Embodied cognition theories suggest that our physical experiences shape how we learn and use language. This paper argues that language learning is not only influenced by our physical experiences but also by the specific situations in which we learn and use language. Evidence shows that our perception, actions, and emotions play a role in how we learn language at different stages of life. By understanding how these factors interact, we can improve our understanding of how language is acquired. It is important to consider real-world contexts when studying language acquisition to get a more complete picture of how we learn language.