.

0 (hodnocen0 x )

(2.7) Půjčeno:8x 

BK

1st ed.

Cambridge : Cambridge University, 1997

240 s.

ISBN 0-521-49880-5 (brož.)

Obsahuje úvod, rejstříky

Bibliografie: s. 209 - 227

Jazyky cizí - vyučování - příručky učitelské

Psychologie pedagogická - jazyky cizí - vyučování - využití - příručky

000087567

Thanks page viii // Acknowledgements ix // Introduction 1 // 1 An introduction to educational psychology: // behaviourism and cognitive psychology 5 // 1.1 Introduction 5 // 1.2 Educational psychology // 1.3 Approaches to educational psychology // 1.4 The positivist school // 1.5 Cognitive psychology 13 // 1.6 Conclusion 29 // 2 Further schools of thought in psychology: // humanism and social interactionism 30 // 2.1 Introduction 30 // 2.2 Humanistic approaches 30 // 2.3 Social interactionism 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 // v // 40 r-- oo // Contents // 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 // Contents // 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