Abstract
The primary aim of the current study was to explore whether non-linguistic conventions, especially gesture, have a significant impact on children's vocabulary learning. Fifty male and female Iranian children aged between 3 and 6 years of age (mean age = 3.5) from two classes of a language institute were taught a set of lexical items using two different teaching procedures: one employing linguistic conventions only, without gesture, and the other through a combination of linguistic and non-linguistic approaches. The data analysis revealed that non-linguistic conventions, including gesture, significantly influence children's learning of vocabulary items. The study contributes to the literature examining vocabulary and gesture and may inform early years practitioners' approaches to vocabulary teaching.
Published Version
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