UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2013 SSeeccoonndd LLaanngguuaaggee GGeessttuurree aanndd AAccccuullttuurraattiioonn iinn SSttuuddyy AAbbrrooaadd CCoonntteexxttss Christie Marie Gardner University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Educational Psychology Commons, Linguistics Commons, and the Sociology Commons RReeppoossiittoorryy CCiittaattiioonn Gardner, Christie Marie, "Second Language Gesture and Acculturation in Study Abroad Contexts" (2013). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1988. http://dx.doi.org/10.34917/5363893 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. 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SECOND LANGUAGE GESTURE AND ACCULTURATION IN STUDY ABROAD CONTEXTS by Christie Marie Gardner Bachelor of Arts in Psychology California State University San Marcos 2007 A thesis submitted in partial fulfillment of the requirements for the Master of Science - Educational Psychology Department of Educational Psychology & Higher Education College of Education The Graduate College University of Nevada, Las Vegas December 2013 THE GRADUATE COLLEGE We recommend the thesis prepared under our supervision by Christie Marie Gardner entitled Second Language Gesture and Acculturation in Study Abroad Contexts is approved in partial fulfillment of the requirements for the degree of Master of Science- Educational Psychology Department of Educational Psychology and Higher Education Steven McCafferty, Ph.D., Committee Chair LeAnn Putney, Ph.D., Committee Member Gwen Marchand, Ph.D., Committee Member Jesus Garcia, Ph.D., Graduate College Representative Kathryn Hausbeck Korgan, Ph.D., Interim Dean of the Graduate College December 2013 ii ABSTRACT Second Language Gesture and Acculturation in Study Abroad Contexts by Christie Gardner Dr. Steven McCafferty, Examination Committee Chair Professor of Educational Psychology University of Nevada, Las Vegas Motivation is an integral part of learning; Gestures are an important aspect of human communication, and culture plays a significant role in shaping all of these human elements. This study explores the relationship between social, cultural-historical activity and second language (L2) gesture acquisition as student motivations both drive, and emanate from, the L2 learning process. Six American students participating in a study-abroad program in Chile were evaluated at three different levels of L2 proficiency (beginning, intermediate, and advanced) for L2 gesture articulations and motivational developments. During the semester-long investigation, three audio-video recorded interviews were conducted to observe L2 gestural behaviors, and two e-mail logs were collected to supplement research evaluations of student motivations and activity. Results  from  the  study’s  observations  indicated  that  L2  proficiency  level   did not relate to student motivations, L2 gesture acquisition, or activity with any justifiable support. However, overall findings did reveal a relationship between L2 gesture acquisition and cultural activity, with anxiety and learner agency found to mediate this relationship. Specifically, students who were found to produce the most L2 gesture forms were those who reported having the most frequent iii native speaker interactions—a cultural activity that was both pursued and internalized differently as individual learner agency and anxiety influenced student goals. Implications of this investigation maintain that psycholinguistic investigations of L2 learning and development can benefit from the acknowledgment of gesture as a fundamental component of communication as it aids in the illustration of second language development as an emerging process. iv ACKNOWLEDGEMENTS I would like to begin by expressing my gratitude to the members of my committee; First and foremost, to the chair of my committee: Dr. McCafferty. The time he dedicated to helping me grow as a scholar leave me forever indebted. For various reasons, I was faced with a highly restricted timeframe for which I had to write up the current study and with the added pressures that accompany an academic apprenticeship, I had my moments of doubt. Without even having to relay these thoughts however, Dr. McCafferty was able to somehow give me the clarity and confidence I needed to refocus. Not one day passed me by that his encouragement,  patience  and  support  didn’t  make  me  believe  that  I  could   make it through to the end. I am sincerely grateful for Dr. Marchand and Dr. Putney, as well. With Dr. Marchand’s  genuine  interest  in  my  progress, and recognition of my personhood, she has shown me how to simultaneously balance life and academia. Without her, there may have been a few moments where I would have lost my sanity. Dr. Putney has provided an energetic interest in my research endeavors that has served to keep me motivated, and her innovative mind has inspired me at our every interaction. Most of all, without her earnest dedication, I would have never completed this work on time. Additionally  rewarding  is  Dr.  Garcia’s  belief  in  me,  and  my  development  as   a scholar. His words will forever serve to guide me through my future path of academia. I have learned a tremendous amount from all of these individuals and v I look forward to our future collaborations so that I can learn how to be the scholar I aspire to be. I am also very grateful for the love and support from my host family, as well as the time, guidance and support of the USAC staff in Chile. I must also acknowledge all 12 of my participants whose eager demeanor, cooperation and genuine interest for the study supported me in ways I never imagined. My Chilean interviewers must also be mentioned, for they dedicated a tremendous amount of their time and energy to help. Not only did each of these individuals in Chile enlighten my academic experience, they have forever touched my heart. My studies abroad were productive and insightful because of the heart that all these individuals have shown. A special thank you to my family, as well. The letters, special packages, pictures, and FaceTime chats were especially comforting in times of second language distress while setting up this investigation. And a final acknowledgment to: the GPSA, the department of Educational Psychology in the College of Education and the UNLV International Scholarships Committee for providing me with funding to make this all possible. vi TABLE OF CONTENTS ABSTRACT ..............................................................................................................iii ACKNOWLEDGEMENTS ........................................................................................ v LIST OF FIGURES .................................................................................................. ix CHAPTER 1 INTRODUCTION ............................................................................ 1 Language Learning and Acculturation ......................................................... 2 Gesture and Sociocultural Theory ................................................................ 5 Motivation through Activity ............................................................................ 6 Research Question ....................................................................................... 8 CHAPTER 2 LITERATURE REVIEW .................................................................. 9 American Study Abroad Population ............................................................. 9 Acculturation Defined .................................................................................. 12 Gestures as Tools ....................................................................................... 16 Vygotsky and Cultural-Historical Activity Theory ....................................... 21 Motivation .................................................................................................... 28 Purpose ....................................................................................................... 32 CHAPTER 3 METHODOLOGY ......................................................................... 34 Design ......................................................................................................... 34 Setting ......................................................................................................... 35 Participants.................................................................................................. 36 Procedure .................................................................................................... 37 Instruments.................................................................................................. 40 Emergent Theme: Modismos ..................................................................... 47 Student Privacy & Confidentiality ............................................................... 48 CHAPTER 4 DATA ANALYSIS ......................................................................... 49 Qualitative Process ..................................................................................... 49 Gesture Analysis ......................................................................................... 53 CHAPTER 5 RESULTS ..................................................................................... 62 John ............................................................................................................. 63 Jane ............................................................................................................. 68 Stacey.......................................................................................................... 73 Daniel .......................................................................................................... 78 Autumn ........................................................................................................ 82 Mark ............................................................................................................. 87 CHAPTER 6 DISCUSSION ............................................................................... 92 Intricacies of L2 Learning and Development and its Implications ............. 92 Future Research ....................................................................................... 106 vii Limitations ................................................................................................. 110 Conclusion................................................................................................. 111 APPENDIX A INTERVIEW PROTOCOLS ...................................................... 114 APPENDIX B PARTICIPANT INFORMATION SHEET .................................. 118 APPENDIX C STUDENT QUESTIONNAIRE ................................................. 121 APPENDIX D DATA RETRIEVAL ................................................................... 122 APPENDIX E MODISMOS IN STUDENT REPORTS .................................... 123 APPENDIX F L2 GESTURE FORMS AND ANALYSIS .................................. 124 APPENDIX G TRACING ACTIVITY AND SLD THEMES............................... 125 APPENDIX H PARTICIPANT AGENCY ......................................................... 126 APPENDIX I GESTURE FREQUENCY TABLE ............................................ 127 APPENDIX J MODISMOS AND ACTIVITY ................................................... 128 APPENDIX K HOLISTIC ACTIVITY CHART ................................................. 129 APPENDIX L ACTIVITY TRACKING ............................................................. 130 APPENDIX M IRB APPROVAL PAGES ......................................................... 131 REFERENCES ..................................................................................................... 134 VITA ...................................................................................................................... 149 viii LIST OF FIGURES Figure 1 Activity Theory Model Adapted from Engeström ...................... 24 Figure 2 Example of L2 Hand Articulation: Tensed Finger Manipulation ................................................................... 65 Figure 3 Example of L2 Emblem: Thumbs-up ........................................ 72 Figure 4 Example of Change in Gesture Space ..................................... 75 Figure 5 Example of L2 Feature: Bounded Container Gesture with Claw-like Formation .......................................................... 77 Figure 6 Example of L2 Gesture Feature: Self- Reference .................... 80 Figure 7 Example of L2 Hand Articulation: Finger Bunching ................. 84 Figure 8 Example  of  Mark’s  One-handed Beat of L2 Form (Tensed finger manipulation) .................................... 90 ix