The Routledge Handbook of the Psychology of Language Learning and Teaching

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