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Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures (\u2018do\u2019 teaching group) or by observing the gestures performed by others (\u2018see\u2019 teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the \u2018see\u2019 and \u2018do\u2019 teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the \u2018see\u2019 teaching group than in the \u2018do\u2019 teaching group. 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