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 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.
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
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.
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