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Objectives of the Study

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter discusses about all of related review of the study. There are two main points that will be discussed, those are: gestures and instruction. In addition, some previous studies related to this field also will be revealed.

A. Gestures in ELT Classroom

In the field of foreign language teaching, a teaching gesture is different from everyday communicative gesture. The reason is that, in ordinary communication, gestures and words work together, and one relies on the other to have meaning; in short, they are complementary. In usual communication, where all the participants have the same level of fluency in the vernacular language, speakers produce gestures rather unconsciously to help them structure their thought and organize their discourse. But this is not the case in foreign language teaching, because the participants do not share the same level of fluency in the target language. We have the teacher who has great command of the language, and on the other hand we have learners who understand more or less what is being said. When the learners are beginners andor children, the linguistic relationship is highly asymmetric. Thus, gestures are what the learners rely on to understand what the teacher says. This means that the gestures need to convey enough meaning to be understood alone without verbal language, and have to help one to infer the meaning of the words they are associated with. Therefore, Marion believed that teaching gestures are produced more consciously than usual communicative gestures and that they are specifically addressed to the learners to accompany teacher talk 28 . Surkamp stated that the language classes have traditionally emphasized verbal communication, but communicative competence cannot consist solely of the verbal language. 29 This means that we cannot leave out the non verbal 28 Tellier Mario n, “How do teacher’s gestures help young children in second language acquisition?”, Vol. 253, 122. 29 Carola Surkamp, Non-Verbal Communication ….. 12.

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