{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,4]],"date-time":"2026-03-04T21:19:29Z","timestamp":1772659169665,"version":"3.50.1"},"reference-count":144,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2023,12,12]],"date-time":"2023-12-12T00:00:00Z","timestamp":1702339200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Spanish Ministry of Economy and Competitiveness","award":["PSI2016-75250-P"],"award-info":[{"award-number":["PSI2016-75250-P"]}]},{"name":"Spanish Ministry of Economy and Competitiveness","award":["PID2019-111359GB-I00\/AEI\/10.13039\/501100011033"],"award-info":[{"award-number":["PID2019-111359GB-I00\/AEI\/10.13039\/501100011033"]}]},{"DOI":"10.13039\/501100004837","name":"Spanish Ministry of Science and Innovation","doi-asserted-by":"publisher","award":["PSI2016-75250-P"],"award-info":[{"award-number":["PSI2016-75250-P"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004837","name":"Spanish Ministry of Science and Innovation","doi-asserted-by":"publisher","award":["PID2019-111359GB-I00\/AEI\/10.13039\/501100011033"],"award-info":[{"award-number":["PID2019-111359GB-I00\/AEI\/10.13039\/501100011033"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brain Sciences"],"abstract":"<jats:p>This paper investigates the influence of gestures on foreign language (FL) vocabulary learning. In this work, we first address the state of the art in the field and then delve into the research conducted in our lab (three experiments already published) in order to finally offer a unified theoretical interpretation of the role of gestures in FL vocabulary learning. In Experiments 1 and 2, we examined the impact of gestures on noun and verb learning. The results revealed that participants exhibited better learning outcomes when FL words were accompanied by congruent gestures compared to those from the no-gesture condition. Conversely, when meaningless or incongruent gestures were presented alongside new FL words, gestures had a detrimental effect on the learning process. Secondly, we addressed the question of whether or not individuals need to physically perform the gestures themselves to observe the effects of gestures on vocabulary learning (Experiment 3). Results indicated that congruent gestures improved FL word recall when learners only observed the instructor\u2019s gestures (\u201csee\u201d group) and when they mimicked them (\u201cdo\u201d group). Importantly, the adverse effect associated with incongruent gestures was reduced in the \u201cdo\u201d compared to that in the \u201csee\u201d experimental group. These findings suggest that iconic gestures can serve as an effective tool for learning vocabulary in an FL, particularly when the gestures align with the meaning of the words. Furthermore, the active performance of gestures helps counteract the negative effects associated with inconsistencies between gestures and word meanings. Consequently, if a choice must be made, an FL learning strategy in which learners acquire words while making gestures congruent with their meaning would be highly desirable.<\/jats:p>","DOI":"10.3390\/brainsci13121712","type":"journal-article","created":{"date-parts":[[2023,12,12]],"date-time":"2023-12-12T09:15:33Z","timestamp":1702372533000},"page":"1712","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Gestures as Scaffolding to Learn Vocabulary in a Foreign Language"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5369-1691","authenticated-orcid":false,"given":"Ana Bel\u00e9n","family":"Garc\u00eda-G\u00e1mez","sequence":"first","affiliation":[{"name":"Mind, Brain and Behavior Research Center (CIMCYC), 18071 Granada, Spain"},{"name":"Departamento de Psicolog\u00eda Experimental, Facultad de Psicolog\u00eda, Campus de Cartuja, University of Granada, 18071 Granada, Spain"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0139-5625","authenticated-orcid":false,"given":"Pedro","family":"Macizo","sequence":"additional","affiliation":[{"name":"Mind, Brain and Behavior Research Center (CIMCYC), 18071 Granada, Spain"},{"name":"Departamento de Psicolog\u00eda Experimental, Facultad de Psicolog\u00eda, Campus de Cartuja, University of Granada, 18071 Granada, Spain"}]}],"member":"1968","published-online":{"date-parts":[[2023,12,12]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"22","DOI":"10.1016\/j.jecp.2008.10.004","article-title":"Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners","volume":"104","author":"Perea","year":"2009","journal-title":"J. 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