学习者个体差异对英语词汇情感评定的具身认知加工研究

A Study ofEFL Learners Individual Differences on Emotional Ratings ofEnglish Words Based on Embodied Cognition

基于具身认知理论视角,采用问卷调查和访谈的方法从学习者角度考察我国英语学习者的性别、学龄、英语水平和专业对英语词汇情感评定的影响,发现性别、英语水平和专业影响词汇情感评定。研究结果支持了具身认知在英语词汇加工中的重要性,最后提出英语教师应重视情境化教学,注重身心发展规律,创设具身模拟环境,增加具身体验,以提高英语教学的趣味性和高效性。

Based on embodied cognition, the study adopts questionnaire and interview method to investigate the correlation between emotional ratings of English words and EFL learners’ gender, school age, major and English proficiency. It is found that gender, school age and major is positively correlated with emotional ratings of English words. It gives empirical supports to show the importance of embodied cognition in L2 lexical processing. Finally, the study proposes contextualized teaching,physical and mental combination, and embodied stimulation in EFL teaching. The study aims to enable English teachers to realize the importance of EFL learners individual differences on emotional ratings of English words and to better guide English words teaching.