1. Introduction

This article introduces the modern embodied cognition and language embodied cognition, emphasizing the integration of the body, brain, and environment in the cognitive process, as well as the collaborative completion of conceptual cognitive processing by the language system and perceptual system. The paper points out the existence of foreign language embodied effects, namely the cognitive and behavioral changes of bilinguals triggered by foreign languages, and summarizes the research results of foreign language embodied effects, including the similarities and differences between native language and foreign language embodied effects, influencing factors, and their mechanisms of action. At the same time, the shortcomings of current research were pointed out, such as insufficient systematic sorting of influencing factors and lack of specialized theoretical models. The research purpose of this article was proposed, which is to systematically review and sort out influencing factors through literature review, construct theoretical models, and provide support for theoretical research on language embodiment and foreign language teaching practice.

2. Factors influencing the embodied effect of foreign languages

Based on 56 empirical research papers, this study delves into multiple factors that influence the embodied effects of foreign languages. Quantitative studies on embodiment have shown that the use of databases on somatosensory embodiment, perceptual movement, and body object interaction effects reveals a positive correlation between embodiment intensity and foreign language embodiment effects. The experimental methods such as image semantic matching paradigm further confirmed the influence of embodiment on the processing speed and comprehension performance of foreign language vocabulary. In terms of teaching methods, a comparative analysis between embodied teaching and traditional teaching shows that more embodied teaching methods can improve the effectiveness of foreign language teaching. Research on artificial language teaching suggests that multi sensory activation teaching methods, especially those based on gestures, can significantly promote vocabulary learning.

3. Mechanism Explanation

Explored in depth the mechanisms and pathways of foreign language embodiment effects. Firstly, based on Lakoff u0026 Johnson's conceptual metaphor theory, Barsalou proposed the concept of "perceptual symbols" and developed it into LASS theory, emphasizing that concept establishment involves language representation and situational simulation representation. Bosch et al.'s generative cognitive theory further promotes the application research of foreign language embodied effects. However, there are shortcomings in the theoretical research on the embodied effects of foreign languages, including the disconnect between the embodied view of language and the theory of bilingual processing, the unclear positioning of foreign language functions in the interaction between perceptual systems and language systems, and the vague division of paths for the manifestation of embodied effects in foreign languages.

4. Conclusion

Conclusion: The embodied effect of foreign languages is influenced by factors such as embodiment, teaching methods, acquisition age, foreign language proficiency, and language distance. The stronger the embodiment, the better the learning effect; Late learners have weaker embodied effects; High level of foreign language proficiency, small language distance, and obvious embodied effect. Propose a model to explain the path and mechanism of action, suggest finding efficient teaching methods, and use embodied effects to provide a new perspective for embodied intelligence research.