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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Cognitive and Educational Psychology for TESOL978-3-031-66532-5Series ISSN 2366-7672 Series E-ISSN 2366-7680

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https://doi.org/10.1007/978-3-031-48550-3 are cognizant that education and psychology are impossible to separate. Education aims to change human behaviour, whereas psychology aims to study human behaviour. Therefore, there is a pressing need for twenty-first century teachers to become educational psychologists who demonstrate a heightened

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Philippe Kruchten,Peggy Gregoryonly employed measures of working memory capacity, synthesizes trend-setting empirical evidence that links individual components of working memory to specific learning processes, and uses concrete examples of task features to highlight the impact that working memory can have on L2 performance. The a

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Connecting Agile with Theory of Change 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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https://doi.org/10.1007/978-3-030-88583-0 sense of what is correct or appropriate in a given context, but without being able to explain why, we have implicit knowledge of that language. This is the knowledge we have of our first language. However, when learners receive instruction in order to learn an additional language, they may develop

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Conference proceedings‘‘‘‘‘‘‘‘ 2021tivation 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