Interpersonal Dynamics in Second Language Education: The Visible and Invisible ClassroomUntil now, relatively little research on interpersonal processes and group dynamics addressed the educational domain, particularly second language education. This book fills the gap by synthesizing diverse aspects of interpersonal and group psychology and exploring conscious and unconscious processes that affect learning and teaching. Drawing on humanistic, social, and clinical psychology, it addresses unconscious communication among people, group development, class climate, psychological characteristics of effective classroom groups, leadership roles, interpersonal attraction and conflicts, and the relationship of these to learner autonomy and collaborative learning. Due to its interdisciplinary nature, this book will be of interest to teacher educators and practicing teachers, researchers, undergraduate and graduate students, school administrators and supervisors of educational programs, and many learners themselves. In addition, since the main focus of the book is the affective foundation of the teaching/learning process, this material will be relevant to non-language teachers and clinical practitioners interested in educational issues, as well as graduate students in training for those professions. |
Contents
Preface | ix |
Basic Concepts and Approaches | xvii |
Intrapersonal Processes | 22 |
Copyright | |
12 other sections not shown
Other editions - View all
Interpersonal Dynamics in Second Language Education: The Visible and ... Madeline E. Ehrman,Zoltan Dornyei No preview available - 1998 |
Common terms and phrases
ability acceptance achievement activities Agazarian and Peters anxiety attraction avoid basic assumption behavior boundaries Chapter characteristics class group classroom group cognitive cohesive group communication conflict context cooperative learning countertransference dependency described discussed Dörnyei educational educational psychology effective Ehrman emotional enhance environment example experience expression facilitation feedback feelings fight-flight goals group cohesiveness group development group formation group members group norms group processes humanistic psychology important individual influence interaction intermember interpersonal attraction invisible group Johari Window laissez-faire language learning leadership functions leadership group dynamics learner autonomy maturity membership motivation narcissism narcissistic needs one's participation perception performance person phase positive projective identification promote psychoanalytic group dynamics psychotherapy relations relationship responsibility result rewards second language self-regulated self-regulated learning shared situated learning situation skills social psychology status structure style task teacher teaching theory tion Tuckman's uncon unconditional positive regard unconscious unconscious communications usually