English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics

Lingcui Kong; Niyun Lu

doi:10.54097/ijeh.v6i1.3045

Authors

Lingcui Kong
Niyun Lu

DOI:

https://doi.org/10.54097/ijeh.v6i1.3045

Keywords:

Embodied-Cognitive Linguistics, English tense, Teaching approach.

Abstract

As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.

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