语用功能。运用Leech（1983）的礼貌原则分析了话语标记语的语用功能,从而揭示其在人们言语交际中的重要作用。     

浅论英汉身势语的文化差异

身势语是非言语交际手段的一种,它包括姿态动作、面部表情、目光交流、手势以及体距等五大方面。本文论述了身势语的功能与话语结构、英汉身势语的文化内涵及差异,及其研究意义。     

关联理论视角下话语标记语but的语用功能探析——以《人性无价》为例

but作为日常交际中常见的高频话语标记语，能够标示前后话语间的关系，制约听话人对话语的理解，以促进交际的成功。本文基于Sperber和Wilson的关联理论，以小说《人性无价》为语料，探析话语标记语but的语用功能。结果发现，话语标记语but具有转折否定功能、修正补充功能、话语承接功能以及思考延缓功能。本研究旨在帮助交际者更好地理解和使用话语标记语but，顺利实现交际与沟通。     

话语标记语的语用特征分析

话语标记语是说话者用来实现成功交际的一种手段。在言语交际中,话语标记语的应用十分广泛,它们是口语或书面语中表达说话人特定的语用功能、传递特定的语用信息的词语或结构。本文从语篇连贯和元语言功能的角度进一步探讨、验证话语标记语在话语理解中的语用功能。     

从三大理论角度看北京口语中“是不是”及其变体的语用功能

话语标记语（discourse markers）是话语交际过程中的一种明示导向标记,对话语的生成和理解起着至关重要的作用。但在话语分析、语用学的研究上,话语标记是一个新领域。以北京口语为语料基础．从语用学的角度分别采用连贯理论、关联理论及言语行为理论对话语中“是不是”及其变体的语用功能进行分析,将其功能分为概念功能、语篇功能和人际功能三大类。研究将有助于我们更好地理解话语标记,科学地使用话语标记促使话语的生成。     

话语标记语OK的语用功能分析

本文以言语交际中的话语标记语OK为研究对象,主要分析了它在会话互动中的语用功能。本文主要总结了OK在不同语境中的四种语用功能：缓和功能、提醒功能、回应功能以及信息修正功能。对OK的这种微观研究有助于二语学习者意识到诸如此类的话语标记语在交际中的实际作用,进一步揭示其在不同的语境中的动态性。     

话语标记语and修辞功能的顺应性阐释

话语标记语and是话语交际中构建语篇时常用的手段和工具。本文用Verschueren的语言顺应理论对话语标记语and的修辞功能作了阐释,认为:话语交际中,话语标记语and对话语生成和交际进程起调控作用,说话人对话语标记语and的选择和使用是对语言语境和交际语境进行动态顺应的结果。     

言语交际中you know的语用功能

本文对言语交际中的话语标记语you know在具体语境条件下的语用功能进行探讨与辨析。分析话语标记语的部分特征与功能,指出它的元语言功能。重点分析you know在交际中的提醒功能,以及对增加说话人和听话人之间认知共性所产生的影响等,交际中类似标记语的出现实际上是交际顺应的需要与结果。     

Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers

This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks.     

Lending a helping hand for English-Chinese bilingual children’s idiom comprehension and retention: implications for early childhood educators

Idiom comprehension and production reflect a child’s language competence. Research suggests that there is a positive relationship between children’s reading comprehension skills and their idiom understanding. This study examines whether adult verbal scaffolding, in conjunction with the deliberate use of iconic gestures, can facilitate young bilingual children’s comprehension and retention of idiomatic expressions in their different languages. Twenty-three five-year-old English-Chinese bilingual children learned novel idioms across two experimental conditions. In Experiment 1, a native Chinese-speaking adult and a native English-speaking adult, respectively, taught children a set of Chinese and English idioms via speech only. In Experiment 2, the same adults, respectively, taught a different set of Chinese and English idioms via speech–gesture combinations. The results suggest that children could comprehend more idioms in both languages after being taught via the speech–gesture modality than the speech-only modality. They also tended to retain more idioms taught in the speech–gesture modality than in the speech-only modality in both languages. Moreover, those children who scored high in their idiom comprehension and retention also scored high both in their recast of the gestures used by the adults and in their rate of speech–gesture mismatches. Educational implications for early childhood settings are discussed.     

了解儿童的手势比言语更重要

当儿童回答或是解释一个问题时，儿童总是在言语表达的同时还用手势来进行解释。当成人或者是教师在给儿童解释问题或是传递信息时，在用语言表达的同时也会用上手势。本文主要是给大家介绍手势在儿童的学习和交流过程中起着关键性的作用，尤其是通过手势对儿童所掌握知识状况的了解比从言语上更重要，以期望对儿童的教育和发展有所启示。     

Developing strategic readers: a multimodal analysis of a primary school teacher's use of speech,gesture and artefacts

Research on implementing reading strategy instruction has primarily focused on teachers' verbal communication with limited attention to other semiotic resources such as gesture and artefacts. In this paper, we construct a ‘telling case’ on the basis of how one primary teacher from the United States used speech, gesture and artefacts as a means of communication while instructing her students in reasons to predict when reading. Data sources for this case study consisted of field notes, artefacts and digital video. We analysed the teacher's use of gesture, speech and artefacts from a social semiotic multimodal perspective. Findings indicate that the teacher created meaning by interweaving multiple modes in the communicative contexts of strategy instruction using speech, deictic gestures, metaphoric gestures and artefacts. These findings are important to reading strategy instruction because much of the research and discussion of practice to date has centred on the instruction of reading strategies using teacher and student speech and not attending to the use of semiotic resources beyond speech.     

演讲手势中多模态隐喻与转喻互动整合分析

以多模态转喻和隐喻为切入点,从认知构建的角度对李阳疯狂英语演讲中几个手势进行探讨。在分析手势语类、演讲手势多模态隐喻及转喻特征的基础上可见,在多模态隐喻及转喻的过程中,转喻激活认知,促进转喻和隐喻相互整合,共同完成概念合成。从认知构建的角度对演讲手势进行研究,有助于从本质上阐释多模态构建的动因。     

The Different Benefits from Different Gestures in Understanding a Concept

Explanations are typically accompanied by hand gestures. While research has shown that gestures can help learners understand a particular concept, different learning effects in different types of gesture have been less understood. To address the issues above, the current study focused on whether different types of gestures lead to different levels of improvement in understanding. Two types of gestures were investigated, and thus, three instructional videos (two gesture videos plus a no gesture control) of the subject of mitosis—all identical except for the types of gesture used—were created. After watching one of the three videos, participants were tested on their level of understanding of mitosis. The results showed that (1) differences in comprehension were obtained across the three groups, and (2) representational (semantic) gestures led to a deeper level of comprehension than both beat gestures and the no gesture control. Finally, a language proficiency effect is discussed as a moderator that may affect understanding of a concept. Our findings suggest that a teacher is encouraged to use representational gestures even to adult learners, but more work is needed to prove the benefit of using gestures for adult learners in many subject areas.     

Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning

This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct choices) predicted spatial performance when controlling for age, gender, and spatial words and gestures produced. Children performed the spatial tasks well if they produced relevant information either verbally through speech or nonverbally through gesture. These results highlight the importance of not only focusing on concepts children can reference but also on how such concepts are used in spatial tasks.     

Gestures and conceptual integration in mathematical talk

Spontaneous gesture produced in conjunction with speech is considered as both a source of data about mathematical thinking, and as an integral modality in communication and cognition. The analysis draws on a corpus of more than 200 gestures collected during 3 h of interviews with prospective elementary school teachers on the topic of fractions. The analysis examines how gestures express meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of, and provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from gesture studies is extended to address the function of gestures within mathematics more appropriately. Electronic supplementary material  The online version of the original article (doi:) contains supplementary material, which is available to authorized users.     

Sometimes more is better: Agent gestures,procedural knowledge and the foreign language learner

Pedagogical agents in multimedia learning environments have frequently been designed to produce pointing gestures (deictic) to direct spatial awareness. Although this might be beneficial for native English-speaking students who possess high levels of comprehension, only using pointing gestures with foreign language students learning English is problematic because these students need more assistance with language comprehension than just directing spatial awareness. The purpose of this study was to explore how gesture type and gesture frequency help foreign language students perceive the agent’s persona and the ability to recall procedural information. The results found one significant interaction between average gestures and no gesture in terms of facilitation, but all other conditions and persona subscales were not significant. For learning outcomes, the enhanced gesture condition significantly recalled more information than the no gesture condition (p = 0.017), and was approaching significance with the conversational gesture condition (p = 0.059). The findings suggest that when the learning population consists of foreign language students, pedagogical agents should use representational and beat gestures to help students comprehend more of the language, and the gesture frequency needs to be increased to account for the lack of verbal listening skills with this population.