Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions

Abstract German light verb constructions are especially challenging for advanced L2 learners because of the abstract meaning of the different verbs and the high degree of lexico-grammatical variety. Acknowledging that language is a symbolic system representing humans’ perception of the world and is thus strongly linked to embodied experiences, this study explores the potential of bodily engagement in the form of multimedia animations for leveraging the learning of embodied concepts related to light verb constructions. To this end, thirty-nine French-speaking learners of German were divided into two groups: The first group worked with animations illustrating the embodied nature of light verb constructions and performed specific tasks that set out to trigger mental simulation of relevant embodied concepts; the second group was presented with form-based explanations and completed tasks focusing on the different categories of light verb constructions. The results show that the use of bodily engagement in the form of multimedia animations led to significantly better performance and contributed to some extent to changing students’ attitudes about how grammar can best be learned.