Research on the Application of Embodied Mind Mapping in English Grammar Learning

English grammar learning is a core link in second language acquisition, yet the abstract rule system and fragmented learning mode easily cause the disconnection between knowledge memory and pragmatic application. Embodied mind mapping (EMM) integrates the physical participation core of embodied cognition theory with the knowledge visualization advantages of mind mapping, combining physical perception, situational interaction, and visual sorting. Based on embodied cognition, knowledge visualization, constructivist learning, and second language acquisition theories, this paper defines the core connotation and design principles of embodied mind mapping, explores its practical application strategies in English grammar learning, and constructs a concise curriculum design framework with corresponding application precautions. The research aims to provide a targeted theoretical and practical reference for English grammar teaching reform, and effectively promote learners’ in-depth construction and flexible application of grammar knowledge.

Buzan, T., & Buzan, B. (2013). Mind map handbook: The ultimate thinking tool. London: Thorsons Publishers.

Ellis, R. (2006). Understanding second language acquisition. Oxford: Oxford University Press.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Handbook of second language acquisition (Vol. 7, pp. 413-468). New York: Academic Press.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.

Piaget, J. (1970). The construction of reality in the child. New York: Basic Books.

Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge: MIT Press.

Wen, Q. F. (2020). Research methods and case analysis of second language acquisition. Beijing: Foreign Language Teaching and Research Press.

Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636.

Ye, H. S. (2015). Body and learning: Embodied cognition and its challenge to traditional educational view. Educational Research, 36(4), 104-114

Zhang, D. L. (2009). Exploration of a comprehensive theoretical framework for multimodal discourse analysis. Foreign Languages in China, 6(1), 24-30.

Zhou, H. (2024). The internal logic, core power and practical approach of lifelong learning empowered by ChatGPT. Journal of Huaiyin Normal University (Natural Science Edition), 23(4), 363-367.