The Research On The Application Of Embodied Cognition In English Listening And Speaking Teaching Of Secondary Vocational School

China's secondary vocational education(hereinafter referred to as the secondary vocational school)occupies an important position in China's education system.However,English education in secondary vocational schools has restricted its development to some extent.Many secondary vocational students who lack motivation in learning English,having a weak English foundation,and do not get efficient learning strategies.Besides the quality of English textbooks and teaching methods are not qualified.Therefore,it is imperative to explore a teaching method that not only meets the requirements of secondary vocational English,but also stimulates students' enthusiasm and initiative in learning English,and thus effectively improves their English learning ability.Embodied cognition is called “second generation cognitive science” when it was raised.The cognitive theory of cognition challenges traditional cognitive science,redefining the relationship between cognition,body and environment,and recognizing the role of the body in language cognition.It has become a hot topic in foreign countries to apply the cognitive theory to the English teaching and teaching theory and practice of secondary vocational schools.However,the domestic research on the application of embodied cognition in educational research is still in the initial stage of exploration.Therefore,the author tried to explore how the embodied cognitive theory can be applied to English teaching in secondary vocational schools,and provides a new perspective for English teaching in secondary vocational schools.The author uses the literature review method to sort out relevant researches on cognition and teaching at home and abroad,and applied the questionnaire survey method to conduct a field survey of three secondary vocational colleges in Hanzhong City,Shaanxi Province.According to the data got from the questionnaire,combining with the research on embodied cognition and teaching at home and abroad,the author attempts to apply the embodied cognition to the teaching design of secondary vocational English,including the teaching principle,teaching environment,teaching content and teaching design for secondary vocational schools.Besides,specific teaching strategies are derived.In addition,the author also uses the experimental method to test the two classes of Hanzhong Vocational and Technical College in Hanzhong City to verify the applicability of the embodied teaching.After the experiment,the author uses Significance Test to analyze the results.The experimental results prove that applying the physical teaching to the vocational English class can significantly improve the vocabulary scores,oral scores and listening scores of the secondary vocational students,especially for the excellent students.In addition,the teaching of embodied English can also stimulate the enthusiasm of English students in secondary vocational schools.After the experiment,the students in the experimental group have significantly improved their enthusiasm and initiative in English learning.It can be seen that it is feasible to introduce the embodied cognition theory into the English teaching of secondary vocational schools.Applying proper English teaching strategies and methods can solve the problems faced by English teaching in secondary vocational schools to a certain extent.