Bøger af Sarah Mercer

This very accessible book focuses on the area of learner engagement, which can be seen as 'motivation in action'.

A compact, user-friendly reference book which draws from up-to-date research and theories from psychology to offer teachers with practical tips for small changes which they can make to their practice which will significantly improve learner outcomes and teaching.

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

Written primarily for language teachers and inspired by positive psychology, this book seeks to support and maintain teacher wellbeing through a variety of approaches.

This book explores key areas of educational and social psychology and considers their relevance to language learning and teaching, using activities and questions for reflection. The topics discussed in the book include: learners' and teachers' beliefs about how a language should be learned and taught learning and working in groups relationships with others the role of the self in teaching and learning motivation to start and persist with tasks the role of emotions in learning. The authors provide useful insights for the understanding of language learning and discuss the important implications for language teaching pedagogy. Extra resources are available on the website:www.oup.com/elt/teacher/exploringpsychology Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Stephen Ryan is Professor in the School of Economics at Senshu University, Tokyo.

This book examines the nature and development of language learner self-concept. It assesses the relevant literature in psychology and applied linguistics and describes qualitative research examining the self-concepts of tertiary-level EFL learners.