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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 their existing practices.
Chapter 2 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Sommario
Chapter 1:Educational Psychology for TESOL Teachers: A Brief Introduction.- Chapter 2:Working Memory and English Language Learning: Implications for Classroom-based Research.- Chapter 3:Attention and Awareness in Second Language Learning.- Chapter 4:Implicit and Explicit Knowledge in English Language Learning.- Chapter 5:Clarifying the Muddy Waters of Metacognition in English Language Learning.- Chapter 6:Affect in English Language Learning.- Chapter 7:Interaction in English Language Learning.- Chapter 8:Motivation and Engagement in Language Learning.- Chapter 9:Learner Autonomy in the Language Classroom.- Chapter 10:Self and Identity in English Language Learning.- Chapter 11: Strategies in English Language Learning.- Chapter 12:The Art of Language Instruction Using Multiple Intelligences: Creative Instruction Inspired by the Eight Intelligences.- Chapter 13:Learners of English and their Attitudes towards and Beliefs about Multilingualism.- Chapter 14:Specific Learning Difficulties in the TESOL Classroom.- Chapter 15:Supporting Autistic Pupils in the TESOL Classroom.- Chapter 16:Sensory Processing in the EFL Classroom: A Neurodiversity-Based Approach to Inclusive Practice.- Chapter 17:Anxiety in English Language Learning.- Chapter 18:Wellbeing in the TESOL Classroom.- Chapter 19:Bullying in the TESOL Classroom.- Chapter 20:Closing Remarks on TESOL Teachers as Educational Psychologists.
