EMBODIED COGNITION AND THE CONVENTIONALITY OF LANGUAGE

Abstract

Embodiment is one of the core principles of Cognitive Linguistics. Current research on embodiment is complex, involving various perspectives and classifications. This article describes and analyzes six perspectives on embodied cognition proposed by Wilson (2002) and six types of embodiment identified by Ziemke (2003). It also discusses the relationship between cognitive embodiment and context, unresolved issues concerning the link between embodiment and language as highlighted by Zlatev (2007), and the role of embodiment in the hypothesis of linguistic conventionality. Additionally, a schematic diagram of embodiment is also proposed. This study primarily employs descriptive, comparative, and analytical methods, along with the Metaphor Identification Procedure (MIP). Theoretically, this study contributes to reinforcing arguments about embodiment, offering new perspectives, and establishing a classification framework for embodiment. Practically, it may serve as a valuable resource for language teaching and learning.