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| 內容簡介： |
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本书原著1997年出版，作者M·威廉姆斯和R·布尔登是两位分别来自应用语言学和教育心理学两个为同领域的英国学者。本书所建立的理解教与学过程的“社会建构主义模式”是对上述理论的整合与诠释。本书在阐明社会建构主义的一般思想的同时，将其与语言教学的特殊问题相联系，试图帮助读者将教育心理学的新观点、新思想应用于对语言教与学过程的认识理解、乃至实际行动中。
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| 目錄：
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导读
Thanks
Acknowledgements
Introduction
1 An introduction to educational psychology:behaviourism and cognitive psychology
1.1 Introduction
1.2 Educational psychology
1.3 Approaches to educational psychology
1.4 The positivist school
1.5 Cognitive psychology
1.6 Conclusion
2 Further schools of thought in psychology:Humanism and social interactionism
2.1 Introduction
2.2 Humanistic approaches
2.3 Social interactionism
2.4 A social constructivist model
2.5 Conclusion
3 What do teachers bring to the teaching-Learning Process?
3.1 Introduction
3.2 Studies in effective teaching
3.3 A constructivist view of education
3.4 A constructivist view of teaching
3.5 The teacher as reflective practitioner
3.6 Teachers''beliefs
3.7 Conclusion
4 What can teachers do promote learning?
4.1 Introduction
4.2 Feuerstein''s theory of mediation
4.3 Application of mediation theory
4.4 Investigating mediation in language classrooms
4.5 Conclusion
5 The contribution of the individual student to the learning process
5.1 Introdction
5.2 Some problems with the notion of indvidual differences
5.3 An altemnative approach
5.4 The development and importnce of self-concept
5.5 Locus of control
5.6 Attribution theoty
5.7 Conclusion
6 What makes a person want to learn?Motivation in language learning
6.1 Introduction
6.2 Early psychological views on motivation
6.3 Motivation in foreign and second language leraning
6.4 A Cognitive view of motivation
6.5 A social definition of motivation
6.6 A proposed definition of motivation
6.7 A model of motivation
6.8 Intrinsic and extrinsic motivation
6.9 Perceived value of the activity
6.10 Arousal
6.11 Learners''beliefs about themselves
6.12 Setting and achieving goals
6.13 The involvement of significant others
6.14 Summary
6.15 Drawing it all together
6.16 Conclusion
7 How does the learner deal with the process of learning?
7.1 Introduction
7.2 Learning strategies
7.3 Skills and strategies
7.4 Learnig to learn
7.5 Metacognitive strategies
7.6 Summary
7.7 Language learning strategies
7.8 Strategy training
7.9 Learner training in foreign language teaching
7.10 Procedures for strategy training in foreign and second language teaching
7.11 Conclusion
8 The place of tasks in the langUage classroom
8.1 Introduction
8.2 Tasks in foreign language teaching
8.3 A cognitive processing approach
8.4 An educational perspective on tasks
9 The learning context
9.1 Why study learning environments?
9.2 Ecological perspectives
9.3 Environmental preferences
9.4 Classroom structure
9.5 Group processes
9.6 Classroom climate
9.7 Teacher behaviour as part of the learning,environment
9.8 Indiyidual perceptions of environments
9.9 Conclusion
10 Putting it all together
References
Subject index
Author index
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