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Contents 5

总序 5

Thanks 12

Acknowledgements 13

导读 14

Introduction 1

1 An introduction to educational psychology：behaviourism and cognitive psychology 5

1.1 Introduction 5

1.2 Educational psychology 6

1.3　Approaches to educational psychology 7

1.4　The positivist school 8

1.5 Cognitive psychology 13

1.6 Conclusion 29

2 Further schools of thought in psychology：humanism and socialinteractionism 30

2.1 Introduction 30

2.2 Humanistic approaches 30

2.3 Socialinteractionism 38

2.4 A social constructivist model 42

2.5 Conclusion 44

3 What do teachers bring to the teaching-learning process？ 46

3.1 Introduction 46

3.2 Studies in effective teaching 46

3.3 A constructivist view of education 49

3.4 A constructivist view of teaching 51

3.5 The teacher as reflective practitioner 53

3.6 Teachers’beliefs 56

3.7 Conclusion 63

4 What can teachers do to promote learning？ 65

4.1 Introduction 65

4.2 Feuerstein’s theory of mediation 67

4.3 Application of mediation theory 79

4.4 Investigating mediation in language classrooms 83

4.5 Conclusion 84

5 The contribution of the individual student to the learning process 88

5.1 Introduction 88

5.2 Some problems with the notion of individual differences 89

5.3 An alternative approach 96

5.4 The development and importance of self-concept 97

5.5 Locus of control 101

5.6 Attribution theory 104

5.7 Conclusion 107

6 What makes a person want to learn？Motivation in language learning 111

6.1 Introduction 111

6.2 Early psychological views on motivation 112

6.3 Motivation in foreign and second language learning 115

6.4 A cognitive view of motivation 119

6.5 A social constructivist perspective 119

6.6 A proposed definition of motivation 120

6.7 A model of motivation 121

6.8 Intrinsic and extrinsic motivation 123

6.9 Perceived value of the activity 125

6.10 Arousal 126

6.11 Learners’beliefs about themselves 127

6.12 Setting and achieving goals 131

6.13 The involvement of significant others 133

6.14 Summary 136

6.15 Drawing it all together 137

6.16 Conclusion 141

7 How does the learner deal with the process of learning？ 143

7.1 Introduction 143

7.2 Learning strategies 144

7.3 Skills and strategies 145

7.4 Learning to learn 147

7.5 Metacognitive strategies 148

7.6 Summary 148

7.7 Language learning strategies 149

7.8 Strategy training 156

7.9 Learner training in foreign language teaching 160

7.10 Procedures for strategy training in foreign and second language teaching 162

7.11 Conclusion 162

8 The place of tasks in the language classroom 167

8.1 Introduction 167

8.2 Tasks in foreign language teaching 167

8.3 A cognitive processing approach 174

8.4 An educational perspective on tasks 183

9 The learning context 188

9.1 Why study learning environments？ 188

9.2 Ecological perspectives 189

9.3 Environmental preferences 191

9.4 Classroom structure 192

9.5 Group processes 194

9.6 Classroom climate 195

9.7 Teacher behaviour as part of the learning environment 199

9.8 Individual perceptions of environments 200

9.9 Conclusion 202

10 Putting it all together 203

References 209

Subject index 228

Author index 235