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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Sven Theobald,Anna Schmitt,Philipp Diebolds 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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Sven Theobald,Anna Schmitt,Philipp Diebold interpreting it as students taking control of their learning. This conceptualization may be off-putting for teachers—conjuring up images of classroom chaos rather than the well-managed classrooms they are more familiar with. However, this chapter looks beyond the buzzword and explores learner auton

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https://doi.org/10.1007/978-3-030-30126-2ximize both academic achievement and success in life. The eight multiple intelligences included in MI theory (linguistic, logical-mathematical, visual-spatial, musical, kinesthetic, naturalist, interpersonal, and intrapersonal) are described in relationship to traditional conceptions of general inte

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Conference proceedings‘‘‘‘‘‘‘‘ 2020iefs about learning English as a second language (L2 is used in this chapter to refer to any additional language) held by learners, and importantly, from quite a novel perspective, namely, from the perspective of multilingualism. L2 learners of English already have other languages in their repertoir

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Alexander Poth,Mario Kottke,Andreas Rielman cognition cannot be fully understood without paying attention to the affective dimension of learning. This chapter deals with the role of within-person and between-person affective factors in second language education. From a pedagogical point of view, traditional methodologies have generally co

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Finn Olav Bjørnson,Torgeir Dingsøyrctical suggestions on student anxiety management specifically for stakeholders such as language teachers, language teacher educators, and continuing professional development (CPD) providers. This chapter presents some practical suggestions for changing debilitating ELL anxiety into facilitating anxi

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https://doi.org/10.1007/978-3-031-48550-3es. Following this, the core concepts of cognitive and educational psychology are presented, along with their links to English language learning and teaching, thus broadening TESOL practitioners’ thinking with respect to their professional practice. The chapter also discusses the concept of action r