The Application of Embodied Cognition Theory in English Teaching of Chinese Rural Primary School
Xiangyu Luo1, Junhong Dong2 and Xiaohong Zhang3
1,2,3School of Foreign studies in Northwestern Polytechnical University, Xi’an, Shaanxi, China
In order to solve the problems currently faced by English teaching in rural primary schools in China, the author attempts to apply the Embodied Cognition Theory to the English teaching in rural primary schools, and conduct experimental verification in English classroom teaching in rural primary schools. Through the analysis of students’ English learning interest questionnaire and students’ English learning scores, it is concluded that the English teaching based on Embodied Cognition Theory Theory has positive significance for rural primary school teaching, and provides a certain reference perspective for rural primary school English teaching.
Keywords: Embodied Cognition Theory，rural primary school，Teaching Strategy
Cite this article:
Luo, X., Dong, J. & Zhang, X. (2019). The Application of Embodied Cognition Theory in English Teaching of Chinese Rural Primary School. International Journal of Arts and Commerce, 8(7), 84-92.