Innovation in Language Learning

The connection between the body and the brain has been widely recognized by so-called embodied approaches to cognition (Shapiro & Stolz 2019). Those approaches have inspired many applications to language teaching and learning, which have used embodiment as a gateway to a deeper understanding and more situated use of language. Although these embodied teaching practices have proven effective for many areas such as a reading comprehen­sion and vocabulary acquisition (e.g. Ionescu & Ilie 2018), they have rarely been applied to teaching grammar. So far, just a few studies have shown that embodiment could be an asset to grammar teaching approaches using cognitive linguistic explanations, since they can help make the conceptual motivation more transparent to learners. However, it is not entirely clear how much bodily engagement is needed to support the learning process. Consequently, the present study investigates how different embodied teaching practices (low vs. high bodily engagement) affect the learning of the modal verbs in German. To this end, a total of N=57 learners of German were assigned to two different experimental groups: The first group was presented with multimedia animations explaining the embodied meaning of the modal verbs and the second group engaged in activities that required them to perform bodily movements related to the embodied meaning of the modal verbs. Data on learners’ attitudes towards grammar learning were also collected. The results show the potential of embodied teaching practices for grammar learning and the importance of considering learners beliefs. Practical implications for the teaching practice and further directions for research will be discussed. 

References
[1] Ionescu, T. & Adriana I. (2018). Language learning in preschool children: an embodied learning account. Early Child Development and Care 188(1), 4–15.
[2] Shapiro, L., & Stolz, A. (2019). Embodied cognition and its significance for education. Theory and Research in Education 17(1), 19–39.