Embodied language and the process of language learning and teaching
This chapter consists of three main parts: in the first part we report very brieflythe results of empirical studies supporting an embodied view of language processingincluding emotional language. In the second part we report about recentapproaches to language learning and teaching with the purpose to underlinehow these approaches have tried to include or be supported by empirical datacoming from neuroscience. The focus is on the relation between languagelearning and teaching, and emotions. Finally, in the third part we forward somegeneral implications for language teaching based on the embodied approach tolanguage processing. In our view experience is a prerequisite for any languagecompetence where experience is related to our capacity to interact with theworld and with other people, thus involving relational and emotional competences.In this perspective also relational and emotional competences influencelanguage acquisition processes.