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Dancing is an activity that positively enhances the mood of people that consists of feeling the music and expressing it in rhythmic movements with the body. Learning how to dance can be challenging because it requires proper coordination and understanding of rhythm and beat. In this paper, we present the first implementation of the Dancing Coach (DC), a generic system designed to support the practice of dancing steps, which in its current state supports the practice of basic salsa dancing steps. However, the DC has been designed to allow the addition of more dance styles. We also present the first user evaluation of the DC, which consists of user tests with 25 participants. Results from the user test show that participants stated they had learned the basic salsa dancing steps, to move to the beat and body coordination in a fun way. Results also point out some direction on how to improve the future versions of the DC. (DIPF/Orig.).

Touch and gestural devices have been hailed as next evolutionary step in human-computer interaction. As software companies struggle to catch up with one another in terms of developing the next great touch-based interface, designers are charged with the daunting task of keeping up with the advances in new technology and this new aspect to user experience design. Product and interaction designers, developers and managers are already well versed in UI design, but touch-based interfaces have added a new level of complexity. They need quick references and real-world examples in order to make informed decisions when designing for these particular interfaces. Brave NUI World is the first practical book for product and interaction developers and designing touch and gesture interfaces. Written by developers of industry-first, multi-touch, multi-user products, this book gives you the necessary tools and information to integrate touch and gesture practices into your daily work, presenting scenarios, problem solving, metaphors, and techniques intended to avoid making mistakes. *Provides easy-to-apply design guidance for the unique challenge of creating touch- and gesture-based user interfaces *Considers diverse user needs and context, real world successes and failures, and a look into the future of NUI *Presents thirty scenarios, giving practitioners a multitude of considerations for making informed design decisions and helping to ensure that missteps are never made again

Languages vary considerably in how they represent motion. One major source of variation (Talmy, 2000) depends on whether linguistic systems lexicalize path in the verb (verb-framed languages) or in satellites (satellite-framed languages). This typological difference involves more than different verb types in that it also affects elements outside the verb. The current study is concerned with the implications of such typological properties for second language learning, specifically studying speakers of a satellite-framed language (English) acquiring a verb-framed language (French). We hypothesize that typological differences between source and target languages should present some difficulties to learners. For English learners of French, an additional difficulty should result from the fact that French is not entirely consistent in its patterning, allowing English-like lexicalization patterns in some cases, but not in others. This requires the learners to discover the nature of the regularities from a target input that presents them with constrained variability. (Verlag).

This opening article introduces the reader to current topics in research on language and thought in monolingual speakers and second language (L2) learners, with particular attention to the domain of motion. The article also delineates the rationale that underlies the special issue at hand, and provides a contextualisation of the individual contributions. It is argued that the centrality of motion in everyday human life, in combination with the vast cross-linguistic variation in motion construal, makes motion events a suitable topic for SLA research, both in terms of ecological validity and learnability challenge. The pedagogical aspects of this line of research are discussed in terms of, first, whether it is desirable to include the acquisition of language-specific thought patterns in curricular goals, and second, whether the knowledge about language specificity in thought can be used in teaching as a means to facilitate learning. (Verlag).

Although the question whether women and men speak differently is a topic of hot debate, an overview of the extent to which empirical studies provide robust support for a relationship between sex/gender and language is lacking. The aim of the current scoping review was therefore to synthesize recent studies from various theoretical perspectives on the relationship between sex/gender and language use in spoken face-to-face dyadic interactions. Fifteen empirical studies were systematically selected for review, and were discussed according to four different theoretical perspectives and associated methodologies. More than thirty relevant linguistic variables were identified, e.g., interruptions and intensifiers. Overall, few robust differences between women and men in the use of linguistic variables were observed across contexts, although women seem to be more engaged in supportive turn-taking than men. Importantly, gender identity salience, institutionalized roles, and social and contextual factors such as setting and conversational goal, seem to play a key role in the relationship between speaker’s sex/gender and language used in spoken interaction.

In the interest of clarifying how gesture facilitates L2 word learning, the current study investigates gesture's influence on three interrelated cognitive processes subserving L2 word learning: communication, encoding, and recall. Individuals unfamiliar with Hungarian learned 20 Hungarian words that were either accompanied or unaccompanied by gestures depicting their referents, and taught the meanings of the words to interlocutors who were also unfamiliar with Hungarian. All participants were then tested for their recall of target words. The results show that gesture facilitates all three cognitive processes, supporting the predictions of McNeill's (2005) growth point theory. Furthermore, the results indicate that gesture production facilitates all of the cognitive processes more effectively than gesture viewing. Overall, the results demonstrate that gesture can serve as an effective cognitive aid for L2 word learning by beginning L2 learners, particularly in task-focused, conversational settings. (Verlag).

Cross-linguistic research on motion events has shown that Spanish speakers and English speakers have different patterns of thinking for speaking about motion, both linguistically and gesturally. Spanish speakers express path linguistically with verbs, and their path gestures tend to occur with path verbs, whereas English speakers express path linguistically with satellites (adverbs or particles), and their path gestures tend to occur with satellite units. This article investigated whether a Spanish-speaking English language learner's thinking for speaking patterns about motion exhibited continuous linguistic and gestural change in her L1 (Spanish) and L2 (English). The results indicate that the learner's gestural expression of path changed in both her L1 and L2, and her gestural expression of manner changed in her L2. This change suggests that manner, a pattern acquired in childhood, may not be resistant to change after all. The results have implications for the teaching of second and foreign languages. (Verlag).

This article investigates bilingual versus monolingual construal of manner of motion in speech and gesture across three languages-Mandarin, Japanese, and English-argued to be typologically distinct in speech and co-speech gesture. Narrative descriptions of motion were elicited in the L1 and L2 from bilingual Mandarin-English (n = 12) and Japanese-English (n = 15) speakers at an intermediate, CEFR-B level of L2 proficiency, and from monolingual speakers of Mandarin (n = 14), Japanese (n = 16), and English (n = 13). Results revealed that encoding of manner in L2 speech is characterized by universal features of development, while construal of manner in gesture is characterized by bidirectional interactions between properties of the source and target languages involved, yielding a convergence between the L1 and L2, specifically in the use of manner-highlighting gestures. The study supports growing evidence of the complex inter-relationships between the L1 and L2, the need for a reconceptualization of what constitutes target-like performance in the L2, and the complementary use of gesture analysis, which may provide a wider lens through which the relationships between languages in the bilingual mind may be observed. (Verlag).

The aim of the present study is to investigate motion event cognition in second language learners in a higher education context. Based on recent findings that speakers of grammatical aspect languages like English attend less to the endpoint (goal) of events than do speakers of nonaspect languages like Swedish in a nonverbal categorization task involving working memory, the current study asks whether native speakers of an aspect language start paying more attention to event endpoints when learning a nonaspect language. Native English and German (a nonaspect language) speakers, and English learners of L2 German, who were pursuing studies in German language and literature at an English university, were asked to match a target scene with intermediate degree of endpoint orientation with two alternate scenes with low and high degree of endpoint orientation, respectively. Results showed that, compared to the native English speakers, the learners of German were more prone to base their similarity judgements on endpoint saliency, rather than ongoingness, primarily as a function of increasing L2 proficiency and year of university study. Further analyses revealed a nonlinear relationship between length of L2 exposure and categorization patterns, subserved by a progressive strengthening of the relationship between L2 proficiency and categorization as length of exposure increased. These findings present evidence that cognitive restructuring may occur through increasing experience with an L2, but also suggest that this relationship may be complex and unfold over a long period of time. (Verlag, adapt.).

The typological contrast between verb- and satellite-framed languages (Talmy, 1985) has set the basis for many empirical studies on L2 acquisition. The current analysis goes beyond this typology by looking in detail at the conceptualization of the path of motion in a motion event. The authors take as a starting point the cognitive salience of specific elements of motion events that are relevant when conceptualizing space. When expressing direction in French, specific spatial relations involving the entity in motion (its alignment and its distance toward a [potential] endpoint) are relevant, given a variety of path verbs in the lexicon expressing this information (e.g., se diriger vers, avancer 'to direct oneself toward,' 'to advance'). This is not the case in German (manner verbs in the lexicon mainly). In German, spatial information is packaged in adjuncts and particles and the path of motion is typically structured via features of the ground (entlanglaufen/fahren 'to walk/drive along') or endpoints ('to walk/drive to/toward'). The authors investigate those fundamental differences in spatial conceptualization in French and German, as reflected in pre-articulatory patterns of attention allocation (measured with eye tracking) to moving entities and endpoints in motion scenes in an event description task. The focus is on spatial conceptualization in an L2 (French L2 users of German), analyzing the extent to which these L2 users display target-like patterns or traces of L1 conceptualization transfer. Findings show that, in line with directional concepts expressed in verbs, L1 French speakers allocate more attention to entities in motion and endpoints, before utterance onset, than L1 German speakers do. The L2 German speakers pattern with L1 German speakers in the use of manner verbs, but they have not fully acquired the spatial concepts and means that structure the path of motion in the L2. This is reflected in pre-articulatory attention allocation patterns, according to which the L2 speakers pattern with native speakers of their L1 (French). The findings show a continued deep entrenchment of L1-based processing patterns and spatial frames of reference when speakers prepare for speech in an L2. (Verlag, adapt.).