Embodied Cognition and Learning

dc.contributor.author	Abdullaeva Shakhlo Sayfievna
dc.date.accessioned	2026-01-01T12:08:22Z
dc.date.issued	2022-02-25
dc.description.abstract	This article outlines some basic principles of cognitive linguistics and some differences between that model of language and others that have been used as the basis for work in the school classroom. It is also informed the notion of embodied cognition in more detail and outline some of its main principles. In doing this, I emphasise the value of a cognitive linguistic approach in the classroom and explain how embodied learning activities can be used by the teacher to support students’ understanding of grammatical and linguistic concepts and terminology.
dc.format	application/pdf
dc.identifier.uri	https://zienjournals.com/index.php/tjm/article/view/890
dc.identifier.uri	https://asianeducationindex.com/handle/123456789/62772
dc.language.iso	eng
dc.publisher	Zien Journals
dc.relation	https://zienjournals.com/index.php/tjm/article/view/890/729
dc.rights	https://creativecommons.org/licenses/by-nc/4.0
dc.source	Texas Journal of Multidisciplinary Studies; Vol. 5 (2022): TJM; 287-291
dc.source	2770-0003
dc.subject	Embodied Cognition
dc.subject	Proprioception
dc.subject	Schema
dc.subject	Source-Path Goal
dc.title	Embodied Cognition and Learning
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Peer-reviewed Article

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