Exploring Psychology in Language Learning and Teaching

2016-06-28
Exploring Psychology in Language Learning and Teaching

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  • Author: Marion Williams
  • Publisher: Oxford University Press
  • ISBN: 0194423964
  • Category : Study Aids
  • Languages : en
  • Pages : 171

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.

Exploring Psychology in Language Learning and Teaching

2016
Exploring Psychology in Language Learning and Teaching

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  • Author: Marion Williams
  • Publisher:
  • ISBN: 9780194423977
  • Category : Languages, Modern
  • Languages : en
  • Pages : 0

Exploring Psychology in Language Learning and Teaching

2015
Exploring Psychology in Language Learning and Teaching

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  • Author: Marion Williams
  • Publisher: Oxford University Press, USA
  • ISBN: 9780194423991
  • Category : Languages, Modern
  • Languages : en
  • Pages : 0

This book explores key areas of educational and social psychology and considers their relevance to language teaching, using activities and questions for reflection. Issues discussed include learners' and teachers' beliefs about how a subject should be learned and taught, relationships withothers, and the role of emotions in learning.

Exploring Language Teacher Efficacy in Japan

2020-05-14
Exploring Language Teacher Efficacy in Japan

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  • Author: Gene Thompson
  • Publisher: Multilingual Matters
  • ISBN: 1788925416
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 128

This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.

New Directions in Language Learning Psychology

2015-11-27
New Directions in Language Learning Psychology

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  • Author: Christina Gkonou
  • Publisher: Springer
  • ISBN: 3319234919
  • Category : Education
  • Languages : en
  • Pages : 264

This book explores potential new directions in the growing field of language learning psychology. The individual chapters cover theoretical and conceptual developments and innovative methodological designs, while also exploring practical implications. Language learning psychology is a vibrant field of research that typically involves constructs from social and educational psychology, which it considers in terms of their relevance for the domain of language learning. The diverse theoretical and empirical chapters examine a range of familiar and lesser-known constructs, highlighting the importance of taking into account both learner and teacher psychologies, and recognising the complexity, dynamism and situatedness of psychological constructs, as well as the value of employing diverse research methodologies. It is hoped that these ‘new directions’ concerning populations, constructs and theoretical and methodological frameworks will pave the way for innovative future developments in this vibrant field.

Language Teacher Psychology

2018-01-05
Language Teacher Psychology

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  • Author: Sarah Mercer
  • Publisher: Multilingual Matters
  • ISBN: 178309947X
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 307

To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.

Positive Psychology Perspectives on Foreign Language Learning and Teaching

2016-05-23
Positive Psychology Perspectives on Foreign Language Learning and Teaching

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  • Author: Danuta Gabryś-Barker
  • Publisher: Springer
  • ISBN: 3319329545
  • Category : Education
  • Languages : en
  • Pages : 370

This book introduces readers to the principles of a fairly new branch of psychology – positive psychology – and demonstrates how they can be applied in the context of second language acquisition in a natural environment and in instructed foreign language (FL) learning. It focuses both on the well-being and success of the learner and the professional and personal well-being of the teacher. Further, the book stresses the importance of the positive emotions and character strengths of those involved in the process of language learning and teaching, as well as the significant role played by enabling institutions such as school and, at the micro-level, individual FL classes.

Psychology for Language Learning

2012-07-24
Psychology for Language Learning

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  • Author: S. Mercer
  • Publisher: Springer
  • ISBN: 1137032820
  • Category : Education
  • Languages : en
  • Pages : 281

Offering a timely snapshot of current theory and research in the field of psychology in foreign language learning, this book is accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology.

The Psychology of the Language Learner

2014-04-04
The Psychology of the Language Learner

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  • Author: Zoltán Dörnyei
  • Publisher: Routledge
  • ISBN: 1135704783
  • Category : Education
  • Languages : en
  • Pages : 283

The scope of individual learner differences is broad, yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.

Student Engagement in the Language Classroom

2020-12-02
Student Engagement in the Language Classroom

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  • Author: Phil Hiver
  • Publisher: Multilingual Matters
  • ISBN: 1788923626
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 263

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.