Embodied Cognition in Narrative Comprehension: A Multimodal Approach to Literature Education for L2 Learners

Abstract

The comprehension of narratives in second-language (L2) learning requires the integration of language, context, emotion and embodied experiences. Traditional textbook teaching of literature, however, more focuses on language analysis, gives little opportunity for students' sense, body and multi-modal construction of meaning. The goal of this study is to analyze the effectiveness of an embodied cognition-based multimodal framework to improve L2 learners' comprehension of a story in L2 literature. The proposed solution will combine literary texts, gesture based activities, visual representations, narration by audio, role play, spatial interaction and digital multimodal resources to create a linkage between the linguistic expression and sensorimotor experience. L2 learners are allocated to two types of embodied learning conditions: conventional and multimodal, and their comprehension of narration is tested by using plot understanding, character and emotion interpretation, inferential comprehension, vocabulary retention, and narrative recall tests. Pre- and post-assessments are used to assess learning performance changes, and structured questionnaires and classroom observations are used to examine learner engagement and cognitive involvement. The framework would be expected to reinforce mental imagery of language events and to enhance language, action, emotion, and context connections. Comparative analysis is adopted to see whether the embodied multimodal teaching forms significant difference with the traditional teaching based on text, regarding literature teaching. The study offers a pedagogical model integrating embodied cognition theory in the field of multimodal language learning and its potential implications for better understanding of a narrative, recalling the vocabulary, student engagement and meaningful interpretation of literary texts in L2 education.