Programa general, fitxa d'activitat

Dijous 8 de setembre de 2016 12:30 a 13:00 Presentació oral
Prosodic and gestural prominence working together increase words recall in first and in second language.
Exposa: Olga Kushch, Universitat Pompeu Fabra
Exposa: Alfonso Igualada, Universitat Pompeu Fabra
Exposa: Pilar Prieto, ICREA-Universitat Pompeu Fabra

Autors: Kushch, O., Igualada, A., Prieto, P.


Research has shown that beat gestures are temporally integrated with speech (e.g., Krahmer & Swerts, 2007) and facilitate information recall (e.g., So et al., 2012; Igualada et al., 2014). Yet, little is known about whether the beneficial effects of beat gestures are due to the effects of concomitant prosodic prominence (as beat gestures are typically associated with prominent prosodic positions), and whether these effects are also present in L2 language acquisition. The present study consists of two experiments. Experiment 1 investigates the role of prosodic prominence (pitch accents) and gesture prominence (beat gestures) on the recall of contrastive information in natural discourse. 20 Catalan-dominant native speakers were asked to watch 48 short videotaped discourses in Catalan. The critical word was presented under two experimental conditions: 1) accompanied by prosodic prominence (L+H* pitch accent); and 2) accompanied by prosodic prominence and gestural prominence (L+H* pitch accent + beat). The results of the recall task revealed that the presence of beat gestures associated with prosodic prominence favors word recall in contrastive discourse. Experiment 2 investigates the effects of prosodic prominence and gesture prominence on L2 novel vocabulary acquisition. 96 Catalan-dominant native speakers were asked to learn 16 Russian words that were presented under 4 experimental conditions: 1) prominence in neither speech nor gesture (baseline condition), 2) prominence in both speech and gesture, 3) prominence in speech but not in gesture, and 4) prominence in gesture but not in speech. The results of recall and recognition tasks showed that there was a significant effect of visual prominence only when accompanied by prosodic prominence. Experiments 1 and 2 show that beat gestures produced naturally (accompanied by focal pitch accent in speech) favor words recall both in L1 and in L2. These results have implications for theories of prosody-gesture integration and language instruction practices.
Ensenyament i aprenentatge de llengües
Lloc: Aula B-11

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