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Psychology for Language Learning
 
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Psychology for Language Learning
Insights from Research, Theory and Practice
 
 
Palgrave Macmillan
 
 
 
 
 
24 Jul 2012
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£63.00
|Hardback Print on Demand
  
9780230301146
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24 Jul 2012
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£20.99
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9780230301153
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DescriptionContentsAuthors

This volume offers a timely snapshot of current theory and research in the field of psychology in foreign language learning. It makes a powerful case for a more prominent role for psychology in language learning theory and emphasises the importance of an understanding of psychological factors for enhancing pedagogical practice. Featuring contributions from leading researchers from around the world, the chapters are designed to be accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology, as well as an example of current research carried out by the authors. The wide range of theoretical perspectives and research approaches are unified by a common concern for the practical realities facing teachers and learners, making this book essential reading for anyone with an interest in the psychology of learning a foreign language.


Description

This volume offers a timely snapshot of current theory and research in the field of psychology in foreign language learning. It makes a powerful case for a more prominent role for psychology in language learning theory and emphasises the importance of an understanding of psychological factors for enhancing pedagogical practice. Featuring contributions from leading researchers from around the world, the chapters are designed to be accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology, as well as an example of current research carried out by the authors. The wide range of theoretical perspectives and research approaches are unified by a common concern for the practical realities facing teachers and learners, making this book essential reading for anyone with an interest in the psychology of learning a foreign language.


Contents

Foreword; Z.Dörnyei
Introduction; S.Mercer, S.Ryan &M.Williams
Self-concept: Situating the Self; S.Mercer
Identity: The Situated Construction of Identity and Positionality in Multilingual Classrooms; N.Morita
Personality: Personality Traits as Independent and Dependent Variables; J.M.Dewaele
Motivation: L2 Learning as a Special Case?; E.Ushioda
Implicit Theories: Language Learning Mindsets; S.Ryan& S.Mercer
Attribution: Looking Back and Ahead at the 'Why' Theory; P.H.Hsieh
Affect: The Role of Language Anxiety and Other Emotions in Language Learning; P.MacIntyre& T.Gregerson
Willingness to Communicate: Momentary Volition that Results in L2 Behaviour; T.Yashima
Strategies: The Interface of Styles, Strategies and Motivation on Tasks; A.D.Cohen
Learning Styles: Traversing the Quagmire; C.Griffiths
Metacognition: Awareness of Language Learning; N.J.Anderson
Goal Orientations: Three Perspectives on Motivation Goal Orientations; L.Woodrow
Self-directed Learning: Concepts, Practice and a Novel Research Methodology; R.Pemberton& L.Cooker
Group Dynamics: Collaborative Agency in Present Communities of Imagination; T.Murphey, J.Falout, Y.Fukada& T.Fukuda
Conclusion: Final Remarks; S.Mercer, S.Ryan & M.Williams
Glossary



Authors

SARAH MERCER Lecturer at the University of Graz, Austria. Her research interests include all aspects of language learner psychology, in particular, affect, beliefs, mindsets and the self. Recently she has become especially interested in complexity perspectives on these areas. She is also the author of the book Towards an Understanding of Language Learner Self-concept.

STEPHEN RYAN Associate Professor in the School of Economics at Senshu University, Tokyo, Japan. He is interested in all aspects of language learning psychology, but especially issues of learner motivation and identity connected to the role of English as a language of globalization.

MARION WILLIAMS was formerly Reader in Applied Linguistics at the University of Exeter, UK, where she co-ordinated the post-graduate programmes in TESOL. She is interested in all aspects of psychology in language learning. Her research interests include motivation, attributions and teacher education. She is the joint author of Psychology for Language Teachers: A Social Constructivist Approach.