Pantomime as an L2 Classroom Strategy
Bibliographic Data
| ID | 8938013 |
|---|---|
| Authors | Paul W Seaver (Bloomsburg University, corresponding author) |
| Year | 1992 |
| Volume | 25 |
| Issue | 1 |
| Pages | 21-31 |
| Publication date | 1992-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1992.tb00509.x |
| OpenAlex | W2155167990 |
| Language | EN |
| References cited | 18 |
Interpersonal communication is generally accompanied by non‐verbal forms of communication. Language teachers, however, often reduce language teaching to the single channel of strictly linguistic features, thus ignoring kinetic sources of input in language instruction. At the same time, current research on learner cognitive styles and learning preferences underscores the importance of providing a variety of instructional modalities. This article presents a kinetic approach to language instruction that has proven successful in arousing student interest and promoting language acquisition—pantomime. Several examples are given to demonstrate how to include mimetic activities for a variety of language instruction outcomes
Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Philosophy · Psychology · Subtitles and Audiovisual Media
Foreign Language Classroom Anxiety
Principles of language learning and teaching
The Hand Signal System
A Relational Model for Managing Second Language Anxiety
A Focus Report
Personality
Means to Overcome the Anxieties of Second Language Learners
Pantomime in the Foreign Language Classroom
Total Physical Response
Tolerance of Ambiguity and Use of Second Language Strategies
Replacing Teacher Talk with Gestures
The Audio‐Motor Unit
| Citation velocity | historical |
|---|---|
| Highly cited | No |