An Experimental Study On Abstract Vocabulary Teaching In Junior Middle School From The Perspective Of Embodied Cognition Theory

Vocabulary plays an important pillar role in the human language system,and can provide elemental support for people to carry out language communication and emotional expression.Compared with specific vocabulary,abstract vocabulary with sense organs,emotions,or polysemous words account for a larger proportion in the junior high school vocabulary.This can be said to be a problem for middle school students who are in the transitional period of formal computing and lack abstract thinking ability.With the development of the second generation of cognitive science,the theory of embodied cognition has gradually emerged.This theory emphasizes the need to embodied abstract concepts and provides new perspectives and ideas for the teaching of abstract vocabulary in junior high school English.In this article,the design of abstract vocabulary classroom teaching in junior high school English is carried out through embodied cognition theory,and it is verified and analyzed whether it can improve vocabulary teaching effect.Based on this,the following research questions are selected in this article: 1.What is the impact of abstract vocabulary teaching in junior high school English from the perspective of embodied cognitive theory on the concentration and participation of junior high school students in classroom learning? 2.What is the impact of junior high school English abstract vocabulary teaching from the perspective of embodied cognitive theory and junior high school students’ English vocabulary learning performance?This article takes two classes of the eighth grade of a middle school in Changchun City as the research subjects,each of which is set up as an experimental class and a control class.Among them,the experimental class adopts the abstract vocabulary teaching strategy guided by embodied cognitive theory,while the control class uses conventional abstract vocabulary teaching methods and controls other irrelevant variables to be consistent.This paper uses d2-R attention measurement method,classroom observation method and vocabulary test method to collect statistics and analyze data.The final research results are as follows:First: The abstract vocabulary teaching of junior high school English from the perspective of embodied cognitive theory is conducive to improving the concentration and participation of junior high school students in English classroom learning;Second: The teaching of abstract vocabulary in junior high school English from the perspective of embodied cognitive theory is conducive to improving the learning performance of abstract vocabulary in junior high school students.