The Routledge handbook of the psychology of language learning and teaching

著者

書誌事項

The Routledge handbook of the psychology of language learning and teaching

edited by Tammy Gregersen and Sarah Mercer

（Routledge handbooks in applied linguistics）（Routledge handbooks）

Routledge, 2022 [i.e. 2021]

  • : hbk

タイトル別名

Handbook of the psychology of language learning and teaching

大学図書館所蔵 件 / 全15件

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注記

Summary: "This state-of-the-art volume is the first to capture a hybrid discipline that studies the role and linguistic implications of the human mind in language learning and teaching. This handbook considers individual as well as collective factors in language learners and teachers from an array of new empirical constructs and theoretical perspectives, including implications for practice and "myths, debates, and disagreements" in the field, and points to future directions for research. This collection of stellar contributions is an essential resource for researchers, advanced students, and teachers working in applied linguistics, second language acquisition, psychology, and education"-- Provided by publisher

Includes bibliographical references and index

収録内容

  • Perspectives on psychology. The cognitive approach / Yuichi Suzuki
  • Sociocultural theory / Remi Van Compernolle
  • The humanistic approach / Jane Arnold and Jose Manuel Foncubierta
  • The complex dynamic approach / Elizabeth Hepford
  • Positive psychology / Peter MacIntyre and Samantha Ayers-Glassey
  • Psycholinguistics / Simone E. Pfenninger and Julia Festman
  • Constructs : teacher and learner psychologies
  • Identity / Ron Darvin and Bonny Norton
  • Self-efficacy / Kay Irie
  • Personality / Jean-Marc Dewaele
  • Motivation / Christine Muir
  • Engagement / Hayo Reinders & Sachiko Nakamura
  • Attitudes and beliefs / Amy Thompson
  • Attributions and mindsets / Xijia Zhang, Nigel Mantou Lou, Kimberly A. Noels and Lia M. Daniels
  • Emotions / Rebecca Oxford
  • Wellbeing / Kyle Talbot
  • Resilience / Phil Hiverand Ana Clara Sanchez Solarte
  • Self-regulation / Isobel Wang
  • Vision and goal self-concordance / Alastair Henry
  • Autonomy and agency / Paula Kalaja and Maria Ruohotie-Lyhty
  • Willingness to communicate in an L2 / Tomoko Yashima
  • Groups and communities. Teacher-learner relationships / Christina Gkonou
  • Group dynamics / Tim Murphey, Yoshifumi Fukada, Tetsuya Fukuda and Joseph Falout
  • Culture and intercultural communication / Tony Johnstone Young, Sara Ganassin and Alina Schartner
  • Social interaction / Jim King and Sam Morris
  • Prosocial behaviour and social justice / M. Matilde Olivero
  • Myths, debates, and disagreements. Trait and state perspectives on individual difference research / Kata Cszier and Agnes Albert
  • The social-cognitive split / Anne Feryok
  • The mind-body split / Steven G. McCafferty
  • What counts as evidence? / Yasser Teimouri, Ekaterina Sudina and Luke Plonsky
  • Language aptitudes / Zhisheng (Edward) Wen
  • Psychology of learning vs acquisition / Miroslaw Pawlak

内容説明・目次

内容説明

This state-of-the-art volume is the first to capture a hybrid discipline that studies the role and linguistic implications of the human mind in language learning and teaching. This Handbook considers individual as well as collective factors in language learners and teachers from an array of new empirical constructs and theoretical perspectives, including implications for practice and "myths, debates, and disagreements" in the field, and points to future directions for research. This collection of stellar contributions is an essential resource for researchers, advanced students, and teachers working in applied linguistics, second language acquisition, psychology, and education.

目次

Table of Contents Part 1: Perspectives on psychology The cognitive approach- Yuichi Suzuki Sociocultural theory - Remi Van Compernolle The humanistic approach - Jane Arnold and Jose Manuel Foncubierta The complex dynamic approach - Elizabeth Hepford Positive psychology - Peter MacIntyre and Samantha Ayers-Glassey Psycholinguistics - Simone E. Pfenninger and Julia Festman Part 2: Constructs: Teacher and Learner Psychologies Identity - Ron Darvin and Bonny Norton Self-efficacy - Kay Irie Personality - Jean-Marc Dewaele Motivation - Christine Muir Engagement - Hayo Reinders & Sachiko Nakamura Attitudes and beliefs -Amy Thompson Attributions and mindsets - Xijia Zhang, Nigel Mantou Lou, Kimberly A. Noels and Lia M. Daniels Emotions - Rebecca Oxford Wellbeing - Kyle Talbot Resilience - Phil Hiver and Ana Clara Sanchez Solarte Self-regulation - Isobel Wang Vision and goal self-concordance - Alastair Henry Autonomy and agency - Paula Kalaja and Maria Ruohotie-Lyhty Willingness to communicate in an L2 - Tomoko Yashima Part 3: Groups and Communities Teacher-learner relationships - Christina Gkonou Group dynamics - Tim Murphey, Yoshifumi Fukada, Tetsuya Fukuda and Joseph Falout Culture and Intercultural Communication - Tony Johnstone Young, Sara Ganassin and Alina Schartner Social interaction - Jim King and Sam Morris Prosocial behaviour and social justice - M. Matilde Olivero Part 4: Myths, Debates, and Disagreements Trait and state perspectives on individual difference research - Kata Cszier and Agnes Albert The social/cognitive Split - Anne Feryok The mind-body split - Steven G. McCafferty What counts as evidence? -Yasser Teimouri, Ekaterina Sudina and Luke Plonsky Language aptitudes - Zhisheng (Edward) Wen Psychology of learning vs acquisition - Miroslaw Pawlak

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