This book explores key areas of educational and social psychology and considers their relevance to language learning and teaching, using activities and questions for reflection. The topics discussed in the book include: • learners’ and teachers’ beliefs about how a language should be learned and taught • learning and working in groups • relationships with others • the role of the self in teaching and learning • motivation to start and persist with tasks • the role of emotions in learning. The authors provide useful insights for the understanding of language learning and discuss the important implications for language teaching pedagogy. Extra resources are available on the website: www.oup.com/elt/teacher/exploringpsychology Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Stephen Ryan is Professor in the School of Economics at Senshu University, Tokyo.
Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J. and Hunter, J. (2014) Promoting early career teacher resilience: a framework for understanding and acting. Teachers and Teaching 20 (5), 530–546.
This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching.
This book explores potential new directions in the growing field of language learning psychology.
Teaching pronunciation. Hardback with audio CDs (2): A course book and reference guide. Cambridge: Cambridge University Press. Charmaz, K. (2003). Qualitative interviewing and grounded theory analysis. In J. F. Gubrium & J. A. Holstein ...
However, it was not until my postgraduate studies that I re-encountered similar ideas in the form of complexity (even at one ... in a complexity philosophy 'not only are the knower and the known dynamic, self- organizing and emerging, ...
Duoethnography. The second useful construct in exploring what kind of teacher the participants are becoming is a relatively ... In line with this, in duoethnography, two or more individuals discuss a certain topic, using, as sources, ...
The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice.
A wide range of readers will benefit from this book--students in linguistics, applied linguistics, modern languages, and psychology programs; second language teachers participating in in-service training courses; and researchers in second ...
This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers.
本书共分十章. 第一, 二章综述教育心理学的主要思想流派及其演变, 有选择地评述了行为主义, 人本主义, 社会互动理论等, 在此基础上提出社会建构主义模式 ; 第三, 四章重点介绍教师对学习和意义建构所起的中介作用 ; 第五, 六, 七章分别讨论学生的个人特征, 学习动机和学习策略是怎样影响学习过程以及它们自身的建构过程 ; 第八章探讨学习者在任务执行中的智力运作和改善这种运作的技术手段 ; 第九章突出了学习者对环境因素的主观感受与理解.