Marion Williams - Exploring Psychology in Language Learning and Teaching

Published in this series

Oxford Handbooks for Language Teachers

Teaching American English Pronunciation

Peter Avery and Susan Ehrlich

Putting CLIL into Practice

Phil Ball, Keith Kelly, and John Clegg

Designing and Analyzing Language Tests

Nathan T. Carr

ESOL: A Critical Guide

Melanie Cooke and James Simpson

Success in English Teaching

Paul Davies and Eric Pearse

Doing Second Language Research

James Dean Brown and Theodore S. Rodgers

English for Academic Purposes

Edward de Chazal

From Experience to Knowledge

Julian Edge and Sue Garton

Teaching Business English

Mark Ellis and Christine Johnson

Intercultural Business Communication

Robert Gibson

Teaching and Learning in the Language Classroom

Tricia Hedge

Teaching Second Language Reading

Thom Hudson

Teaching English Overseas: An Introduction

Sandra Lee McKay

Teaching English as an International Language

Sandra Lee McKay

How Languages are Learned, 4th Edition

Patsy M. Lightbown and Nina Spada

Communication in the Language Classroom

Tony Lynch

Teaching Second Language Listening

Tony Lynch

Teaching Young Language Learners

Annamaria Pinter

The Oxford ESOL Handbook

Philida Schellekens

Exploring Learner Language

Elaine Tarone and Bonnie Swierzbin

Technology Enhanced Language Learning

Aisha Walker and Goodith White

Exploring Psychology in Language Learning and Teaching

Marion Williams, Sarah Mercer, and Stephen Ryan

Doing Task-based Teaching

Jane Willis and Dave Willis

Explaining English Grammar

George Yule

Great Clarendon Street, Oxford, OX2 6DP, United Kingdom

Oxford University Press is a department of the University of Oxford.

It furthers the Universitys objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries

Oxford University Press 2016

The moral rights of the author have been asserted

eBook Edition

ISBN: 978 0 19 4423960 eBook (epub)

ISBN: 978 0 19 4423977 eBook (mobi)

First published in 2016

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

You must not circulate this work in any other form and you must impose this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work

No copying or file sharing

This digital publication is protected by international copyright laws. No part of this digital publication may be reproduced, modified, adapted, stored in a retrieval system, or transmitted, in any form or by any means, to any other person or company without the prior permission in writing of Oxford University Press, or as expressly permitted by law. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

You must not modify, adapt, copy, store, transfer or circulate the contents of this publication under any other branding or as part of any other product. You may not print out material for any commercial purpose or resale

Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims all and any responsibility for the content of such websites

ACKNOWLEDGEMENTS

The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: pp. 53, 54 Extracts from Towards an Understanding of Language Learner Self-Concept by Sarah Mercer, Springer, 2011. Reproduced by permission of Springer; permission conveyed through Copyright Clearance Center, Inc. p. 62 Extract from The beliefs and practices of Thai English Language teachers by Chamaipak Tayjasanant PhD thesis, 2001. Reproduced by permission. p. 64 Extracts from An investigation into the changes in student perceptions of and attitudes towards learning English as a second language in a Malaysian college by S. Chee Choy, PhD thesis, 2003. Reproduced by permission. p. 72 Table from A theory of motivation for some classroom experiences by Bernard Weiner, Journal of Educational Psychology, Volume 71 (1), 1979. 1979 by the American Psychological Association. Reproduced with permission. p. 86 Extracts from Attitudes towards foreign language learning among secondary students in England by Luba Atherton, PhD thesis, 2005. Reproduced by permission. p. 90 Extracts from Improving a college-level EFL writing class in Taiwan: From understanding students writing anxiety to the implementation of a process-product approach by Hanmin Tsai, EdD thesis, 2008. Reproduced by permission. pp. 125126, 135 Extracts from A study of the strategies used by Hong Kong Chinese learners in learning English in an independent school environment in the United Kingdom by Rita S. Y. Berry, PhD thesis, 1998. Reproduced by permission. pp. 140, 141 Figure from Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation by Peter D. MacIntyre, Zoltn Drnyei, Richard Clment and Kimberly A. Noels, The Modern Language Journal, Volume 82 (4) 1998. Reproduced by permission of John Wiley and Sons.

Sources: p. 13 Motivation and Personality by Abraham H. Maslow (Harper, 1954) p. 24 Adapted from figure 2.3 in Complexity and Education: Inquiries Into Learning, Teaching, and Research by Brent Davis and Dennis Sumara (Routledge, 2006), which was adapted from Engaging Minds: Learning and Teaching in a Complex World by Brent Davis, Dennis Sumara and Rebecca Luce-Kapler (Routledge, 2000). p. 74 Learners perceptions of their successes and failures in foreign language learning by Marion Williams, Robert Burden, Grard Poulet and Ian Maun, The Language Learning Journal, Volume 30 (1) 2004. p. 83 A neurobiological perspective on affect and methodology in second language learning by John H. Schumann from Affect in Language Learning by Jane Arnold (ed.) (Cambridge University Press, 1999).

Additional online resources are available at www.elt.oup.com/teachers/exploringpsychology

We would like to thank our editors, Julia Bell and Sophie Rogers, for their support, guidance, enthusiasm, and encouragement. We would also like to thank our excellent editorial team, Anna Cowper and Alexandra Paramour, for their skilful and painstaking editing. We owe a big debt of thanks to Mark Fletcher for enhancing the book with his brilliant and very witty drawings. Thanks also go to the reviewers of our original submission for their supportive and constructive comments, which encouraged us to go ahead with this book.