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内容大纲
自20世纪六七十年代哈佛物理学课程改革项目和斯坦福大学社会生态学研究对教育心理环境进行了开创性研究以来，在西方国家，不同教育背景环境中的课堂学习环境的心理社会特征得到了广泛和深入的研究。近年来，课堂心理环境研究也逐渐引起亚洲教育研究者的浓厚兴趣，目前，教育界已普遍接受和承认课堂心理环境的质量是影响教育的重要因素之一。
本专著以作者所在高校为研究对象，通过调查和分析国内高校英语专业师生对英语课堂心理环境的感知状况，全面深入地揭示了中国高校英语课堂学习环境的心理社会特征，阐述了英语课堂心理环境因素同学生英语学习动机的内在关联，探究了中国高等教育背景环境中英语作为外语的大学英语课堂心理环境的特征和本质，对中国高校的英语专业教育具有一定的教学实践指导意义。 -
作者介绍
毕雪飞，女，1982年3月生，吉林东丰人。2013年毕业于中山大学，获英语语言文学博士学位，现任中山大学国际翻译学院英语系讲师。曾参编“普通高等教育‘十一五’国家级规划教材”《英语专业毕业论文写作手册》以及《大学英语6级听力1000题》《英语专四听力800题》等教材。主要从事英语教学研究，发表有关英语教学研究论文数余篇，主持完成中山大学桐山基金项目、广东省高等教育教学研究和改革项目等。 -
目录
List of Figures
List of Tables
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the study
1.2 Research aim and objectives
1.3 Significance of the study
1.4 Organization of the book
Chapter 2 Literature Review
2.1 Introduction
2.2 Field of classroom psychosocial environment research
2.2.1 Theoretical basis of classroom psychosocial environment research
2.2.2 Approaches to measuring classroom psychosocial environments
2.2.3 Research involving classroom environment instruments
2.2.4 Research of classroom psychosocial environments in China
2.3 Field of research on motivation in L2 learning
2.3.1 Theoretical models of L2 motivation
2.3.2 Research on L2 motivation
2.4 Summary
Chapter 3 Research Design and Methodology
3.1 Introduction
3.2 Research questions
3.3 Research design
3.4 Subjects
3.5 Instruments
3.5.1 The modified WIHIC
3.5.2 The modified MTCCU
3.6 Data collection procedures
3.7 Data analysis procedures
3.7.1 Procedures for the validation of research instruments
3.7.2 Procedures for the revelation of CE classroom psychosocial environments
3.8 The pilot phase
3.9 Summary
Chapter 4 Validity and Reliability of the Research Instruments
4.1 Introduction
4.2 Validity and reliability of the modified WIHIC
4.2.1 Construct validity of the modified WIHIC
4.2.2 Reliability of the modified WIHIC
4.3 Validity and reliability of the modified MTCCU
4.3.1 Construct validity of the modified MTCCU
4.3.2 Reliability of the modified MTCCU
4.4 Summary
Chapter 5 The Status Quo of CE Classroom Psychosocial Environments
5.1 Introduction
5.2 CE classroom psychosocial environments perceived by students
5.2.1 Actual CE classroom psychosocial environments perceived by students
5.2.2 Preferred CE classroom psychosocial environments perceived by students
5.3 CE classroom psychosocial environments perceived by instructors
5.3.1 Actual CE classroom psychosocial environments perceived by instructors
5.3.2 Preferred CE classroom psychosocial environments perceived by instructors
5.4 Summary
Chapter 6 Discrepancies in Classroom Psychosocial Environment Perceptions
Chapter 7 Gender Differences in CE Classroom Psychosociai Environment Perceptions
Chapter 8 Associations Between Classroom Environment Perceptions and English Learning Motivation
References
Appendices
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