The Use of Language Learning and Teaching Material from a Perspective of Embodied Cognition

Abstract

The use of Language Learning and Teaching (LLT) materials directly affects the realization of the function of LLT materials, language teaching and learning effects. The traditional teaching ideas that teach what has said on the textbook ignoring the dynamic interaction of students’ body, cognition and environment, which caused physical and mental separation, and affects the embodied experience of language learning process. Teachers should change the way LLT materials are used to promote students’ embodied experience and effectiveness of language learning in both cognitive and behavioral level. Based on the embodied cognition theory, this qualitative study will examine how an EFL teacher used the different LLT materials practice the embodied English language teaching in Primary School. This study also attempts to examine verify the acceptability and effectiveness of embodied English teaching through practice.