Abstract: The theory of language embodiment (Pavlenko 2007) suggests that the lack of related embodied experience in L2 acquisition leads to an inferior processing and representation of the emotional information in L2 words. Based on this theory, two experiments were designed to explore whether there was still a processing advantage of emotional words in Chinese for advanced Chinese-English bilinguals, and whether the embodied experience would facilitate the acquisition of L2 words. Experiment 1 used the classical emotional Stroop effect paradigm to investigate the processing advantage of emotional words in Chinese for advanced English learners. The result indicated that such an effect was indeed found among the participants. Experiment 2 applied embodied experience to the process of the participants’ English learning, and found that such manipulation did facilitate the emotional words processing and representation of L2 word learning. The paper also discussed implications of how to integrate embodied experience into L2 acquisition in classroom practice.