Zhao, Xiufeng and Wu, Yuxin (2025) 多模态教学法与体认语言学的互鉴融合. 中国外语[Foreign Languages in China], 22 (4). 4-10+22. ISSN 1672-9382
Full text not available from this repository.Abstract
This study offers a systematic analysis of the core concepts and practical principles of multimodal pedagogy, revealing its theoretical convergence and practical complementarity with embodied cognitive linguistics (ECL). The research demonstrates that multimodal pedagogy refl ects the embodied view of language, facilitating a natural transition from perceptual experience to meaning construction in language acquisition through multimodal synergy mechanisms. It extends the theoretical dimension of embodied multimodality in cognitive linguistics, establishing a virtuous cycle of mutual enrichment between theory and practice. In the era of AI-powered digital intelligence, we should further promote the deep integration of these approaches to construct a multimodal embodied pedagogy. This framework operates through a fourdimensional synergistic mechanism of “sensory activation-cognitive integration-collaborative construction-innovative production”, reconstructing an embodied close-loop system for language teaching. The proposed approach ultimately seeks to construct learner-centered, cognitively-driven, and application-oriented language learning environments that maximize both linguistic processing efficacy and multimodal communicative competence. The study provides both theoretical rationale and practical guidance for innovating language teaching models in the intelligent age.