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图书目录

Contents5

总序5

Thanks12

Acknowledgements13

导读14

Introduction1

1 An introduction to cational psychology：behaviourism and cognitive psychology5

1.1 Introduction5

1.2 Educational psychology6

1.3　Approhes to cational psychology7

1.4　The positivist school8

1.5 Cognitive psychology13

1.6 Conclusion29

2 Further schools of thought in psychology：humanism and socialintertionism30

2.1 Introduction30

2.2 Humanistic approhes30

2.3 Socialintertionism38

2.4 A social constructivist model42

2.5 Conclusion44

3 What do tehers bring to the tehing-learning process？46

3.1 Introduction46

3.2 Studies in effective tehing46

3.3 A constructivist view of cation49

3.4 A constructivist view of tehing51

3.5 The teher as reflective prtitioner53

3.6 Tehers’beliefs56

3.7 Conclusion63

4 What can tehers do to promote learning？65

4.1 Introduction65

4.2 Feuerstein’s theory of mediation67

4.3 Application of mediation theory79

4.4 Investigating mediation in language classrooms83

4.5 Conclusion84

5 The contribution of the individual student to the learning process88

5.1 Introduction88

5.2 Some problems with the notion of individual differences89

5.3 An alternative approh96

5.4 The development and importance of self-concept97

5.5 Locus of control101

5.6 Attribution theory104

5.7 Conclusion107

6 What makes a person want to learn？Motivation in language learning111

6.1 Introduction111

6.2 Early psychological views on motivation112

6.3 Motivation in foreign and second language learning115

6.4 A cognitive view of motivation119

6.5 A social constructivist perspective119

6.6 A proposed definition of motivation120

6.7 A model of motivation121

6.8 Intrinsic and extrinsic motivation123

6.9 Perceived value of the tivity125

6.10 Arousal126

6.11 Learners’beliefs about themselves127

6.12 Setting and hieving goals131

6.13 The involvement of significant others133

6.14 Summary136

6.15 Drawing it all together137

6.16 Conclusion141

7 How does the learner deal with the process of learning？143

7.1 Introduction143

7.2 Learning strategies144

7.3 Skills and strategies145

7.4 Learning to learn147

7.5 Metognitive strategies148

7.6 Summary148

7.7 Language learning strategies149

7.8 Strategy training156

7.9 Learner training in foreign language tehing160

7.10 Procres for strategy training in foreign and second language tehing162

7.11 Conclusion162

8 The ple of tasks in the language classroom167

8.1 Introduction167

8.2 Tasks in foreign language tehing167

8.3 A cognitive processing approh174

8.4 An cational perspective on tasks183

9 The learning context188

9.1 Why study learning environments？188

9.2 Ecological perspectives189

9.3 Environmental preferences191

9.4 Classroom structure192

9.5 Group processes194

9.6 Classroom climate195

9.7 Teher behaviour as part of the learning environment199

9.8 Individual perceptions of environments200

9.9 Conclusion202

10 Putting it all together203

References209

Subject index228

Author index235