導(dǎo)讀 Thanks Acknowledgements Introduction 1 An introduction to educational psychology：behaviourism and cognitive psychology 1.1 Introduction 1.2 Educational psychology 1.3 Approaches to educational psychology 1.4 The positivist school 1.5 Cognitive psychology 1.6 Conclusion 2 Further schools of thought in psychology：Humanism and social interactionism 2.1 Introduction 2.2 Humanistic approaches 2.3 Social interactionism 2.4 A social constructivist model 2.5 Conclusion 3 What do teachers bring to the teaching-Learning Process? 3.1 Introduction 3.2 Studies in effective teaching 3.3 A constructivist view of education 3.4 A constructivist view of teaching 3.5 The teacher as reflective practitioner 3.6 Teachersbeliefs 3.7 Conclusion 4 What can teachers do promote learning? 4.1 Introduction 4.2 Feuersteins theory of mediation 4.3 Application of mediation theory 4.4 Investigating mediation in language classrooms 4.5 Conclusion 5 The contribution of the individual student to the learning process 5.1 Introdction 5.2 Some problems with the notion of indvidual differences 5.3 An altemnative approach 5.4 The development and importnce of self-concept 5.5 Locus of control 5.6 Attribution theoty 5.7 Conclusion 6 What makes a person want to learn?Motivation in language learning 6.1 Introduction 6.2 Early psychological views on motivation 6.3 Motivation in foreign and second language leraning 6.4 A Cognitive view of motivation 6.5 A social definition of motivation 6.6 A proposed definition of motivation 6.7 A model of motivation 6.8 Intrinsic and extrinsic motivation 6.9 Perceived value of the activity 6.10 Arousal 6.11 Learnersbeliefs about themselves 6.12 Setting and achieving goals 6.13 The involvement of significant others 6.14 Summary 6.15 Drawing it all together 6.16 Conclusion 7 How does the learner deal with the process of learning? 7.1 Introduction 7.2 Learning strategies 7.3 Skills and strategies 7.4 Learnig to learn 7.5 Metacognitive strategies 7.6 Summary 7.7 Language learning strategies 7.8 Strategy training 7.9 Learner training in foreign language teaching 7.10 Procedures for strategy training in foreign and second language teaching 7.11 Conclusion 8 The place of tasks in the langUage classroom 8.1 Introduction 8.2 Tasks in foreign language teaching 8.3 A cognitive processing approach 8.4 An educational perspective on tasks 9 The learning context 9.1 Why study learning environments? 9.2 Ecological perspectives 9.3 Environmental preferences 9.4 Classroom structure 9.5 Group processes 9.6 Classroom climate 9.7 Teacher behaviour as part of the learning，environment 9.8 Indiyidual perceptions of environments 9.9 Conclusion 10 Putting it all together References Subject index Author index
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