Research on the Construction of Classroom Teaching Model for Primary School English Situational Conversation Based on Embodied Cognition Theory

Abstract

 Against the background of primary English curriculum reform, disembodied teaching defects widely exist in current situational conversation classes. Guided by Embodied Cognition Theory, this paper analyzes the logical fit between the theory and primary situational conversation teaching, summarizes four typical classroom teaching dilemmas, and builds a four-link closed-loop teaching model integrating virtual-real scene construction, multi-sensory hierarchical tasks, role-play communicative practice and process performance evaluation. Combined with a shopping dialogue teaching case, this study illustrates the model’s implementation process. The results indicate that the model can activate students’ multi-sensory experience, ease oral anxiety and cultivate students’ practical communicative ability. It also supplements the research gap of embodied teaching targeting situational conversation and provides practical reference for frontline English teachers.