Understanding abstract concepts is not a purely logical process but is deeply rooted in humans' bodily interactions with the external world. Based on the theory of embodied cognition

this paper conducts a systematic analysis of the metaphorical and metonymic mechanisms underlying perceptual vocabulary in English. Firstly

it demonstrates the view that linguistic meaning originates from bodily experiences

clarifies the core mediating role of perceptual vocabulary in the construction of abstract meaning

and expounds on the cognitive projection principle of conceptual metaphors as applied to perceptual terms. Secondly

it critiques the limitations of traditional research on English perceptual vocabulary

including the separation of language from embodied experience

the lack of a systematic framework for exploring metaphorical mechanisms

and the disconnection between theoretical research and practical applications (e.g.

language teaching). Finally

the paper proposes an embodied research paradigm for studying perceptual vocabulary

and employs corpus-based research methods to empirically reveal the mapping patterns between perceptual domains and abstract domains. On this basis

it further develops targeted embodied vocabulary teaching strategies. In conclusion

deconstructing the metaphorical generation and interpretation process of English perceptual vocabulary not only deepens the cognitive explanation of linguistic phenomena related to perceptual terms but also provides a new theoretical basis and practical guidance for English vocabulary teaching.