THE ROLE OF EMBODIED COGNITION IN LANGUAGE LEARNING

The ability to acquire a new language is affected by various aspects among them being the embodied cognition, which, apparently varies from one person to another. While language is viewed as an essential tool for interaction and communication, the divergence on how it is applied is equally significantly different based on one's cultural orientation to another. At its simplest form, the embodied cognition is primarily concerned with the cognition psychology and the social aspects life; those governing how decisions are made regarding norms, social believes, and the extent to which people within the society interact. In the process of learning, the embodied cognition will, more often than not, create an embodied perception that has a critical impact on learning a language [1] As such, this paper aims to investigate, analyze, and evaluate host literature that has shed light on “role of embodied cognition in language learning.”

First, a study by Pouw, Tamara, and Fred (2014, p. 60) has proven that for the acquisition of human language to be effective, significant inspiration is effected by the human development. In an experiment consisting an interaction between human to robotic and human to human, embodied cognition was discovered to be a predominant determinant of how fast one can acquire language proficiency. However, the step-up for enhancing the interaction of people within a social or a cultural interaction is highly dominant in determining the results for the application of embodied cognition in learning new language[2].

In a different independent experiment, Lindgren, Robb, and Mina (2013, p. 450) argued that embodied cognition may take various forms during the process of learning a language, either for the first-time-learners or a frequent person. In this case, evolutionary, also known as the phylogenetic depicts a variance in biological entities which determines the ability to acquire a language. As such, some learners practicing embodied cognition have higher ability to capture new ideas compared to their peers as a result of having different genetic features. On the second note, the Ontogenetic embodied cognition is concerned with the development that Osgood‐Campbell (2015, p. 7) postulate that determines the age brackets for effective language learning using the embodied cognition....