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B. And the fact that in English, as in most languages in varying ways, gesture and physical movement can serve as a motivator or "exuberator." In other words, physical action, by itself, helps motivate learners and loosen them up to instruction, etc. (Some instructors tend to lean of cheerleading to a fault in motivating students.) Hence the problem for systematic work w/gesture: what can motivate on the one hand (no pun intended there!) can, on the other hand, seriously undermine focus and attention to specific sound-movement targets in instruction.
C. And more. There is a great deal of research on the neurophysiological basis and clinical application of "emotional control." See, for example, this summary from the website Psychologyinaction.org. The bottom line, for our work, is that both lack of emotional and physical engagement--as well as uncontrolled, over-exuberance physically and emotionally--can be about equally counterproductive. Our experience in the classroom in 4 years of field testing certainly confirms that. Often a very outgoing, verbal and physically expressive learner may still have substantial difficulty both in mirroring the pedagogical movement patterns and achieving satisfactory improvement in pronunciation or accent.
The solution, or at least one haptic pronunciation teaching approach (EHIEP/AH-EPS), is to carefully control or manage movement and gesture work so that even the most reticent will join in and the emotionally overreactive will be throttled back, at least temporarily. (See also a new research summary by ScienceDaily of work by McGlone of Liverpool John Moores University in England and colleagues on the connection of "soft touch" to emotion.) How can you do that?
For a (moderately) good time, one that involves extensive use of touch as well as gesture, go to www.actonhaptic.com!