TEFL BOOKS

What is humanistic psychology and its relation to language teaching? Humanistic psychology is a psychological perspective that emphasizes the study of the whole person and the uniqueness of each individual. It focuses on concepts like: Self-actualization (realizing one’s full potential) Personal growth Free will Human dignity Intrinsic motivation Key figures include Carl Rogers and Abraham Maslow. They highlighted that humans are not just reactive beings but have the capacity for creativity, choice, and self-improvement. Core Ideas of Humanistic Psychology: People are inherently good and have an innate drive to grow. Emphasis on empathy, authenticity, and positive regard in relationships. Focus on the present moment and subjective experience. Learning is seen as a personal, meaningful, and self-directed process. Relation to Language Teaching Humanistic psychology has deeply influenced language teaching, especially in developing humanistic approaches to language education. Here’s how: Learner-Centeredness: Language teaching is tailored to individual learners' needs, feelings, and motivations rather than a one-size-fits-all method. Emotional and Social Needs: Teachers attend not only to linguistic competence but also to students' emotional well-being. The classroom becomes a safe, supportive environment where learners feel valued and respected. Motivation and Self-Expression: Learning a language is not just about grammar and vocabulary but about expressing oneself, personal growth, and authentic communication. Role of the Teacher: The teacher acts more as a facilitator or guide rather than a strict authority, showing empathy, acceptance, and encouragement. Focus on Meaningful Communication: Emphasizes real-life communication and interaction that is relevant to the learners' lives and interests. Examples of Humanistic Approaches in Language Teaching: The Silent Way (Caleb Gattegno) Community Language Learning (Charles Curran) Suggestopedia (Georgi Lozanov) Total Physical Response (TPR) to some extent These methods aim to reduce learner anxiety, increase motivation, and create a more holistic learning experience. @TEFL99

#Results موفقیت یکی از زبان‌آموزان در مصاحبه دکتری و قبولی در دانشگاه خوارزمی که برای speaking for interviews درخواست کلاس داشتن. مدرس: مجتبی آسایی؛ دانشجوی دکتری آموزش زبان انگلیسی دانشگاه شهید بهشتی @Mojtaba_Asaie LinkedIn ResearchGate #نتایج @TEFL99

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🔑 Language Teacher Agency :Navigating Complex and Diverse Educational Contexts 2025 ✅ Leonardo Veliz , Minh Hue Nguyen , Yvette Slaughter and Gary Bonar (eds) ♦️Bloomsbury Academic ♦️First edition @TEFL99

What is Cognitivism? Cognitivism is a learning theory that focuses on the inner mental processes involved in learning. Unlike behaviorism, which emphasizes observable behaviors and external stimuli, cognitivism looks at how the mind processes, stores, and retrieves information. Key points about cognitivism: ✅Learning is an active mental process. ✅The mind is seen like a computer: it takes in information, processes it, stores it, and later retrieves it. ✅Emphasizes understanding, memory, problem-solving, and critical thinking. ✅Focuses on internal cognitive structures like schemas (mental frameworks). Implications of Cognitivism on Language Teaching 1. Focus on Mental Processes ✅Language teaching should help learners process and understand language rules and structures, not just memorize them. ✅Activities that encourage learners to think about how language works (e.g., grammar analysis, pattern recognition). 2. Active Learning ✅Learners should actively engage with the material (e.g., problem-solving tasks, meaningful communication, discovering language patterns). ✅Language learning is not just repetition but involves understanding and mental organization. 3. Scaffolding and Building on Prior Knowledge ✅Teachers should connect new language input to what learners already know (using existing schemas). ✅New vocabulary or grammar is introduced progressively and meaningfully. 4. Use of Metacognition ✅Encouraging learners to think about their own learning processes (e.g., self-monitoring, self-correction). ✅Teaching strategies to help learners become aware of how they learn language best. 5. Meaningful Context and Comprehension ✅Language is best learned when it’s meaningful and contextualized, allowing learners to comprehend and mentally organize language input. 6. Error Correction as a Learning Tool ✅Errors are seen as part of the learning process, helping learners adjust their internal understanding. ✅Feedback helps learners refine their cognitive structures related to language. @TEFL99

#IELTSReading Useful Matching Headings tips https://ieltsliz.com/ielts-reading-matching-headings/ @TEFL99

What is behaviorism in its influence on language teaching? Behaviorism is a psychological theory that focuses on observable behaviors rather than internal mental states. It emphasizes that all behaviors are acquired through conditioning, either classical (associative learning) or operant (reinforcement and punishment). In simple terms, behaviorism sees learning as a process of forming habits through stimulus-response patterns. Behaviorism in Language Teaching: Key Idea: Language learning is seen as habit formation. Learners imitate correct language models. ✅Reinforcement (positive feedback) strengthens correct usage. ✅Errors are corrected promptly to prevent wrong habits. ✅Repetition and drills are central teaching methods. Influence of Behaviorism on Language Teaching: 1. Audiolingual Method (ALM): ✅Developed in the mid-20th century, heavily based on behaviorist principles. ✅Focus on repetitive drills, mimicry, and memorization. ✅Language is learned through habit formation via stimulus-response and reinforcement. 2. Teaching Techniques: ✅Use of pattern drills, substitution drills, and repetition exercises. ✅Emphasis on listening and speaking skills before reading and writing. ✅Immediate correction to prevent fossilization of errors. 3. Criticism and Evolution: ✅Behaviorism’s neglect of mental processes and creativity in language use was challenged. ✅Led to cognitive and communicative approaches focusing on understanding meaning and internal processing rather than just habit formation. @TEFL99

سلام و عرض ادب 👋 معلمان، اساتید و مربیان زبان انگلیسی عزیزی که مشغول به تدریس هستین ممنون میشم اگر تنها ۳ دقیقه از وقت ارزشمندتون رو به نوشتن یک پاراگراف کوتاه (ترجیحا انگلیسی) و شرکت در تحقیق من اختصاص بدین 🙏 ♦️این تحقیق یک سوال داره که چه جسم ، منظره ، شی، یا .... به ذهنتون میرسه وقتی در مورد واژه صلح فکر می‌کنید (از قوه خیال استفاده کنید) سپاس از لطفتون محسن جباری https://docs.google.com/forms/d/e/1FAIpQLSeK5uGCHnAynR5Y-Nt8H-d9Y4PCe7La6R9jM01-2qPR4nM9zg/viewform?usp=dialog

🌀What is Language Parochialism ⁉️ کوته نظری زبانی ♦️Refers to the attitude that holds multilingualism in low regard and fails to acknowledge the benefits of language sophistication. ♦️A narrow-minded, insular perspective on language, often characterized by a preference for one's own language and a reluctance to learn or appreciate others. Lessow-Hurley, 2005 #Linguistics @TEFL99

باسلام و احترام 🌻 معلمان زبان انگلیسی عزیز که در آموزشگاه ها یا مدارس مشغول به تدریس هستند ممنون میشم اگر در آموزشگاه یا مدرسه تدریس میکنید ۱۰ دقیقه از وقت با ارزشتون رو اختصاص بدین و این پرسشنامه رو در صورت امکان پر کنید کمک بسیار بزرگی خواهد بود🌻🙏 لینک پرسشنامه: https://forms.gle/8xKpnmhLbWkzBHiy9

🗣 How to design a speed test in LMS using different question types? 🔑 For faculty members and PhD students @TEFL99

به نام خدا معلمان ، مدرسان و استادان محترم زبان انگلیسی با سلام و آرزوی توفیق، خواهشمند است با تکمیل این پرسشنامه بنده را در انجام پژوهش یاری بفرمایید. این پرسشنامه در مورد لذت تدریس زبان انگلیسی به کمک فناوری است. خواهشمند است هر جمله را با دقت مطالعه و نظر خود را براساس گزینه های داده شده مشخص نمایید. به منظور حفظ اختصار و ساده تر شدن گزاره ها، از کلمه «فناوری»به جای فناوری اطلاعات و ارتباطات استفاده می شود. پاسخگویی شما به این پرسشنامه، به پژوهش و اصلاح روش های استفاده از فناوری در آموزش زبان کمک می کند. در این پرسشنامه نام و نام خانوادگی شما را نمی پرسیم حتی آدرس ایمیل شما هم جمع آوری نمی شود. لذا هویت شما برای پژوهشگر کاملاً ( 100 درصد) ناشناخته است. برای پاسخگویی به پرسشنامه لطفاً روی گزینه Fill out form کلیک کنید. لطفاً پس از پاسخ به همه سوالات دکمه submit را بزنید. نحوه امتیازدهی 1=کاملا مخالفم 2=مخالفم 3=نظری ندارم 4=موافقم 5=کاملا موافقم لینک پرسشنامه: https://forms.gle/QhXviNBuUAA7Er8b6 با تشکر، رضا نجاتی عضو هیئت علمی دانشگاه شهید رجایی

What is the Output Hypothesis and how can teachers apply it? Proposed by Merrill Swain in the 1980s, the Output Hypothesis is a theory in second language acquisition that emphasizes the role of language production (speaking or writing) in learning a new language. It argues that producing the language (output) is just as important as receiving and understanding input. It suggests that producing language output helps learners notice gaps in their own knowledge (meaning when learners try to speak or write, they become aware of what they don’t know or can’t say yet). This awareness promotes learning and language development because learners try to modify their output to be more accurate or effective. Output pushes learners to process language more deeply, experiment with language forms, and test hypotheses about how the language works. Swain identified three main functions of output: 1. Noticing/triggering function: Learners realize what they can’t say or don’t know. 2. Hypothesis-testing function: Learners learn new language forms and get feedback. 3. Metalinguistic function: Learners reflect on language rules and structures. How can teachers apply the Output Hypothesis in classrooms? 1. Encourage meaningful speaking and writing activities: Provide plenty of opportunities for learners to produce language, such as role-plays, debates, presentations, or writing essays. Focus on real communication rather than just drills or repetition. 2. Create a safe environment for output: Encourage learners to experiment without fear of making mistakes. Emphasize communication over perfect grammar initially. 3. Use tasks that push learners to express ideas fully: Tasks like problem-solving, explaining, or storytelling require learners to stretch their language abilities. This helps them notice gaps and work to fill them. 4. Provide feedback on output: Offer constructive feedback that helps learners notice errors and refine their language. Feedback can be explicit (correcting) or implicit (recasts, clarification requests). 5. Incorporate reflection and self-correction: Encourage learners to self-monitor and think about improving their output. Activities like peer review or journaling can support this. 6. Balance input and output: While output is crucial, it works best when learners have enough comprehensible input to draw from. @TEFL99

#Writing What is the difference between i.e. and namely❓ Both "i.e." and "namely" are used in academic writing to clarify or specify something, but they have slightly different nuances and typical uses: i.e. Stands for id est (Latin), meaning "that is" or "in other words." Used to restate or clarify a point by giving a more precise explanation or definition. Often introduces a paraphrase or equivalent. Usually followed by a comma: i.e., Example:

The study focuses on renewable energy sources, i.e., solar and wind power.

Namely Used to introduce specific examples or items that precisely identify or specify something mentioned before. Implies you are listing exact elements out of a broader category. Often introduces a list or enumeration. Example:

Several countries contributed to the project, namely Germany, Japan, and Canada.

In short: i.e. = restating or rephrasing for clarity or precision. namely = introducing exact examples or specifics. @TEFL99

#Writing What is ibid in academic writing? In academic writing, "ibid." is short for the Latin term "ibidem," which means "in the same place." It's used in citations to refer to a source that was cited immediately before. It helps avoid repeating full citation details when referencing the same source multiple times in a row. For example: Smith, The History of Art, 45. Ibid., 48. In this case, "Ibid." refers to the same source as in the first citation, but this time it's specifically referring to page 48. Important Notes: Ibid. is used when citing the same work in immediate succession. It’s typically employed in footnotes or endnotes (mainly in styles like Chicago or Oxford). If you are referring to a different page of the same source, you can use "Ibid." with the page number (like in the second example above). @TEFL99

📚 PREET Center presents: 🔴 A Practical Course on Quantitative Research Designs with SPSS (Module 1) 🔹 Instructor: Dr. Hessameddin Ghanber 🔹 Duration: Six weeks (six sessions) 🔹 Schedule: Tuesdays: 16:30-18:00 🔹 The workshops will be held on the Google Meet platform and will have the support. 📣  Registration has started. (Limited capacity) ▪️ For more information and registration: Telegram: @preetadmin WhatsApp & SMS: +989359289774 ▪️For each participant in the workshop, a digital certificate signed by Dr. Minoo Alemi, Dr. Zia Tajeddin, and Dr. Hessameddin Ghanbar will be issued. ▪️Join our Telegram Channel: @preetcenter

#Results خوشبختانه از دانشجویان دانشگاه تربیت دبیر شهید رجایی تهران که در کلاس های تخصصی و تست مون شرکت کردند امسال چند نفر رتبه هاشون بسیار عالی شد. از این تعداد سه نفر اجازه اعلام نتایج شون رو به بنده دادند: امین نصفت رتبه ۵ @Amin200233 فاطمه کاشانیان رتبه ۲۵ @fatemehkashanian بهنام کیارستمی رتبه ۳۴ @Behnam_K_80 ✅البته شخصا معتقدم تلاش فردی قطعا مهم ترین عامل در موفقیت این بچه هاست مدرس: محسن جباری؛ دانشجوی دکتری دانشگاه تربیت مدرس @M_Jabbari_EFL #نتایج @TEFL99

#Results نمره عالی یکی از زبان آموزان که موفق به کسب نمره ۷ آیلتس آکادمیک شدند. مدرس: مجتبی آسایی؛ دانشجوی دکتری آموزش زبان انگلیسی دانشگاه شهید بهشتی @Mojtaba_Asaie LinkedIn #نتایج @TEFL99