The application of educational psychology in English teaching.docx

The application of educational psychology in English teaching.docx

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TheapplicationofeducationalpsychologyinEnglishteaching

LiaoningNormalUniversity

（2012级）

外语教师心理学作业

作业题目：

TheApplicationofEducationalPsychology

inEnglishTeaching

学院：

外国语学院

学号：

************

*******

2015年5月

TheapplicationofeducationalpsychologyinEnglishteaching

Abstract:

Thearticleisbasedonthebriefgeneralizationandsummaryofbehaviorism,cognitivetheoryandhumanistictheoryineducational

psychologyinordertostudytheireffectonandreactiontoEnglishteaching.

Keywords:

Englishteaching

I.Introduction

CanadaLueAnnSchoolofModernLanguageCentreH.H.Sternpointedoutthatthereisnoprofessorswhodonotknowhowtoteachpsychologyandtheorycoursebutstillteachinglanguage.Similarly,itwillnotbeconsideredasstrangethatmanybooksonteachingtheoryhavesignsofpsychologicaltraitsandreferencetothemoderntheoryofpsychologyfromtimetotime（CitedinLiuRunqing,1999）. Psychologycannotdowithouttheguidanceoflanguageteaching. Thebasic viewpoint ofpsychology isoneofthebasictheoriesofthe teachingmethod. Also,oneofthecharacteristicsofthedevelopmentofmodernscienceisinterdisciplinaryinfluenceandmutualpenetration（GuiShichun,2000）.Educationalpsychologyisacrossdisciplineofpedagogyandpsychology.Itsbasicviewpointsandcharacteristicsdirectlycontactwithteaching. Thispaper intendstodiscussthe applicationproblemsofeducationalpsychologytheory inforeignlanguageteaching, inorder tobenefitthe English teachingandresearch.

II.Themain theories ofeducationalpsychology

Thedevelopmentofeducational psychologyinChina beganintwentiethCentury 70's.Thistheory hasgreatinfluenceon Chineseeducation psychologyand schooleducation practiceinthepast30years.Intermsof learning theory,educationalpsychology canbesummarizedas behaviorism, cognitive theoryandhumanism ofthreeschools,whicharesummarizedasfollows:

A. Behaviorism

Thebasictheory of behaviorismis the connectionofstimulationsand reflections forms the strengthand change. Teachingisaprocessofbehaviorcontrolandteachersenablestudentstochangebehavioroccurredalongtheexpecteddirectionthroughthecontrolstimulation,rewardsandpenalties,theyadvocatetheteachingprogram.

Reviewofthetheorydevelopment:

behaviorismisaschoolofthoughtoriginatedattheturnofthe19thand20thcentury.AmericanpsychologistThorndikeputthestimulusandresponsetheorythroughanimalexperiments. Heputtheanimalslearningasanactionfortheresultofstimulus（s）andreflection（R）,that’stosay,theanimalslearninthepracticeof"Repetition"andobtainsatisfactoryeffect. In1910,ThorndikesumsitupasLawofpracticeand"rate"lawofeffect,anddirectlyusedtoexplainthehumanlearningbehavior. Hebelievesthattherepeatedpractice and obtainedsatisfactoryresults will continuetostimulateand strengthenthebehavior, untilitformsintothereflexbehavior.

In1914,  American psychologistWatsonpublishedthe 《Behavior:

comparativepsychology introduction》. Headvocatedthatpsychologistsshouldtakeactionratherthanconsciousnessastheresearchobject,andthebehavioroforganisms（includinganimalsandhumans）andthebehaviorofcommonschemaisstimulusandresponse,andS-Rformulaisthebasicprinciplestoexplainthebehavior,thetaskofpsychologyistoidentifytheregularrelationshipbetweentheS-Rrulesconnection,Accordingtostimulateinferreactionoraccordingtoinferstimulationisinordertoachievethegoalofpredictionandcontrolofbehavior. Therefore, Watson isgenerallyregardedasthefounderofbehaviorism.

Skinner（Burrus.f.Skinner,1904-1990）,asthesuccessortobehaviorismschool,overcomesS-Rtheory’sdisadvantagesofsimplicityandthemalpracticeandmakestheformationofmodernbehaviorismwiththeoperantconditioning.Skinner willstudythe behaviorfrom observablebehaviors intounobservable but canbeinferredfromthe internalbehavior. Skinnerthoughtmostofhumanbehaviorcanbecontrolledbytheantecedenteventsandconsequenteventsandformrespondentconditioningbeforeandaftertheeventformsanoperatingenvironment. Theantecedentevent prompted behaviorandtheconsequenteventsstrengthen orweakenthe behavior.（Williams,1987）

Enlightenmentandapplication:

Althoughbehaviorismlearningtheoryisnotperfect,butthistheoryhasagreatinfluenceonthetheoryandpracticeofteachingbyS-Rmodel. Forexampleinthefortiesofthe20thcentury,theAudio-visualapproach,whichwasproducedintheUnitedStatesemphasizesthemechanicallanguagetrainingandbelievesthat formingakindof behavior mustbe throughcontinuouspractice. Overtheyears, Englishteaching emphasizes moreteachingandmoretraining, andalsoneeds repeatedpracticestoconsolidateand improvetheefficiencyoflearning. Inthe1950s,theAudio-visualapproachpioneeredintheFrenchguidedbythetheoryofbehaviorismpsychologysummedtheforeignlanguagelearningprocessastheS-Rprocess,emphasizingtheinteractionamongimagesandrecordingsofstimulus.

Inaddition,accordingtothetheoryofS-R,inEnglishteaching,teachersshouldbeadeptinfindingandformingsomethingconducivetolearningEnglish,andstrengthenthereactionofstudentsintimetoletthestudentsknowtheresultsofthestudy. Ifstudents getinspiredand feedbacksuccessfully,itcan helpthem atanytime toadjust and correcttheir behavior.Teachersmaygivepraiseandencouragementstotheactiveparticipatorsinclassroomdiscussion,theycanalsoinsisttowritereviewsonthestudents'homework.Theycanteachtextbooksfromeasytodifficult,stepbystep,whichisconvenientforstudentstolearnaccordingtoscheduleandproducedhappinessandsatisfaction. Theemergenceanddevelopmentof listeningandspeakingteaching methodisalsodevotedtothebehaviorism theory.

ThereisnodoubtthatallabovevarietiesofmethodsdoesworktoEnglishteaching.However,thenegativeeffectsofbehaviorismschoolteachingprocedureisthemechanizationoflearning,itmakesthestudents'learninglimitedwithinacertainprocedurebehaviorandmodeanditishardtogetindependentlearningandcreativeplay. Atthesametime, teachers’leadingand creativerole hasalsobeen greatlyweakened. Therefore, cognitivepsychology hasbeendeveloped andapplied inEnglishteaching.

B.Cognitive psychology

Thelearningviewofthecognitiveschoolisthatlearningisthecognitivestructureoforganizationsandreorganization;itistoseekknowledgeandinformationprocessing. Knowledgecomesfromtheinteractionofsubjectandobject,teachingistoguidestudentstomeaningfullearningandguidethestudentstotheoriginalexperience,psychologicalstructureandbeliefstoconstructknowledge.Socognitiveschoolpaysattentiontotheinitiative,socialandsituational,learning

Reviewofthetheorydevelopment:

Inthe1950s,cognitiveschoolstartedtochangetheexternalstimulusbehavioralresearchtostudythecognitiveprocessofinternalandbeoppositionofthebehaviorschool. Oneofthebasicassumptionsofcognitivepsychologyisthatpeoplearethinkingtoreproducearoundtheworld;people'sthinkingisakindofinformationprocessing. Bythe developmentof cognitive psychologists,itsorigincandatebackfromthestructuralismoftheGermanpsychologistandphilosopherWilhelmWundt（1832-1920）, AmericanpsychologistandphilosopherWilliamJames's functionalism, GermanpsychologistMaxWertheimer（1880-1943）,KurtKoffka,（1886-1941）andWolfgangKohler（1887-1967）,whoproposedthe"Gestaltpsychology",alsoknownasthe"Gestaltpsychology".

“Gestalt"holdsthattheproblemoflearningresearchshouldfocusoninternalprocessesandinternalconditions,stimulusresponseprocessoflearningarenotthebehaviorschool,buttheinsightontheoverallorganizationalstructure.Itisaprocessthroughinsightandunderstandingofthecontextofactivetectonicgestalt. Inotherwords,cognitiveschoolismediatedbyconsciousness,theconsciousnessgoverned;learningreliesonsubjectiveorganizationstructuretobethecompletecognitivestructure".Mainbodyinlearningisactive,butnotpassiveandblind.

Tothelate70soflastcentury,DavidAusubel,UlrichNeisserandJeanPiagetfurtherimprovedthe"Gestalt"basedontheconstructiontheoryandmaketheformationofContemporaryCognitivePsychologythencameintotherapiddevelopmentstage. Piagetmadealong-termstudyonchildren'sintellectualdevelopmentandputforwardthefamous"constructivism"andschematheory.

 Piagetthoughtthatthechildrengraduallyconstructknowledgeabouttheexternalworldwiththesurroundingenvironmentandtheprocessofinteraction,suchas"assimilation"and“accommodation”,sothattheircognitivestructuredeveloped. "Assimilation"referstotheprocessthattheindividuallearnerintegratestheinformationprovidedbyexternalstimuliintotheiroriginalcognitivestructure. Ifalearnercan’tusetheoriginalschematoassimilatenewstimulus,theywillneedthemodificationorreconstructionoftheoriginalschematoadapttotheenvironment."Adaptation" referstothelearnersadjusttheirowninternalstructureadapt thespecificprocessof thestimulussituation. The assimilation ofcognitivestructure canbeexpanded innumber and conformtothecognitivestructurechanged innature.Theindividuallearnersreachtheequilibrationofthesurroundingenvironment throughthe cognition of"assimilation"and "adaptation" intheformoftwoformations. 

Brunnerthoughtthatlearningistheprocessofobtainingmeaningandintentiontoformthecognitionandemphasi