A Qualitative Inquiry into Gesture Functions among Iranian Novice and Expert Teachers

Abstract. The present study focuses on gesture functions Iranian novice and expert teachers express and utilize in the classroom in order to develop qualitatively-oriented models of gesture functions. The participants were 15 novice and 14 expert teachers teaching English at language institutes. In order to collect the data, the researchers carried out a number of initial interviews, observations and post-observation interviews. In fact, 8 novice and 10 expert teachers were initially interviewed to brain storm their ideas as to which gesture types they used and why. Afterwards, 15 classes of differing proficiency levels were observed through direct non-participant observation. Finally, 37 post-observation interviews were held to help clarify on confusing observations. Applying Corbin and Strauss (2008) systematic steps of open, axial and selection coding, novice teachers, on the one hand, employed gestures for didactic (practice feedback) and disciplinary (management punishment) purposes. Expert teachers, on the other, utilized gestures for didactic (practice, instruction feedback), disciplinary (Management) and rapport (Confidence, encouragement involvement) functions. Practically, the results of the current research have specific and practical suggestions for novice teachers in order to enable them in managing and teaching learners more efficiently.  It can also be assumed that non-verbal communication, in general, and gesture, in particular, can facilitate learning, and this is the experience of expert teachers that make them flexible users of a combination of verbal and nonverbal strategies.