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such as Spanish will express the difference in the verb’s inflections (‘nadó’ versus‘nadaba’, respectively). Such differences between the temporal aspects of eventsare often represented lexically – rather than grammatically – in English. So, ‘know’,‘meet/find out’ and ‘get to know’ all refer to a similar kind of mental state, butdistinguish between how this occurs as an event in time. We can construe it as anunchanging state (‘know’), a punctual or bounded occurrence (‘meet’ or ‘find out’)or an ongoing process (‘get to know’). Spanish, in contrast, distinguishes thesemeanings through the verbal inflections of the same verb: ‘conocer’. In this regard,Lola’s use of the ‘rotating’ gesture accompanies the use of a verb which describesa state (‘know’) but which she sees as a process. That is, her gesture contributesto the sense of what she is trying to convey, making up for the lexical gap she issuffering from.In fact, Lola uses the same rotating gesture at several points in the conversationwith John. It accompanies utterances such as the following:http://youtu.be/2W_ZWdkWOXALolaYour lectures are really usefulfor me because on Thursdaywe can review what were wetalking about in the first dayGestures with two handsrotating outward one overthe otherWhen describing mental processes (‘know’, ‘review’, ‘think’), then, Lola’s gesturedraws attention to the dynamic nature of these processes. However, althoughJohn picks up and repeats some of Lola’s words, he does not repeat her gestures,accompanying the beginning of his turn with a ‘chopping’ gesture:http://youtu.be/wMBNE0x4m6AJohnSo you haven’t done the revisionfor the exam you haven’t’ goneback over your- your notes to,well, of course, because the examis in eight months or somethingVertical chopping gestureInternational Students | 361