Psychology for Language Teachers: A Social Constructivist Approach

By E. Horwitz. 2002

1,250 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f06a83523c09424c0678fa9bcf4c02f57cceee4

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In Social Psychology

Citations in the corpus

The Relationship between Iranian EFL Teachers' Critical Thinking Ability and their Professional Success (2010, background): “As Williams and Burden (1997) state, student evaluations of teacher effectiveness are influenced by a number of factors including teacher characteristics, class content, timing of the evaluation, and above all individual differences in student evaluators.”
Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style (2001, background): “They also provide evidence of some psychological principles, namely perceived autonomy and perceived competence, by which motivation may be enhanced (cf. Williams & Burden, 1997).”
A Model of Foreign Language Anxiety in the Saudi EFL Context (2014, background): “94 Young (1999) identified some sources of language test anxiety, such as perceptions of test validity, time limits and associated pressures, test techniques, test formats, test length, testing environment, and clarity of test instructions.”
The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Resilience Level Facing Unfamiliar Vocabulary Items in Reading (2011, background): “…emphasized, and investigated the concept of individual learner differences; "it is undoubtedly true that learners bring many individual characteristics to the learning process which will affect both the way in which they learn and the outcomes of that process" (Williams & Burden, 1997, p. 88).”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, methodology): “Their justification for selecting these variables was based on previous empirical research that showed that the teacher, the students, and the learning tasks were the relevant factors in the language classroom environment (Cl ement, D€ornyei, & Noels, 1994; Williams & Burden, 1997).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “2 Williams and Burden’s Social Constructivist Framework Williams and Burden’s (1997) model was particularly forward-looking, as it not only”
Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1). (2017, background): “For this reason, Williams and Burden (2007) suggest that: If the teacher-as-educator is one who is constantly re-evaluating in the light of new knowledge his or her beliefs about language, or about how language is learned, or about education as a whole, then it is crucial that teachers first…”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “Williams and Burden (1997) differentiated two aspects of motivation: initiating motivation which was concerned with the reasons for doing something and deciding to do something, and sustaining motivation referring to the effort for sustaining or persisting in doing something.”
A Chinese Conceptualisation of Willingness to Communicate in ESL (2003, background): “In L2 learning, which involves ‘an alternation of self-image, and the adoption of new social and cultural behaviours and ways of being’ (Williams & Burden, 1997: 115), it seems likely that Chinese students would be even more sensitive to the judgement of the public upon their language behaviours…”
The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom (2008, background): “Williams & Burden (1997) claim that the theory opposes the idea of the discrete teaching of skills and argues that meaning should constitute the central aspects of any unit of study.”
Emotional Intelligence and Job Performance: A Study among Malaysian Teachers☆ (2016, background): “Thus, teacher’s role in today's era has become more difficult and varied (Williams & Burden, 2000).”
Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties (2010, background): “According to Williams and Burden (1997) , teachers' beliefs about language learning ‘affect everything that they do in the classroom’ (pp.”
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English (2019, methodology): “Models offered by Williams and Burden (1997) and D€ornyei and Ott o (1998) show the complexity and dynamism of motivation in which it is demonstrated as a staged process.”