A Study On English Vocabulary Teaching In Senior High School From The Perspective Of Embodied Cognition

Vocabulary is the basis of English learning and the most basic element in English language learning.Without rich vocabulary,it is difficult to improve students’ comprehensive ability.With the rise of cognitive psychology,embodied cognitive theory is gradually known by people and began to be applied in the field of education.The theory is mainly a unity formed between cognition,body and environment.The research integrates embodied cognitive theory into English vocabulary teaching in senior high school,so as to improve students’ vocabulary learning efficiency,and then improve their comprehensive application ability.Therefore,the research will solve the following two problems from the perspective of embodied cognition:（1）Can vocabulary teaching based on embodied cognition stimulate students’ interest in vocabulary learning?（2）Can the application of embodied cognitive theory improve students’ English proficiency and ability?The author uses the methods of questionnaire survey,classroom observation and teacherstudent interview,and finds that only few students remember words by using senses.Most students learn vocabulary by the traditional rote method;Besides,teachers rarely guide students to use the interaction between body and environment to form personal perception and experience,the model of teaching is relatively single,and lack of appropriate vocabulary teaching strategies.According to the study,the author discusses the advantages of the application of embodied cognition theory in English vocabulary teaching,and put forward English vocabulary teaching strategies based on the theory of embodied cognition,which includes establishing conception of embodied vocabulary teaching,creating embodied teaching situation and attaching importance to learning state of physical freedom.After a two-month teaching experiment,the author finds that it is effective to apply the theory of embodied cognition to the English vocabulary teaching.The experimental result shows that the English vocabulary teaching based on the embodied cognition theory can not only improve students’ participation in class and stimulate their interest in learning,but improve students’ vocabulary sensitivity and develop students’ ability to learn vocabulary by themselves.