The Role of Gestures and Facial Cues in Second Language Listening Comprehension

Abstract

This study investigated the contribution of gestures and facial cues to second-language learners’ listening comprehension of a videotaped lecture by a native speaker of English. A total of 42 low-intermediate and advanced learners of English as a second language were randomly assigned to 3 stimulus conditions: AV-gesture-face (audiovisual including gestures and face), AV-face (no gestures), and Audio-only. Results of a multiple-choice comprehension task revealed significantly better scores with visual cues for both proficiency levels. For the higher level, the AV-face condition produced the highest scores; for the lower level, AV-gesture-face showed the best results. Questionnaire responses revealed positive attitudes toward visual cues, demonstrating their effectiveness as components of face-to-face interactions.

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