Abstract
Abstract Gesture-based methods of teaching second languages have increasingly attracted interest. Previous research has linked gesture with language learning; however, little is known about the impact on learners’ language production, and even less is known about the impact of the unique Intentional Teaching Gestures (ITG) used in many second language programs. This empirical case study investigated the impact of learning with ITG on the oral language production of 170 primary school students learning Japanese as a second language in Australia, using a quasi-experimental approach with Story Re-tell methodology. Findings identify that viewing ITG increased learners’ language retrieval and quantity of oral language produced and highlight the pedagogical value of viewing ITG as a scaffolding tool.
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