图书介绍
语言教师心理学初探PDF|Epub|txt|kindle电子书版本网盘下载
- （英）MarionWilliams，（英）RobertL.Burden著刘学惠导读（南京师范大学外国语学院） 著
- 出版社： 北京：外语教学与研究出版社
- ISBN：7560019692
- 出版时间：2000
- 标注页数：240页
- 文件大小：12MB
- 文件页数：292页
- 主题词：
PDF下载
下载说明
语言教师心理学初探PDF格式电子书版下载
下载的文件为RAR压缩包。需要使用解压软件进行解压得到PDF格式图书。建议使用BT下载工具Free Download Manager进行下载,简称FDM(免费,没有广告,支持多平台）。本站资源全部打包为BT种子。所以需要使用专业的BT下载软件进行下载。如BitComet qBittorrent uTorrent等BT下载工具。迅雷目前由于本站不是热门资源。不推荐使用！后期资源热门了。安装了迅雷也可以迅雷进行下载！
（文件页数 要大于 标注页数，上中下等多册电子书除外）
注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具
图书目录
Contents5
总序5
Thanks12
Acknowledgements13
导读14
Introduction1
1 An introduction to educational psychology：behaviourism and cognitive psychology5
1.1 Introduction5
1.2 Educational psychology6
1.3 Approaches to educational psychology7
1.4 The positivist school8
1.5 Cognitive psychology13
1.6 Conclusion29
2 Further schools of thought in psychology：humanism and socialinteractionism30
2.1 Introduction30
2.2 Humanistic approaches30
2.3 Socialinteractionism38
2.4 A social constructivist model42
2.5 Conclusion44
3 What do teachers bring to the teaching-learning process？46
3.1 Introduction46
3.2 Studies in effective teaching46
3.3 A constructivist view of education49
3.4 A constructivist view of teaching51
3.5 The teacher as reflective practitioner53
3.6 Teachers’beliefs56
3.7 Conclusion63
4 What can teachers 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 approach96
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 activity125
6.10 Arousal126
6.11 Learners’beliefs about themselves127
6.12 Setting and achieving 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 Metacognitive strategies148
7.6 Summary148
7.7 Language learning strategies149
7.8 Strategy training156
7.9 Learner training in foreign language teaching160
7.10 Procedures for strategy training in foreign and second language teaching162
7.11 Conclusion162
8 The place of tasks in the language classroom167
8.1 Introduction167
8.2 Tasks in foreign language teaching167
8.3 A cognitive processing approach174
8.4 An educational 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 Teacher 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