Embodied cognition and language learning in virtual environments

Yu, Lan; Chen, Nian Shing; Li, Ping; Grant, Scott

doi:10.1007/s11423-015-9401-x

Cited by 44 publications

(33 citation statements)

References 17 publications

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“…In line with this reasoning, we link L2 learning context effects to the cognitive theory of embodied representation, suggesting that a key element that underlies the success of immersive environments in L2 instruction is the level of embodiment they can provide (see Lan et al 2015Lan et al , 2014. Cognitive psychology has provided a framework in the last two decades on embodied representation, particularly with regard to how representation is based on visual, spatial, auditory, and other modality-specific experiences from the environment (Fischer and Zwaan 2008;Barsalou 2008;Lan et al 2015). For the purposes of the current study, our definition of embodiment assumes that body-specific and modality-specific (e.g., auditory, visual, tactile) experiences are involved in the learner's integral representation of concepts, objects, and action.…”

Section: L2 Learning Context Affects Learning Performancementioning

confidence: 69%

Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

et al. 2019

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Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

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Section: L2 Learning Context Affects Learning Performancementioning

confidence: 69%

Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

et al. 2019

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“…Apple is grounded in an apple's taste, the feel of holding an apple, and the visual characteristics of apples. While the majority of embodiment research is concerned with perceptomotor processes and L1 processing, a handful of L2 embodiment neuroimaging (e.g., De Grauwe et al, 2014), physiological (e.g., Foroni, 2015), pedagogical (e.g., Lan et al, 2015;Macedonia, 2014), and behavioral (e.g., Dennison & Bergen, 2010;Dudschig et al, 2014;Jared et al, 2013;Koster et al, 2018;Vukovic & Williams, 2014;Zhang et al, 2013) studies have been conducted. Though limited, available evidence from these studies supports the hypothesis that L2 semantic representations are grounded in sensorimotor experiences.…”

Section: Embodimentmentioning

confidence: 99%

Predicting second language listening functor comprehension probability with usage-based and embodiment approaches

Patterson

2021

International Journal of Bilingualism

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Aims and Objectives: Embodiment is a major paradigm of first language (L1) research but has not yet been widely adopted in second language (L2) research. The main objective of this research was to find evidence for the effects of sensorimotor embodiment on L2 listening functor comprehension rates. Research Hypothesis: Frequency, word length, and Minkowski3 sensorimotor norms are significantly predictive of functor comprehension probability in an L2 listening task. Methodology: 129 Japanese participants were administered a paused transcription test that contained twelve target phrases. Data and analysis: Transcription of functors was the dependent variable. The independent variables were frequency, word length, and Minkowski3 sensorimotor ratings. These variables were analyzed with logit mixed-effects regressions. Findings/conclusions: Greater frequency, longer word length, and higher Minkowski3 ratings were found to facilitate comprehension and significantly increase the probability that a functor was transcribed. Frequency rates derived from spontaneous L1 oration and conversations were found to be significant, whereas frequency derived from written texts was not significant despite being from a much larger corpus. Originality: No L2 study has used Minkowski3 sensorimotor ratings to predict L2 performance. Minkowski3 ratings quantify the relationship between language and the body. Few researchers have yet to incorporate embodiment theories into models of L2 comprehension. Implications: Embodiment theories complement usage-based approaches and should be incorporated into existing L2 theories. Researchers should be aware of textual differences between corpora and choose corpora appropriate for their analyses.

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“…Less than half of adolescents play one-player games and about one-third participate in collaborative online games. This may be dependent on gaming being a highly time-consuming activity, as gamers can easily spend more than twenty hours a week on computer games (Coxhead & Bytheway, 2014;Lan et al, 2015;Zheng et al, 2015).…”

Section: Computer Gamesmentioning

confidence: 99%

“…These observations indicate a better command of rare words acquired through frequent long-term gaming. Gaming also includes bodily action both from the players and the avatars they create, which has been found to activate brain resources that are engaged in lexical processing and language comprehension (Lan et al, 2015).…”

Section: Computer Gamesmentioning

confidence: 99%

Informal acquisition of L2 English vocabulary

Niitemaa

2020

NJDL

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Embodied cognition and language learning in virtual environments

Cited by 44 publications

References 17 publications

Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Predicting second language listening functor comprehension probability with usage-based and embodiment approaches

Informal acquisition of L2 English vocabulary

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