How Do Gestures Actualize Young Learners’ Affection: Sympathizing George’s Gestures as Depicted in the Slithery Day



Curious George, gestural expressions, speech acts, teaching values


Teaching values become the turning point on children’s behavioural learning processes where they can comprehend the values as adaptable as possible towards the supportive environments. This study targets articulating George’s gestural expressions that contribute to young learners’ affection. Data collection primarily undertook from George’s The Slithery Day episode that linked to YouTube web. Data analysis was adjustably analysed through George’s visually gestural expressions that initiated its positive and constructive speech acts accordingly. However, Oliveira’s (2009) directives options use of imperatives, declaratives, and interrogatives were attributed to accomplish the content analysis. The results recorded that George’s gestural expressions might teach young learners about showing hospitality and helping to each other, setting off innovativeness with the variously tiring endeavours, eagerly willing to know something new as addressing the life skills, and respecting someone else creations, as well as performing the capability of conveying, promising, asking, demanding, commanding, requesting, complaining, and announcing that supported the empirical speech acts. These gestural expressions afford the functional, observable, workable, concrete and empirical positions as if showing the recognizable relationships and the goodness in George’s interactions with others. However, George’s experientially gestural expressions symbolised non-verbal communication agreements to the significance of young learners’ sensitive adaptability in their daily learning and interaction processes.



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