The Routledge Handbook of the Psychology of Language Learning and Teaching

1. Auflage 2024
ISBN: 978-1-032-07479-5
Verlag: Taylor & Francis

Buch, Englisch, 446 Seiten, Format (B × H): 175 mm x 251 mm, Gewicht: 778 g

Reihe: Routledge Handbooks in Applied Linguistics

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.

Zielgruppe

Academic

Autoren/Hrsg.

Gregersen, Tammy

Mercer, Sarah

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

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

Über Autor(innen)

Tammy Gregersen is Professor of TESOL at the American University of Sharjah in the United Arab Emirates.

Sarah Mercer is Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria.