交流手势的认知特征

手势是语言交流过程中的一种重要的非语言媒介, 其不仅与语言互动间的关系密切, 而且具有不同的交流认知特征。文章重点归纳和述评了手势和语言交流的关系, 手势相对独立的交流特征, 教育情境中的手势交流。文章具体提出：首先, 手势和语言的共同表达促进了语言的发生和语言的理解、整合和记忆; 其次, 手势一定程度上具有独立的交流性, 手势和语言的“不匹配性”反映了交流信息的变化和交流认知的改变; 最后, 教育情境中教师的手势表达可以引导学生的注意并澄清语言信息, 学生的手势交流有助于促进学习认知过程。未来研究需要进一步探讨手势对于语言交流功能的影响, 语言交流过程中手势交流的优势特征和认知机制, 教育情境中手势交流高效性的认知机制, 手势交流的影响因素、一般特征和个体差异。

Cognitive Characteristics of Communicative Gestures

Gesture is an important nonverbal medium in the process of language communication, which is not only closely related to the interaction of language, but also has different cognitive characteristics of communication. The key points are summarized as follows: the relationship between gestures and language communication, the relatively independent communication features of gestures, and the characteristics of gesture communication in educational situations. This paper puts forward: Firstly, the joint expression of gestures and language promotes language occurrence and semantic understanding, integration and memory; Secondly, gestures have a certain degree of independent communication, and mismatches between gestures and language reflect changes in the communicative information and communicative cognition; Finally, in the context of education, teachers’ gesture expressions can guide students’ attention and clarify language information. Students’ gesture communication can help to promote the cognitive process of learning. Future studies are needed to furtherly explore: impact of gesture on language communication function; the characteristics and advantages of the cognitive mechanism of gesture communication in language communication; cognitive mechanism of gesture communication efficiency in education environment; influencing factors, general characteristics and individual differences of gesture communication.