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Abstract

This article outlines some basic principles of cognitive linguistics and some differences between that model of language and others that have been used as the basis for work in the school classroom. It is also informed the notion of embodied cognition in more detail and outline some of its main principles. In doing this, I emphasise the value of a cognitive linguistic approach in the classroom and explain how embodied learning activities can be used by the teacher to support students’ understanding of grammatical and linguistic concepts and terminology.

Keywords

Embodied Cognition Proprioception Schema Source-Path Goal

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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Abdullaeva Shakhlo Sayfievna. (2022). Embodied Cognition and Learning. Texas Journal of Multidisciplinary Studies, 5, 287–291. Retrieved from https://zienjournals.com/index.php/tjm/article/view/890

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