Abstract
Vocabulary knowledge is the foundation of English learning, and the teaching of it affects students' interest about English and efficiency in English learning. Furthermore, it may affect students’ English language ability. Different from other language learning theories, the Embodiment Perspective on Language advocates humanism, learner-centered, attaches importance to students' experience and the characteristics of human cognitive development at various stages, emphasizing a series of mental activities such as judgment, comparison, and deduction to guide students to recognize of the target object. This view of language is quite an important result of the localization of language views in foreign countries. Therefore, based on language views advocates by the Embodiment Perspective on Language, this paper will discuss the teaching of high school English vocabulary from the aspects of teaching strategies and teaching principles, combined with the cognitive development characteristics of high school students and the current problems in high school vocabulary teaching.
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How to cite this paper
English Vocabulary Teaching in High Schools from the Embodiment Perspective on Language
How to cite this paper: Jingwen Yang. (2023). English Vocabulary Teaching in High Schools from the Embodiment Perspective on Language. The Educational Review, USA, 7(5), 643-646.
DOI: http://dx.doi.org/10.26855/er.2023.05.019