CG 1: Grounding Names in Action: I Dub Thee 'Peculiar Peter'

Cognitive aim: To improve learners' comprehension and learning by evoking sensorimotor experience through embodied cognition.

Procedure

• (1) Preface this technique by explaining that TL comprehension can improve when it is grounded in action (Glenberg & Kaschak, 2002; Hostetter & Alibali, 2004). Give the example of a word such as 'scissors,' which activates learners' knowledge of their extended forefingers and middle fingers consecutively separating and joining.

• (2) Instruct learners to stand up and form a circle. Ask them to think of the first letter of their name and think of an adjective that begins with the same letter that also describes them (i.e. 'Peculiar Peter' or 'Talkative Tammy'). Then, have them calculate how many syllables are in their adjective and name (i.e. Peculiar Peter has five: pe-cu-liar pe-ter and Talkative Tammy also has five: talk-a-tive tam-my).

• (3) Tell learners to think of a series of movements so that there is one distinct and repeatable movement for each beat in his/her adjective and name.

• (4) Begin with one person performing his/her adjective and name and the movements that go along with it. Instruct the whole group to repeat it with the same movements. Repeat the exercise until all class members have acted out their names.

• (5) Have all of the learners act out everyone's name in unison.

• (6) De-brief this technique by asking if learners felt their memories were enhanced by the addition of physical movement. Did the presence of the descriptive adjective help? Explain that this type of movement might also be used to help with TL vocabulary comprehension.

CG 2: 'Vividifying' Mental Visions