Exploring Psychology in Language Learning and Teaching

by Marion Williams, Sarah Mercer, Stephen Ryan

Overview

Winner of the Ben Warren International House Trust Prize 2015. 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 with others, and the role of emotions in learning. 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 with others, and the role of emotions in learning. The topics in this book include learners' and teachers' beliefs about how a subject should be learned and taught Learning and working in groups Relationships with others Motivation to start and persist with tasks The role of emotions in learning.

Product Details

ISBN-13:	9780194423991
Publisher:	Oxford University Press
Publication date:	03/21/2016
Series:	Oxford Handbooks for Language Teachers
Pages:	184
Product dimensions:	9.90(w) x 7.90(h) x 0.50(d)

About the Author

Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL.

Table of Contents

Acknowledgments ix

Introduction 1

1 Psychology in education 5

Introduction 5

Positivist approaches to learning 6

Behaviourism 7

Cognitive approaches to learning 8

Information processing 9

Constructivism 10

Humanism 12

Sociocultural perspectives 14

Ecological and complexity perspectives 17

Summary 21

Suggestions for further reading 22

2 Groups 23

Introduction 23

Groups, culture, and communities 24

The language classroom as a community and physical space 27

The individual and the group 29

Group dynamics 31

Group formation processes 33

Leadership and group roles 34

Power in the classroom 37

Competitions, collaborations, and cooperation 37

Group cohesion 39

Summary 41

Suggestions for further reading 42

3 The self 43

Introduction 43

Why is it so important for teachers to understand the self? 45

Multiple ways of understanding the self 46

Self-efficacy and second language linguistic self-confidence 46

Self concept 47

Self-esteem 48

Identity 49

How does an individual form a sense of self? 52

Cultural factors 52

Experiences of success and failure 53

Internal comparisons 53

Feedback 53

Social comparisons 55

Self-driven behavioural styles 56

Promoting a healthy sense of self in learners 57

Summary 58

Suggestions for further reading 59

4 Beliefs 61

Introduction 61

What are beliefs? 61

Believing or knowing? 63

Belief in context 65

Beliefs and cultural background 65

Situational and interactional factors 66

Emotional factors 67

Beliefs across time 67

Types of beliefs 68

Epistemological beliefs 68

Implicit beliefs and mindsets 69

Attributions 71

Working with beliefs in the classroom 74

Beliefs about how to teach and learn 74

Beliefs about each other 76

Summary 77

Suggestions for further reading 77

5 Affect 79

Introduction 79

What is affect? 80

Why are emotions so important? 81

The nature of emotions 82

Affect in language learning 86

Anxiety 87

Positive emotions 91

Emotional intelligence 94

Summary 96

Suggestions for further reading 97

6 Motivation 99

Introduction 99

What is motivation? 99

Defining motivation 100

Cognitive theories of motivation 102

Achievement and competence 102

Goals 103

Self-determination theory 106

Emotions and context 109

Review 110

Key developments in foreign language learning motivation theory 111

Historical origins 111

Moving away from social psychology 112

Motivation as self-realization 114

Dörnyei's L2 Motivational Self System 114

Motivation in the classroom 117

Motivation and successful language learning 117

Motivation, unpredictable learners, and unpredictable learning 117

Motivation and the teacher 119

Summary 120

Suggestions for further reading 120

7 Agency and self-regulation 121

Introduction 121

Agency 121

Strategies 124

Unhelpful strategies 127

The role of context 128

Pedagogical implications 128

Learning styles 130

Self-regulation 130

Goals 131

Metacognition 133

Summary 135

Suggestions for further reading 136

8 Bringing it together 137

Introduction 137

Willingness to communicate (WTC) 139

A guide to structuring more holistic thinking about psychology 142

Principles for practice 144

Summary 147

Suggestions for further reading 148

Glossary 149

References 157

Index 169

Editorial Reviews

"Williams, Mercer and Ryan bring years of combined teaching and teacher educating experience to their writing task, and begin by first of all recognizing teachers' credibility...[They] find that elusive sweet spot between spoonfeeding and inaccessibility - with much of the reader-friendliness, in my opinion, attained with the provision of their explicit explanation of terms, concrete examples and accompanying activities. Williams, Mercer and Ryan talk to teachers to help them improve their practice - and do not lose their academic credibility in the process." - New Routes (Tammy Gregersen, Professor of TESOL, University of North Iowa) "This short but eye-catching publication is an attempt to fill a niche in the market for an up-to-date book which provides an overview of some of the key areas of educational and social psychology and how they relate to language teaching/learning... The authors have clearly made good use of their expert knowledge in the discipline... This publication is not at all prescriptive but encourages teachers and practitioners to evaluate their own theories of teaching/learning and consider what is appropriate to their own settings. Verdict: a very worthwhile acquisition, accessible and thought-provoking... [It] most certainly succeeds in its stated goal of enriching the teaching and learning experience of the reader." - Perspectives, TESOL Arabia "Knowledge of psychological factors involved in the process of language learning and teaching is indispensable for teachers of languages... This is one of the must-read books in the field... realistic and down-to-earth... It is not surprising at all to learn that the book has won the Ben Warren Prize for contributing successfully to teacher education." - Eurasian Journal of Applied Linguistics [a] brilliant volume... relevant to practising teachers... original... inspirational... well-written and appealing... consistent with core values... crucial for the lives and work of many readers... Marion Williams, Sarah Mercer, and Stephen Ryan, who are very skilled authors, researchers, and teachers, have made this book a rich contribution to the field. Without using too much hyperbole, I contend that Exploring Psychology in Language Learning and Teaching deserves the term 'glorious', meaning full of light and brightness (note the book's bright gold cover, as well as the enlightening contents), delightful, wonderful, completely enjoyable, and worthy of high praise. It is well worth reading. - Rebecca Oxford, English Language Teaching Journal

From the Publisher