基于具身认知理论的初中英语词汇教学策略初探

A Study of Junior High School English Vocabulary Teaching Based on the Theory of Embodied Cognition

具身认知理论强调身体、认知和环境三者的相互作用,而具身认知也是中学英语新课程理念的重要理论基础,对英语教学的发展有着较大的启示和促进作用。具身认知有助于把乏味的语言学习与学生的真实日常生活联系起来,赋予抽象的语言符号词汇以具体的真实意义。为了验证具身认知理论在词汇教学中的作用,本研究将具身认知理论同初中英语词汇的教学相结合,借鉴国内外相关的理论经验,提出基于具身认知理论的初中英语词汇教学策略。The theory of Embodied Cognition emphasizes the interaction of body, cognition and environment, and it is also an important theoretical basis for the new English curriculum concept in junior high school, which has great inspiration and promotion for the development of English teaching. Embodied cognition is helpful in connecting boring language learning with the real daily life of students, and giving the abstract language signs concrete realistic meaning. In order to verify the role of the theory of embodied cognition in vocabulary teaching, this study combines it with junior middle school English vocabulary teaching, draws on relevant theoretical experience at home and abroad, and proposes junior middle school English vocabulary teaching strategies based on embodied cognition theory.