This is the second and final part of my summary of the book – Psychology for Language Teachers (A Social Constructivist Approach) by Marion Williams and Robert L. Burden (Cambridge University Press)
“This book examines the field of educational psychology and considers various ways in which a deeper understanding of this discipline can help language teachers. Areas considered in the book include approaches to learning, motivation, the role of the individual, attribution, mediation, the teaching of thinking, the cognitive demands of tasks and the learning environment. The book does not assume previous knowledge of psychology.” (Source: https://www.amazon.com.br/Psychology-Language-Teachers-Constructivist-Approach/dp/0521498805)
One of the axioms presented by the authors is that learners LEARN BETTER if they feel in control of what they’re learning, based on the assumption that learning is closely linked to how people feel about themselves.
The idea is that Teachers must motivate Students and persuade them into learning – first of all, a teacher must learn to listen: Yes, it is absolutely conducive to communication but often forgotten and left in the background. The teacher walks in with their agenda for the day, week, semester and earth and heaven shall pass away but nothing can change it. Sometimes, a change in voice intonation or a contextual misunderstanding could threaten the whole learning session. That shouldn’t be so especially in the language learning environment.
Starting from the premise that teachers are facilitators and mediators with what they do in the classroom will reflect their own beliefs and attitudes, consequently, teachers must show their own interest in the learning process, share their own foibles and mistakes when they were learning that language or the first language the learner speaks. Here we see a great advantage for nonnative teachers of English who can empathize with their learners. Or in the case of English native speakers who have passed through the experience of learning another language.
At the end of the day, the teacher must bring forth independent thinkers and learners who after a period of time in class will be able to fly on their own.