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Titlebook: Cognitive and Educational Psychology for TESOL; A Guide for Practiti Andrzej Cirocki,Bimali Indrarathne,Sharon McCulloc Textbook 2024 The E

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书目名称Cognitive and Educational Psychology for TESOL
副标题A Guide for Practiti
编辑Andrzej Cirocki,Bimali Indrarathne,Sharon McCulloc
视频video
概述Serves as a principal text and supplemental reading in a range of undergraduate and postgraduate courses.Constitutes a self-study source for the professional development of both TESOL teachers and TES
丛书名称Springer Texts in Education
图书封面Titlebook: Cognitive and Educational Psychology for TESOL; A Guide for Practiti Andrzej Cirocki,Bimali Indrarathne,Sharon McCulloc Textbook 2024 The E
描述.This volume has been written specifically with TESOL teacher educators, practitioners, and classrooms in mind. It is divided into three sections: cognitive aspects of language learning, individual differences, and language learning difficulties and challenging behaviours. Structured in this way, it enables TESOL teacher educators and practitioners to better understand how language learners process and retain new information, improving their overall ability to learn and remember. In addition to supporting TESOL teacher educators and practitioners in promoting effective language learning, this volume explains individual differences among language learners and the importance of developing learners’ emotional, social, and behavioural skills while addressing learning difficulties, disorders, disabilities, and challenging behaviours whenever required. The individual chapters are written in an accessible style to enable readers to explore various psychological concepts in their pedagogical practice by engaging in reflective teaching through action research. This volume is a vital resource for pre- and in-service language teachers and will encourage language teacher educators to reassess
出版日期Textbook 2024
关键词TESOL/TESL/TEFL teacher education; TESOL/TESL/TEFL teacher learning; TESOL/TESL/TEFL teacher professio
版次1
doihttps://doi.org/10.1007/978-3-031-66532-5
isbn_softcover978-3-031-66531-8
isbn_ebook978-3-031-66532-5Series ISSN 2366-7672 Series E-ISSN 2366-7680
issn_series 2366-7672
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Attention and Awareness in Second Language Learninghe chapter begins by providing definitions of some of the key terms and concepts related to this topic, such as noticing, implicit vs. explicit instruction/learning/knowledge, and incidental vs. intentional learning. This is followed by a discussion of the degree to which attention, awareness, and e
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Interaction in English Language Learning because interaction allows the development of communicative competence necessary for learners to use the L2 successfully in everyday tasks. This chapter aims to provide an overview of interaction, how it contributes to learning by directing learners’ attention to elements in the language, and what
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Motivation and Engagement in Language Learningtivation has been flourishing in recent years due to the change of focus from cognitive to affective variables and the new motivational theory proposed by Zoltan Dörnyei (2005), namely the second language (L2) motivational self-system. The theory proposes that having a vision is a key factor motivat
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Self and Identity in English Language Learnings argue that it is implausible that we could form a new identity in the English-as-a-Foreign-Language (EFL) context as the contact with the target language is too limited (Block, 2007a). However, there are studies (Majchrzak, 2018; Pavlenko, 2006) that show that bilinguals and advanced users of seco
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