Abstract
The study aimed to shed light on the use of gesture in resolving lexical ambiguity employed by TEFL students. To this end, 60 intermediate Iranian learners, studying at Kish Way Language School in Iran were recruited. The participants were randomly put into two groups: one experimental group and one control group. In the experimental groups homonyms were taught through gesture, but the control group learned homonyms through in Audio-lingual method. The results highlighted the value of gesture in resolving lexical ambiguity. Moreover, to investigate whether or not there were any significant relationships between spatial and kinesthetic intelligences on the one hand and the ability to resolve lexical ambiguity on the other, a Pearson correlation procedure was used. The results showed a significant relationship between spatial/ kinesthetic intelligences and the ability to resolve lexical ambiguity.
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