Multimodal second-language communication: research findings and pedagogical implications

Hardison, D.M. and Pennington, Martha C. (2021) Multimodal second-language communication: research findings and pedagogical implications. RELC Journal 52 (1), pp. 62-76. ISSN 0033-6882.

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Official URL: https://doi.org/10.1177/0033688220966635

Abstract

This article reviews research findings involving visual input in speech processing in the form of facial cues and co-speech gestures for second-language (L2) learners, and provides pedagogical implications for the teaching of listening and speaking. It traces the foundations of auditory-visual speech research and explores the role of a speaker's facial cues in L2 perception training and of gestural cues in listening comprehension. There is a strong role for pedagogy to maximize the salience of multimodal cues for L2 learners. Visible articulatory gestures that precede the acoustic signal and the preparation phase of a hand gesture that proceeds the acoustic onset of a word provide a priming effect on perceivers' attention to signal upcoming information and facilitate processing, and visible gestures that co-occur with speech aid ongoing processing and comprehension. L2 learners benefit from an awareness of these visual cues and exposure to input.

Metadata

Item Type:	Article
School:	Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication
Depositing User:	Martha Pennington
Date Deposited:	18 Jun 2024 13:21
Last Modified:	18 Jun 2024 13:21
URI:	https://eprints.bbk.ac.uk/id/eprint/53714

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