Introduction: Delving into the prominent role of emotions and senses in language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to foreign language education to underscore the role of sense-induced emotions in the language learning and teaching process.
Methods: The present study implemented event-related potentials (ERPs) to provide evidence of the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, 18 female participants were randomly instructed on six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants’ electroencephalogram (EEG) was being recorded, they took a sentence comprehension task.
Results: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. 
Conclusion: In conclusion, emotioncy-based language instruction can affect neural correlates of emotional word comprehension from the early stages of EEG recording. The results of this study can clarify the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.