1、The application of educational psychology in English teaching Liaoning Normal University（2012级）外语教师心理学作业作业题目：The Application of Educational Psychology in English Teaching学 院： 外国语学院学 号： * *2015年5月 The application of educational psychology in English teaching Abstract: The article is based on the brie
2、f generalization and summary of behaviorism, cognitive theory and humanistic theory in educationalpsychology in order to study their effect on and reaction to English teaching .Key words: English teaching I. IntroductionCanada Lue Ann School of Modern Language Centre H.H .Stern pointed out that ther
3、e is no professors who do not know how to teach psychology and theory course but still teaching language. Similarly, it will not be considered as strange that many books on teaching theory have signs of psychological traits and reference to the modern theory of psychology from time to time (Cited in
4、 Liu Runqing, 1999).Psychology cannot do without the guidance of language teaching.The basicviewpointof psychologyis one of the basic theories of theteaching method.Also, one of the characteristics of the development of modern science is interdisciplinary influence and mutual penetration (Gui Shichu
5、n, 2000). Educational psychology is a cross discipline of pedagogy and psychology. Its basic viewpoints and characteristics directly contact with teaching.This paperintends to discuss theapplication problems of educational psychology theoryin foreign language teaching,in orderto benefit theEnglishte
6、aching and research. II. The maintheoriesof educational psychologyThe development of educationalpsychology in Chinabegan in twentieth Century70s. This theoryhas great influence onChinese educationpsychology andschool educationpractice in the past 30 years. In terms oflearningtheory, educational psyc
7、hologycan be summarized asbehaviorism,cognitivetheory and humanismof three schools, which are summarized as follows:A.BehaviorismThe basic theoryofbehaviorism istheconnection of stimulations andreflectionsformsthestrength andchange.Teaching is a process of behavior control and teachers enable studen
8、ts to change behavior occurred along the expected direction through the control stimulation, rewards and penalties, they advocate the teaching program.Review of the theory development: behaviorism is a school of thought originated at the turn of the 19th and 20th century. American psychologist Thorn
9、dike put the stimulus and response theory through animal experiments.He put the animals learning as an action for the result of stimulus (s) and reflection (R), thats to say, the animals learn in the practice of Repetition and obtain satisfactory effect.In 1910, Thorndike sums it up as Law of practi
10、ce and rate law of effect, and directly used to explain the human learning behavior.He believes that the repeated practiceandobtained satisfactory resultswillcontinue to stimulate andstrengthen the behavior,until it forms into the reflex behavior.In 1914,Americanpsychologist Watson published theBeha
11、vior: comparative psychologyintroduction.He advocated that psychologists should take action rather than consciousness as the research object, and the behavior of organisms (including animals and humans) and the behavior of common schema is stimulus and response, and S - R formula is the basic princi
12、ples to explain the behavior, the task of psychology is to identify the regular relationship between the S-R rules connection, According to stimulate infer reaction or according to infer stimulation is in order to achieve the goal of prediction and control of behavior.Therefore,Watsonis generally re
13、garded as the founder of behaviorism.Skinner (Burrus.f.Skinner, 1904-1990), as the successor to behaviorism school, overcomes S -R theorys disadvantages of simplicity and the malpractice and makes the formation of modern behaviorism with the operant conditioning. Skinnerwill study thebehavior fromob
14、servable behaviorsinto unobservablebutcan be inferred from theinternal behavior.Skinner thought most of human behavior can be controlled by the antecedent events and consequent events and form respondent conditioning before and after the event forms an operating environment.The antecedent eventpromp
15、tedbehavior and the consequent events strengthenor weaken thebehavior. (Williams, 1987) Enlightenment and application: Although behaviorism learning theory is not perfect, but this theory has a great influence on the theory and practice of teaching by S - R model.For example in the forties of the 20
16、th century, the Audio-visual approach, which was produced in the United States emphasizes the mechanical language training and believes thatforming a kind ofbehaviormust bethrough continuous practice.Over the years,English teachingemphasizesmore teaching and more training,and also needsrepeated prac
17、tices to consolidate andimprove the efficiency of learning.In the 1950s, the Audio-visual approach pioneered in the French guided by the theory of behaviorism psychology summed the foreign language learning process as the S-R process, emphasizing the interaction among images and recordings of stimul
18、us.In addition, according to the theory of S-R, in English teaching, teachers should be adept in finding and forming something conducive to learning English, and strengthen the reaction of students in time to let the students know the results of the study.If studentsget inspired andfeedback successf
19、ully, it canhelp themat any timeto adjustandcorrect theirbehavior. Teachers may give praise and encouragements to the active participators in classroom discussion, they can also insist to write reviews on the students homework. They can teach textbooks from easy to difficult, step by step, which is
20、convenient for students to learn according to schedule and produced happiness and satisfaction.The emergence and development oflistening and speaking teachingmethod is also devoted to the behaviorismtheory.There is no doubt that all above varieties of methods does work to English teaching. However,
21、the negative effects of behaviorism school teaching procedure is the mechanization of learning, it makes the students learning limited within a certain procedure behavior and mode and it is hard to get independent learning and creative play.At the same time,teachers leading andcreative role has also
22、 beengreatly weakened.Therefore,cognitive psychologyhas been developedand appliedin English teaching.B. CognitivepsychologyThe learning view of the cognitive school is that learning is the cognitive structure of organizations and reorganization; it is to seek knowledge and information processing.Kno
23、wledge comes from the interaction of subject and object, teaching is to guide students to meaningful learning and guide the students to the original experience, psychological structure and beliefs to construct knowledge. So cognitive school pays attention to the initiative, social and situational, l
24、earning Review of the theory development: In the 1950s, cognitive school started to change the external stimulus behavioral research to study the cognitive process of internal and be opposition of the behavior school.One of the basic assumptions of cognitive psychology is that people are thinking to
25、 reproduce around the world; peoples thinking is a kind of information processing. By thedevelopment ofcognitivepsychologists, its origin can date back from the structuralism of the German psychologist and philosopher Wilhelm Wundt(1832 -1920), American psychologist and philosopher William Jamessfun
26、ctionalism,German psychologist Max Wertheimer (1880 -1943), Kurt Koffka, (1886 - 1941) and Wolfgang Kohler (1887 - 1967), who proposed the Gestalt psychology, also known as the Gestalt psychology. “Gestalt holds that the problem of learning research should focus on internal processes and internal co
27、nditions, stimulus response process of learning are not the behavior school, but the insight on the overall organizational structure. It is a process through insight and understanding of the context of active tectonic gestalt.In other words, cognitive school is mediated by consciousness, the conscio
28、usness governed; learning relies on subjective organization structure to be the complete cognitive structure. Main body in learning is active, but not passive and blind.To the late 70s of last century, David Ausubel, Ulrich Neisser and Jean Piaget further improved the Gestalt based on the constructi
29、on theory and make the formation of Contemporary Cognitive Psychology then came into the rapid development stage.Piaget made a long-term study on childrens intellectual development and put forward the famous constructivism and schema theory.Piaget thought that the children gradually construct knowle
30、dge about the external world with the surrounding environment and the process of interaction, such as assimilation and “accommodation”, so that their cognitive structure developed.Assimilation refers to the process that the individual learner integrates the information provided by external stimuli i
31、nto their original cognitive structure.If a learner cant use the original schema to assimilate new stimulus, they will need the modification or reconstruction of the original schema to adapt to the environment. Adaptationrefers to the learners adjust their own internal structure adaptthe specific pr
32、ocess ofthe stimulus situation.Theassimilationof cognitive structurecan be expandedin numberandconform to the cognitive structure changedin nature. The individual learners reach the equilibration of the surrounding environmentthrough thecognitionof assimilation andadaptationin the form of two formations.Brunner thought that learning is the process of obtaining meaning and intention to form the cognition and emphasi
