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LINGUISTIC EQUIVALENTS OF GESTURES IN HELENA PAWLIKOWSKA'S MATRIMONIAL CORRESPONDENCE (Jezykowe ekwiwalenty gestów w korespondencji malzenskiej Heleny Pawlikowskiej)

100%
Olma M.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2009
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issue 1(7)
193-204
EN
The article focuses on the problem of phrases which copy or replace gestures people make during face-to-face communication. It is a question usually raised by socio- and pragmalinguistic. The text is based on Helena Pawlikowska's letters to her husband Mieczyslaw sent during the second half of the 19th century. The author characterises Pawlikowska's language as well her epistolographic culture but mainly he proves that in the private letters one can find both well known phrases and words, as well as sentences used only in unofficial contacts among family members.
2

GESTURE, MEANING-MAKING, AND EMBODIMENT: SECOND LANGUAGE LEARNING IN AN ELEMENTARY CLASSROOM

80%
Rosborough A.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 2
227 – 250
EN
The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analysed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embody the communication task provided the new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). The findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning-making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).
3
Content available remote

Sedm kráčejících mužů a pohyb hmoty sochy

70%
Holý P.
Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)
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2010
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vol. 1
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issue 1
23-40
EN
The study deals with a walk as a characteristic movement of sculpture. It interprets a walk as a synthesis of gestures. It does so through the centuries from Antiquity - Apollo from Piraeus - through the Middle Ages, Baroque period and 19th century towards a modern art, using the method of formal analysis and finding semantic results within wider art historical contexts.
4

Child Visual Discourse: The Use of Language, Gestures, and Vocalizations by Deaf Preschoolers

70%
Tomaszewski P.
Polish Psychological Bulletin
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2008
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vol. 39
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issue 1
9-18
EN
This exploratory study examined the linguistic activity and conversational skills of deaf preschoolers by observing child-child dyads in free-play situations. Deaf child of deaf parents - deaf child of deaf parents (DCDP-DCDP) pairs were compared with deaf child of hearing parents - deaf child of hearing parents (DCHP-DCHP) pairs. Children from the two groups were videotaped during dyadic peer interactions in a naturalistic play situation. The findings indicated that deaf children were able to engage in successful communicative interaction. However, statistically significant differences were found between the two groups of deaf preschoolers with regard to some categories of communicative behaviors from the point of view of sign and spoken languages (Polish Sign Language and Polish). For example, DCHP were found to be less actively than DCDP through using speech. The results of this study suggest that intervention efforts should be focused on improving the language learning environment by facilitating signing by the parents and increasing their skills in visual-gestural strategies.
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