PsychologyforLanguageTeachersZhouXiaoling12012.8ContentChapterOneIntroductiontoEducationalPsychology1.1Behaviorism1.2CognitivePsychology1.2.1InformationProcessing1.2.2Memory1.2.3Constructivism1.3SocialInteractionism1.4ASocialConstructivistModelChapterTwoWhatDoTeachersBringtotheTeaching-learningProcess?2.1StudiesinEffectiveTeaching2.2AConstructivistViewofEducation2.3AConstructivistViewofTeaching2.4TeacherasReflectivePractitioner2.5Teachers’BeliefsChapterThreeWhatCanTeachersdotoPromoteLearning?23.1Feuerstein’sTheoryofMediation3.2KeyFeaturesofMediation3.3ApplicationofMediationTheory3.4InvestingMediationinLanguageClassroomChapterFourContributionoftheIndividualStudenttotheLearningProcess4.1SomeProblemswiththeNotionofIndividualDifferences4.1.1ResearchMethodologyofIndividualDifferences4.1.2SelectionofIndividualCharacteristics4.2TheDevelopmentandImportanceofSelf-concept4.3LocusofControl4.4AttributionTheoryChapterFiveWhatMakesaPersonWanttoLearn?MotivationinLanguageLearning5.1EarlyPsychologicalViewsonMotivation5.1.1AchievementMotivation5.1.2OptimalArousal5.2MotivationinForeignandSecondLanguageLearning5.3AProposedDefinitionofMotivation5.4AModelofMotivation5.5IntrinsicandExtrinsicMotivation5.6PerceivedValueoftheActivity5.7Arousal5.8Learners’BeliefsaboutThemselves5.9SettingandAchievingGoals5.10TheInvolvementofSignificantOthers5.11DrawingitAllTogetherChapterSixHowDoestheLearnerDealwiththeProcessofLearning6.1IntroductionofLearningStrategies6.2StrategyTrainingChapterSevenThePlaceofTasksintheLanguageClassroom7.1TasksinForeignLanguageTeaching7.2TaskComponents7.3GradingTasksandTaskDifficulty.7.4ACognitiveProcessingApproach7.4.1Feuerstein’sCognitiveMap7.4.2InstrumentEnrichment7.5AnEducationalPerspectiveonTasksChapterEightTheLearningContext8.1WhyStudyLearningEnvironments?8.2EcologicalPerspectives8.3EnvironmentalPreferences8.4ClassroomStructure8.5GroupProcesses8.6ClassroomClimate（thepsychologicalatmosphere;classroompsychological3climate;classroommentalatmosphere）8.7TeacherBehaviourasPartoftheLearningEnvironmentChapterNinePsychologicalAnalysisofForeignLanguageVocabularyTeachingChapterTenPsychologicalAnalysisofForeignLanguagePhoneticTeachingChapterElevenPsychologicalAnalysisofForeignLanguageOralTeachingChapterTwelvePsychologicalAnalysisofForeignLanguageReadingTeachingChapterThirteenPsychologicalAnalysisofForeignLanguageWritingTeach《语言教师心理学》课程描述一、使用教材：自编教材《语言教师心理学》（重点学习章节：ChapterTwo,ChapterThree,ChapterFour,ChapterFive,ChapterEight)二、针对学生：英语教学论、学科方向研究生三、授课教师:广西师范大学周晓玲教授四、必读书目1.MarionWillams&Robert.L.Burden.PsychologyforLanguageTeachers[M].CambridgeUniversityPress,2000第一次版，2010第二次版.（外语教学与研究出版社也出版发行）2.Fontana,D.PsychologyforTeachers[M].Leicester:BritishPsychologySociety,1988.3.Feuerstein,R.,P.S.Klern&A.J.Tannenbaum.MediatedLearningExperience:theoretical,psychologicalandlearningimplications[M]..London:Freund.4.朱纯.外语教学心理学[M].上海：上海外语教育出版社，1994(第一版），2010（第二版）.5.AnitaWoolfolk.EducationalPsychology(TenthEdition[)M].(中文版：《教育心理学》，何先友等翻译，莫雷审校），中国轻工业出版社，2007年第一版）.五、教学目的本课程的教学目的在于帮助英语教学论和学科方向的研究生掌握如何将当代教育心理学的一些重要理论和思想应用于英语教学。这些重要的心理学包括人本主义、认知学说...
