Language Education
Farzaneh Soudkhah Mohammadi; Shaghayegh Shayesteh
Abstract
Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL ...
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Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL teacher’s concern for their students’ emotional and mental well-being - also known as the teacher’s emo-cognitive ability. The present research aims to bridge this gap by identifying the variables that are relevant to EFL teacher success and establishing a link between a teacher’s level of concern for their learners and their overall success. The findings of this study have significant implications for EFL teacher trainers, instructors, language learners, and researchers alike.
Shaghayegh Shayesteh
Abstract
Given the differences between first language and second language learning in adults, simulating first language learning can help us have an improved picture of the nature of second language learning. During first language learning, we learn the concepts in our interactions with the immediate environment. ...
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Given the differences between first language and second language learning in adults, simulating first language learning can help us have an improved picture of the nature of second language learning. During first language learning, we learn the concepts in our interactions with the immediate environment. In second language learning, however, the relevant world knowledge is transferred from the first language and we only learn the word knowledge. Thus, in the current study, we sought to simulate first language learning and introduce the null experimental research method with its roots in the emotioncy model. This research method applies to those studies in which adult language learners deal with some concepts that they have no knowledge about and begin to learn them in the class. Reviewing the conventional research methods, we explained the null experimental research method and provided an example from an electroencephalography (EEG) experiment. The behavioral and electrophysiological results revealed that, as we have more interactions with the sensory environment, the retrieval of word knowledge and world knowledge is facilitated.
