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A case study was conducted involving four college students who were all non-English majors and had intermediate TOEIC scores. The study emphasized the role of the brain. The material used was from season 1, episode 1 of the American television series Community (Russo & Russo, 2009) . During the study, the four students participated in one instruction session, did three test activities assessing attention and saliency, collocation, memorization, and had an oral interview. In the attention and saliency test, the results revealed that three of the four participants were successful. In the collocation test, three participants were excellent, and one participant was fair. In memorization of an entire dialogue, Participant A was perfect and the other three participants were very good, despite some minor errors. In the oral interview, three participants were positive about using this new method, and one was critical. This participant preferred the traditional vocabulary learning method of matching form-meanings with vocabulary lists. The participants all agreed that this method was innovative and fun, but they all indicated that the instruction was too complicated and suggested that it should be adjusted to make it more understandable.\u003Cbr>Keywords: vocabulary learning, strategy, sensorimotor, role of brain, TV series Community\u003Cbr>Applicable level: tertiary |  |\n| 1 Corresponding author, Associate professor, Graduate School of Education, Kookmin University, 77 Jeongneung-ro, Seongbukgu, Seoul, 02707, Korea (E-mail: [immijin@kookmin.ac.kr](immijin@kookmin.ac.kr)) |  |\n| Received: April 15, 2023\u003Cbr>Revised: May 15, 2023\u003Cbr>Accepted: May 25, 2023 | Copyright: © 2023 The Society for Teaching English through Media (STEM)\u003Cbr>This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ([http://creativecommons.org/licenses/by-nc/4.0](http://creativecommons.org/licenses/by-nc/4.0)), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. |\n\nJournal of English Teaching through Movies and Media, Vol. 24, No. 2. (2023)  \n2  \nIm, Mijin  \nI. INTRODUCTION  \nLearning vocabulary is always a big burden for second/foreign language (L2) learners. To memorize novel or forgotten words, they must deliberately go through a vocabulary list and read it as often as necessary, even while at home (Yamamoto, 2014) . This is time-consuming work for L2 learners. To overcome such difficulties, English as a Foreign Language (EFL) teachers should develop effective strategies. Whatever strategies they use, the basic principle should be to match form and meaning. Technically speaking, arbitrary links between word forms and their meanings should be possible (Moseley et al., 2012) .  \nMacedonia (2014) mentions that vocabulary learning should not depend solely on listening and reading. However, in reality, reading activities are a core concern to EFL teachers. They spend a great amount oftime on reading skills rather than on speaking and writing. Most L2 input comes from reading material in an EFL classroom. Ignoring such EFL phenomenon, vocabulary learning might not succeed. For reference, this paper uses reading material for developing strategies.  \nMacedonia (2014) argued that “the body in cog","cbCainh4wYK8WmKj","https://ap.wps.com/l/cbCainh4wYK8WmKj","pdf",762433,14,"English","# Abstract\n# Keywords\n# 1 Introduction\n## Vocabulary learning challenges for L2 learners\n## Form-meaning matching principles\n## Reading-focused classroom input\n## “The body in cognition” and embodied strategies\n## Metaphors and orientational metaphors\n## Sensorimotor process and cognition","[{\"question\":\"What strategy does the paper propose for vocabulary learning?\",\"answer\":\"The paper proposes enhancing vocabulary learning through sensory-motor experiences, emphasizing the role of the brain and embodied cognition.\"},{\"question\":\"What source material was used in the case study?\",\"answer\":\"The study used material from season 1, episode 1 of the American television series Community (Russo \\u0026 Russo, 2009).\"},{\"question\":\"How did participants respond to the new method compared with traditional vocabulary learning?\",\"answer\":\"In the oral interview, three participants were positive and one was critical, preferring traditional methods matching form-meanings with vocabulary lists. All agreed the approach was innovative and fun, but one noted the instruction was too complicated and should be adjusted for clarity.\"}]","Strategies for a Large Vocabulary Learning Based on Sensorimotor Experiences Referencing the American Television Series Community - Im, Mijin - 2023 | PDF",1790589872,35]