Action Research On Teaching English Vocabulary In Elementary School Based On Embodied Cognitive Theory

With the introduction and promotion of the new English standard,the goal of elementary school English curriculum emphasizes students’ willingness to participate in learning,enthusiastic cooperation and active discussion.However,according to the survey,there is still a lack of students’ subjectivity,low interest in vocabulary learning,and poor vocabulary use ability in elementary school.Embodied cognition theory emphasizes that human cognition is the result of the interaction between the brain,body and environment,and focuses on the important role of the body in cognition,so that students can learn vocabulary through the embodied and contextual and generative characteristics of embodied cognition.This provides new ideas to improve the current situation of vocabulary teaching.Therefore,this study uses embodied cognition theory as a guide and a fourth grade class of an elementary school in Anyue County,Ziyang City as an action research object to adopt the strategies of teaching English vocabulary in elementary school with embodied cognition theory and apply them to the practice of teaching English vocabulary.The action researcher found the following three problems in teaching English vocabulary in elementary school through the preaction questionnaire and interviews :1.students are not interested in learning English vocabulary;2.students lack English vocabulary memorization methods;3.Students’ ability to use English vocabulary is not good and students’ overall English proficiency is low.In response to the above problems,the action researcher will adopt the strategy of teaching English vocabulary in elementary school with embodied cognitive theory in the first round of action research,with the following steps: 1.emphasize body perception to learn vocabulary;2.create real situations to understand vocabulary;3.use various forms to consolidate vocabulary.After the first round of study,the action researcher found the following problems based on observing students’ classroom performance and summarizing the post-class teaching log in the vocabulary teaching: 1.the introductory activities were not enough to stimulate students’ interest,2.the teacher neglected their physical language guidance,3.the students’ bodies were restricted in the vocabulary consolidation activities,4.the teacher failed to tailor the teaching to the students’ cognitive level and learning ability.In response to the problems found,the action researcher adjusted the teaching plan: 1.to enrich the warm-up session before class,and will make thematic courseware;2.to change the traditional teaching seat;3.to add language,expressions,and gestures to the teacher’s evaluation during the vocabulary consolidation stage;4.to assign exercises at different levels according to students’ situations.At the end of the two rounds of action research,the action researcher will analyze the questionnaires,tests,interviews and teaching logs before and after the action research as a whole to summarize the action research specifics.The study showed that teaching English vocabulary in elementary school based on embodied cognitive theory made students’ vocabulary learning goals clearer,developed students’ vocabulary memorization methods and vocabulary use ability,and increased students’ interest in vocabulary learning.From the questionnaire survey,most students have increased their interest in vocabulary learning;from the test,most students have improved their vocabulary use ability;from the interview feedback,most students have improved their vocabulary memory.Overall,vocabulary teaching based on embodied cognitive theory meets students’ needs for vocabulary learning,which also provides ideas for other elementary school English teachers to innovate vocabulary teaching.