語(yǔ)言教師心理學(xué)初探各章總結(jié)ppt課件

1、Psychology for Language Teachers: A Social Constructivist ApproachInstructor: Cui LinTime: Fall of 2021Description of the CourseThis course aims to provide those majors of English education (English teachers, would-be English teachers including postgraduate students) with a psychological foundation

2、which will help them better understand ways of teaching and learning and which will provide a fund of knowledge from which to draw to inform their later classroom practices. The primary purpose of this course is to reflect the current theoretical development in pedagogy related to classroom learning

3、, especially the psychological aspects of language learning and teaching.Based on a quick review of some of the precursors in pedagogical theorization, we will examine social constructivism whose main assumption is that individuals are actively involved right from birth in constructing personal mean

4、ing, that is, their own personal understanding, from their experiences. This is done, however, through interactions with significant others. In this way, the learner is brought into the central focus in learning theories as well as in the classroom. Currently, social constructivism is the single mos

5、t important theory that informs not only EFL but also education in general.This course is not only about English teaching; rather, it aims at raising teachers (or would-be teachers) consciousness about the differences between teaching and education, developing their critical thinking, making them re

6、flect on the current situation of EFL in China, and encouraging them to explore possible remedies for the problems. It is hoped that the insights provided by this course will shed light on many of the issues and questions that we have about the current quality education in China.ContentsIntroduction

7、Chapter 1 An introduction to educational psychology: behaviorism and cognitive psychologyChapter 2 Further schools of thought in psychology: humanism and social interactionismChapter 3 What do teachers bring to the teaching-learning process?Chapter 4 What can teachers do to promote learning?Chapter

8、5 The contribution of the individual student to the learning processChapter 6 What makes a person want to learn? Motivation in language learningChapter 7 How does the leaner deal with the process of learning?Chapter 8 The place of tasks in the language classroomChapter 9 The learning contextChapter

9、10 Putting it all togetherOverview of the BookChapter 1 and 2Get a birds view of some important theories of educational psychology, selectively introduces behaviorism, cognitive psychology, constructivism and social interactionism, and finally social constructivism.Chapter 3 and 4About the teacher,

10、teacher belief sand the role of mediatorChapter 5, 6 and 7About the learner, influence of individual differences, motivation and strategyChapter 8 About the task, which is the interface between the teacher and the learnerChapter 9About the context, physical condition, interpersonal interaction and p

11、sychological atmosphere, laying emphasis on the individual learners feeling and understanding of the environmental factors.Chapter 10A summary. About 10 points which can be taken as valuable advices for language teachers.IntroductionPurpose: Explore the way of applying the contemporary theories of p

12、sychology to foreign language teachingThese psychological theories: behaviorism, cognitive psychology, constructivism, humanism, social interactionismHumanism: Reflects learners personal feeling and personal needs; emphasizes the point that learning must have personal meaning; also holds the view of

13、 whole-person education (both affective and cognitive).Constructivism: Emphasizes that individual learners starts with personal experiences, and then construct their own understanding of the world and construction of their personal meanings, stresses learning process, and objects to simple transmiss

14、ion of knowledge.Social Interactionism: Emphasizes that learning and personal development takes place in the interaction with other people, and the teacher is an important interactional object of the learner.Social Constructivism: Integration and interpretation of the above theories.Here: “Social is

15、 used in its narrow sense. i.e. the relationship between people and a group. It is no longer concerned with politics and economy.Gist of Social Constructivism: Knowledge is constructed by individual person, rather than passed on by other people;The construction takes place in the interaction with ot

16、her people, and it is the result of social interaction.This model establishes its four essential elements: learner, teacher, task, context.Learner-centerTeacher-mediatorTask & context-external environmentThe four elements correlate and interact with each other a dynamic way.The theory also absor

17、bs the gist of humanism, laying special emphasis on learners whole-person education. That is, besides cognitive development, there is also the development of learners competence characterized by meta-cognitive features, positive concept and personal character.Pedagogical Implications1. More emphases

18、 are laid on the subjectivity of learners, and the teacher should provide process and experience for the learners to conduct the construction of personal meaning.2. Besides providing process and experience, the teacher plays the role of a mediator, guiding them in the appropriate response to the mea

19、ningful stimuli, helping them understand the significance and goal of the task, promoting them to take shape their own consciousness of self-control, self-confidence and provides them with favorable psychological environment, etc.3. All these are done through the use of language. The challenge the t

20、eacher is faced with is that, he should not be satisfied with the routine classroom expression, he should also learn to use language to realize the function of mediation.4. Foreign language teaching must have education value, must make learning process full of personal meaning. Communicative approac

21、h makes us understand “information gap, and we learn to do “meaningful practices. However, what kind of information and meaning are of value to the learner? The book tells us that , it must be relatedto the learners personal experiences and the present situation., which requires foreign language tea

22、chers to learn to understand learners individualities, uniqueness, their personal traits and needs.5. The educational value of foreign language teaching also lies in the promotion of learners whole-person education. i.e. besides language learning itself, there are also the development of learning ap

23、titude, positive affective factor and noble character.6. Teachers own learning-Social constructivism also applies to the interpretation of teachers cognitive process. In his own experience of teaching, his own understanding (knowledge) and belief of learning and teaching takes shape, on the basis of

24、 which his own teaching practice is guided. This book advocates teachers reflection on his own teaching practice, making those implicit personal beliefs embedded in teaching practice explicit, so that he will have a clear picture and a conscious knowledge of his own teaching and the importance of ma

25、king modifications. As a result, teachers professional development is promoted.Chapter 1 Behaviorism and cognitive psychologynThe positivist schoolnPremiseknowledge and facts exist within the real world and can be discovered by setting up experiments in which conditions are carefully controlled and

26、where hypotheses are set up and tested.BehaviorismnRooted in positivismnS-R/classical conditioningnSkinner: nEmphasize the importance of reinforcementnExplain learning in terms of operant conditioningnAudiolingual methodCognitive psychologynInformation processing (attention, perception, memory)nMemo

27、ry (short-term/working memory, long-term memory; Tulving, episodic/semantic memory)nIntelligence (Gardner MIT)MIT and its implicationsnLinguisticnLogical-mathematicalnSpatialnInterpersonalnIntrapersonalnMusicalnBodily-kinestheticnNaturalisticnexistentialConstructivismnPiagetnEmphasize the constructi

28、ve nature of human learning processnIndividuals are actively involved right from birth in constructing personal meaningnStages:nSensori-motor stagenIntuitive/preoperational stagenOperational stagenConcrete operational stagenFormal operational stageOther termsnMaturationnEquilibrationnAssimilation/ac

29、commodationnAdaptationJerome BrunnernDiscovery learningnEducation of the whole personnLearn how to learnn3 modes of thinking: enactive, iconic, symbolicGeorge KellynPersonal-construct theorynpremise: man as scientistnImportant implication: nmeaningful vs meaningless learningChapter 2 Humanism and So

30、cial interactionismnErik EriksonnEpigenetic principlen8 stages:nTrust/mistrustnAutonomy/doubtnInitiative/guiltnIndustry/inferioritynIdentity/role confusionnIntimacy/sense of isolationnGeneravity/sense of stagnationnIntegrity/despairAbraham MaslownHierarchy of human needs:nBeing needs:nself-actualiza

31、tionnaesthetic needsncognitive needsnDeficiency needs:nneed for self-esteemnneed for interpersonal closenessnneed for safety and securitynbasic physiological needsCarl RogersnPremise: nHuman beings have a natural potential for learning.nSignificant learning will only take place when the subject matt

32、er is perceived to be of personal relevance to the learner and when it involves active participation by the learner.nLearning which is self-initiated and which involves feelings as well as cognition is most likely to be lasting and pervasive.nWhen there is a perceived threat to the learners self-ima

33、ge, resistance to learning is likely to occur.nIndependence, creativity and self-reliance are most likely to flourish in learning situations where external criticism is kept to a minimum and where self-evaluation is encouraged.nThe most socially useful kind of learning to prepare learners to cope wi

34、th the demands of the modern world is learning about the process of learning itself, a continuing openness to experience and a preparedness to become involved in the process of change. Humanism in ELTnThe Silent WaynSuggestopaedianCommunity Language LearningnAll the three methods have their theoreti

35、cal foundation in psychology rather than linguistics.Social interactionismnLev VygotskynThought and Language (1962)nMind in Society (1978)nMediationnZone of Proximal Development (ZPD)-the layer of skill or knowledge which is just beyond that with which the learner is currently capable of coping.nReu

36、ven Feuerstein nAnyone can become a fully effective learnernStructural cognitive modifiabilitynInstrumental enrichmentnCognitive mapA Social Constructivist ModelnFour key factors involved in the learning process-teachers, learners, tasks and contextsnTheir relationship-teachers select tasks which re

37、flect their beliefs about teaching and learning. Learners interpret tasks in ways that are meaningful and personal to them as individuals. The task is the interface between the teacher and learners. Teachers and learners also interact with each other; nthe way that teachers behave in classrooms refl

38、ects their values and beliefs, and the way in which learners react to teachers will be affected by the individual characteristics of the learners and the feelings that the teacher conveys to them. These three elements: teacher, task and learner are in this way a dynamic equilibrium.nMoreover, the co

39、ntext in which the learning takes place will play an important part in shaping what happens within it. This includes the emotional environment, the physical environment , the whole school ethos, the wider social environment, the political environment and the cultural setting. This can be represented

40、 as a set of concentric circles, influencing each other, with the participants playing an ongoing part in shaping those environments.Chapter 3 What do teachers bring to the teaching-learning process?nA constructivist view of education:n1 to empower learners to think for themselvesn2 to perpetuate in

41、 the next generation ways of acting and thinking that are judged the best by the present generationnIn Glaserfelds view, a constructivist approach to education is best put into practice by presenting issues, concepts and tasks in the form of problems to be explored in dialogue rather than as informa

42、tion to be ingested and reproduced.nA constructivist view of teaching:nBy SalmonnNot as the passing on of a parcel of objective knowledge, but as the attempt to share what you yourself find personally meaningful.nConstructivist approach emphasizes that fact that no two teachers and no two teaching s

43、ituations are ever the same. And an important component of a constructivist approach to education is for teachers to become aware of what their own beliefs and views of the world are, which leas us into the notion of the reflective practitioner.The teacher as reflective practitionernTeachers subject

44、 their everyday professional practice to ongoing critical reflection and make clear their own particular world view by means of such consideration.nThe task of the reflective practitioner is to make tacit or implicit knowledge explicit by reflection on action, by constantly generating questions and

45、checking our emerging theories with both personal past experience and with the reflections of others.nSchons distinction between reflection-in-action and reflection-on actionTeachers beliefsnBeliefs about learnersnBeliefs about learningnBeliefs about themselvesnBeliefs about teachingChapter 4What ca

46、n teachers do to promote learning?nFeuersteins theory of mediationnDifferences between teacher as mediator and teacher as disseminator of information-n 1 Mediation must be concerned with empowering, with helping learners to acquire the knowledge, skills and strategies they will need in order to prog

47、ress, to learn more, to tackle problems, to function effectively in a particular culture and a changing society, and to meet new, emerging and unpredictable demands.n2 It is also concerned with helping learners to become autonomous, to take control of their own learning, with the fundamental aim of

48、enabling them to become independent thinkers and problem solvers. Key features of mediationnSignificancenPurpose beyond the here and nownShared intentionnA sense of competencenControl of own behaviornGoal-settingnChallengenAwareness of changenA belief in positive outcomesnSharingnIndividualitynA sen

49、se of belongingChapter 5The contribution of the individual students to the learning processnProblems with the traditional notion of individual differences:nTraditional research on individual differences has been mainly concerned with measuring, labeling and grouping people.nThe purpose of such resea

50、rch is usually not to identify how individuals differ but to group them according to perceived similarities.nThe findings have been of limited practical value because they do not inform us how we can help any individual to become a more effective learner.nIn many instances they do not even help us t

51、o improve the functioning of the groups that are identified by the research.nResearch in this area is often based on a theory of learning which views peoples behavior as being heavily influenced by certain traits or attributes which are fixed.Suggested starting points:nWe must start from a theory of

52、 learning that is robust and to which as researchers and teachers we subscribe.nSuch a theory should enable us to focus on the uniqueness of individuals as well as helping us to see what they have in common.nIt should also be a theory of how people change rather than how they start the same. nThis s

53、hould give rise to implications for action and intervention.nIt should enable us also to support individuals in taking personal control of their own learning.nIn doing so it must be connected to individuals views of themselves as learners.The development and importance of self-conceptnSelf-concept-a

54、 global term referring to the amalgamation of all our perceptions and conceptions about ourselves which give rise to our sense of personal identity. nMore formally, it is defined as “the totality of a complex and dynamic system of learned beliefs which individual holds to be true about his or her pe

55、rsonal existence and which gives consistency to is or her personality.nAs young children begin to construct a more or less stable view of the world, so they begin to develop also an awareness of themselves as individuals and an understanding of their place within that world. This developing self-con

56、cept in turn comes to influence the way in which they try to make sense of other aspects of their world. nThe relationship is reciprocal: individuals views of the world influence their self-concept, while at the same time their self-concepts affect their views of the world. Both of these views will

57、affect their success in learning situations.Locus of control (LoC)nA term derived from the Social Learning theory of Roter (1954), referring to a persons beliefs about control over life events.nPeople who feel personally responsible for everything that happens to them in their lives are internaliser

58、s, while those people who feel that events in their lives are all determined by forces beyond their control, such as fate, luck, or other people, are termed externalisers.Attribution theorynHeider (1944,1958)nWeiner (1979, 1980, 1986)nIt is about to what people attribute their success or failure on

59、a particular language learning task.nSome possible attributions for success are:nI am good at learning languages;nI know how to do this sort of task;nI worked hard;nThe task was easy.nConversely, some attributions for failure are:nIm no good at languages;nThe task was boring;nI dont like languages;n

60、I didnt try;nIt was too difficult.nEssentially, Weiner suggested that, on the whole, people tend to refer to four main sets of attributions for their perceived successes and failures in life: ability, effort, luck and the perceived difficulty of the task with which they are faced.Chapter 6 What makes a