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Abstract

Abstract

This study examines depictive gestures in naturally occurring instructional activities of (tea ceremony). The participants include a trained instructor and beginning-level students. Drawing on praxeological work on depictive gestures and the notion of environmentally coupled gesture (ECG), I focus on a subset of ECG: environmentally coupled depictive gesture (ECDG). This study adopts a multimodal conversation analysis framework and shows how ECDGs are integrated to various degrees with language and spatial and material features to facilitate correction and demonstration in . Findings also show that the sequential context and participants’ shared experience of the procedure play a pivotal role in the instructional efficacy of ECDGs. This paper concludes by discussing the role of gestures, objects, and language across instructional settings.

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2025-07-11
2026-02-12

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/content/journals/10.1075/gest.24029.che
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Environmentally coupled depictive gestures in tea ceremony lessons
Gesture 23, 160 (2024); https://doi.org/10.1075/gest.24029.che
/content/journals/10.1075/gest.24029.che
/content/journals/10.1075/gest.24029.che
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  • Article Type: Research Article
Keyword(s): embodied procedure; environmentally coupled depictive gesture; instruction; objects

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