This chapter consists of three main parts: in the first part we report very briefly
the results of empirical studies supporting an embodied view of language processing
including emotional language. In the second part we report about recent
approaches to language learning and teaching with the purpose to underline
how these approaches have tried to include or be supported by empirical data
coming from neuroscience. The focus is on the relation between language
learning and teaching, and emotions. Finally, in the third part we forward some
general implications for language teaching based on the embodied approach to
language processing. In our view experience is a prerequisite for any language
competence where experience is related to our capacity to interact with the
world and with other people, thus involving relational and emotional competences.
In this perspective also relational and emotional competences influence
language acquisition processes.
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