An Action Research On English Vocabulary Teaching In Junior Middle School From The Perspective Of Embodied Cognition Theory

Vocabulary is the basis of language learning and the key to developing language skills.It is the connection for people to communicate and express their feelings.English Curriculum Standards for Compulsory Education(2022 Edition)continues to implement the idea of learning through experience,applying in practice and innovating in transfer.It advocates students to develop language ability in language practice activities such as perception,experience,accumulation and application.It also suggests teachers should guide students to understand and express the meaning of vocabulary in specific situations.Junior middle school students need to master about 1600 words and a certain number of regular collocations and idioms.However,through literature reading and investigation,it is found that many students are not motivated to learn vocabulary,and they have poor ability in understanding and using vocabulary.The embodied cognition theory connects the body,environment and cognition.The way that students mobilize their bodies to perceive vocabulary has gradually been attached importance to.Therefore,this study aims to improve English vocabulary teaching in junior middle school by carrying out action research based on embodied cognition theory.On the basis of analyzing the relevant literature at home and abroad on embodied cognition theory and English vocabulary teaching,this study identifies that the research subjects are 54 students in Class Thirteen Grade One in a junior middle school in Chiping District of Liaocheng City.Under the guidance of embodied cognition theory,the teacher creates situations to stimulate students to learn vocabulary and conducts action research on English vocabulary teaching by using questionnaire method,test method and interview method,which intends to explore the following three problems:(1)What is the effect of embodied cognitive vocabulary teaching on students’ attitudes towards vocabulary learning?(2)What is the effect of embodied cognitive vocabulary teaching on students’ understanding of vocabulary meaning and vocabulary use?(3)How to design and implement English vocabulary teaching effectively based on embodied cognition theory?The action research of this study is divided into three rounds.Through this action research,the following findings are listed: After vocabulary teaching under the guidance of embodied cognition theory,students have changed their vocabulary learning attitudes from the aspects of cognition,emotion and behavior;Furthermore,the vocabulary scores of students have enhanced.The meaning understanding and vocabulary use ability of students have increased;Besides,the teacher should improve the teaching process,constantly extend to explain roots,affixes and parts of speech of words.In the teaching process,teacher sets scenes and presents words according to different themes,strengthens the explanation of abstract and difficult words,emphasizes to distinguish similar words and practise the use of vocabulary,the effect of teaching will be achieved preferably.Based on the above findings,this study concludes that: It is basic to grasp the rich connotation of vocabulary.Teachers should establish the association between words through personal experience and perception,and constantly extend and expand the meaning of vocabulary;It is important to create a reasonable teaching situation.Teachers need to enhance their initiative,stimulate students’ interest in learning English and help students gain vocabulary cognitive experience in the process of participation;It is necessary to strengthen students’ physical participation.Under the instruction of teachers,students use their own unique experience to obtain true and personalized perception of vocabulary by engaging in lively teaching activities,so as to deepen their understanding and memory of vocabulary.