Embodied Cognition Processing and Representation of Power Words by Second Language Learners with Different Proficiency levels

Conceptual Metaphor Theory believes that sensorimotor information should be an integral element in representing abstract concepts and can be activated as the way of abstract conceptual processing. Metaphor can be a bridge between the abstract concept of power and the body perception experience since embodiment serves as a basis for metaphorical thinking. Using E-PRIME experimentation, the present study investigated the features in vertical space representation of English power words of second language learners with different levels of proficiency. The statistics indicated that: 1) For such learners, the representation of power words would trigger the vertically spatial metaphor, which brings about “word-space” interaction effect, 2) Chinese English learners with different levels in L2 demonstrate stronger representation abilities in L1 than that of L2, regardless of their L2 proficiency level. 3) Learners’ second language proficiency exerts influence upon the representation of the English power words.