JOURNAL ARTICLE

The cognitive-emotional dialectics in second language development: speech and co-speech gestures of Chinese learners of English.

  • Published In: IRAL: International Review of Applied Linguistics in Language Teaching, 2025, v. 63, n. 4. P. 2633 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Tian, Lixian; McCafferty, Steven G.; Zhu, Man 3 of 3

Abstract

This study examines the cognitive-emotional dialectics of Chinese learners of English in terms of both speech and co-speech gestures in their second language development within the lens of Vygotsky's sociocultural theory. This qualitative study focuses on Chinese learners of English in different learning contexts and analyzes data from interviews and emotional narrative tasks in the English learning experience. Overall findings showed that learners' emotion and cognition interacted in different learning contexts, and speech and co-speech gestures worked to influence the cognition-emotion dialectics in participant's perezhivanie. This study implies the inextricable unity of emotion and cognition in second language development, and emphasizes the role of speech and co-speech gestures in shaping second language learners' perezhivaniya. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:IRAL: International Review of Applied Linguistics in Language Teaching. 2025/11, Vol. 63, Issue 4, p2633
  • Document Type:Article
  • Subject Area:History
  • Publication Date:2025
  • ISSN:0019-042X
  • DOI:10.1515/iral-2023-0333
  • Accession Number:191009306
  • Copyright Statement:Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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