A Study Of Primary English Vocabulary Learning Activity Design Under The Perspective Of Embodied Cognition Theory

With the promulgation of The National English Curriculum Standards for Compulsory Education(2022 edition),the concept of English learning activities advocates the combination of learning and thinking,takes creativity as the foundation and focus on the concept of "student-oriented",has been further emphasized.This indicates that future English learning needs to pay more attention to the way students learn knowledge and the ability to use the knowledge to solve problems in life.Vocabulary is the basis of learning English well.Students in the middle of primary school are active and their language learning depends on physical experience and perceptual participation.How to apply the concept of activity view to English vocabulary learning to make it more interesting and effective so that students can fully participate in vocabulary learning activities is a problem worthy of further study.Therefore,the research on the design of vocabulary learning activities in primary school has important theoretical and practical significance.From the embodied perspective and based on the activity theory,this study considers learning activities as the composition of multiple elements and combines the viewpoints of embodied cognition theory and image schema theory,try to explore a new framework for designing vocabulary learning activities.This study is divided into five parts,with specific arrangements as follows:In the introduction part,after reading and sorting out the relevant literature,a relatively comprehensive grasp of the research status at home and abroad.The research content and methods are determined,the research ideas and theoretical basis are sorted out and the relevant core concepts are clarified.The first chapter establishes the design framework of vocabulary learning activities in primary school from the embodied perspective.This chapter firstly analyzes the elements of learning activity design framework,including the elements of learning activity based on activity theory,the elements of learning activity based on embodied cognition theory and the support of image schema theory to language cognition.On this basis,nine elements of the design framework of learning activities are determined,namely,learner elements,learning objectives and content elements,learning task elements,learning tools elements,learning community elements,activity rules elements,activity outcome evaluation elements,conceptual metaphor elements and image schema elements.Then the design principles of learning activities are put forward,and on this basis,the design framework and implementation process of vocabulary learning activities are constructed.Finally,the observation and evaluation scale is developed by using the nine factors identified.Chapter two carries out the case implementation of the design framework of primary school English vocabulary learning activities from the embodied perspective.The fourth grade students of a school in Zhejiang Province were selected as the research object.This paper conducted three rounds of action research in relevant school.Each round of action research was carried out according to the steps of activity case design,learning activity implementation process,data collection and collation,reflection and the next round of research design.The scale was used to collect data during each round of research and the framework of learning activity design was improved accordingly.Specifically,after the first round of action research,the author supplemented the elements of learning community,activity rule,learning task,activity outcome evaluation,conceptual metaphor and embodied connotation description of basic schema elements in the framework.After the second round of action research,we continue to refine the embodied connotation of learning community elements,learning task elements,conceptual metaphor elements and basic schema elements.The third round of action research further reflects on the future improvement direction of the division of labor guidance design and conceptual metaphor and basic schema elements in the elements of learning community.Finally,through interviews with teachers and students,it is concluded that teachers and students are willing to accept and use this framework to carry out vocabulary learning activities.Moreover,the learning effect of students in the three rounds is discussed through research.The teachers surveyed also suggested improvements to the framework.The third chapter is the conclusion.This chapter mainly reviews and reflects the research results,and puts forward some suggestions for further research.The main achievement of this study is to design a framework for primary school English vocabulary learning activities from the embodied perspective.Through reflection,the shortcomings of this study are summarized as follows: limited research time,limited research objects and carriers,lack of quantitative data and so on.This study creatively proposes a framework for designing vocabulary learning activities from the embodied perspective.While echoing the concept of English learning activities,it enriches and expands the exploration of the combination of embodied cognition theory and English learning activity design,with a unique research perspective.The framework of vocabulary learning activity design from the embodied perspective attaches importance to students’ personal vocabulary learning experience,so that students can enjoy learning and know how to learn.So as to achieve the goal of cultivating students’ core competence.