ABSTRACT
The chapter consists of two studies. In Study 1, we investigated how frequently conflicting gestures occur in EFL classrooms. Then, a case of deictic gestures was extracted from each of the two teachers observed, with discussion of why these gestures resulted in conflict with what was being said. In Study 2, the extent of learners’ abilities to recognize the four conflicting deictic gestures was explored. Our results showed that (a) conflicting gestures rarely occur in EFL classrooms, (b) deictic gestures that are conflicting to learners may not be conflicting for teachers, and (c) learners have difficulty identifying and explaining conflicting deictic gestures.
