Zoltán Dörnyei
Biographic Data
| ID | 213203 |
|---|---|
| NAME | Zoltán Dörnyei |
| GIVEN NAMES | Zoltán |
| FAMILY NAME | Dörnyei |
| SIGNATURE | DÖRNYEI Z |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-7820-1254 |
| VERIFIED | Yes |
| TOTAL WORKS | 58 |
| TOTAL CITATIONS | 878 |
| AUTHOR COUNT | 56 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 16 |
Stories from Exceptional Language Learners Who Have Achieved Nativelike Proficiency
This book recounts the fascinating stories of 30 language learners who triumphed against all odds to achieve nativelike proficiency, opening a narrative window into their learning experiences. This rich corpus of success stories will appeal to language learners and researchers as a motivational primer for their own studies
Lessons from Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity
This book opens a narrative window into the experiences of learners who achieve nativelike proficiency and offers insights into their pathways to success. Tying together themes of motivation, cognition and identity, the authors explore how these learners became so successful and whether their success can be repeated by others
Teaching and Researching Motivation
Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in t…
Engaging Language Learners in Contemporary Classrooms
This accessible book offers a fresh perspective on engagement, with an emphasis on how teachers can create the conditions for active engagement and the role learners can play in shaping the way they learn. Drawing on extensive theoretical knowledge, the book takes an applied approach, providing clear principles and practical strategies for teachers.
Innovations and Challenges in Language Learning Motivation
Innovations and Challenges in Language Learning Motivation provides a cutting-edge perspective on the latest challenges and innovations in language learning motivation, incorporating numerous examples and cases in mainstream psychology and in the field of second language acquisition. Drawing on over three decades of research experience as well as an extensive review of the latest psychological and SLA literature, Dörnyei provides an accessible ov…
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor …
Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self
Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue
This special issue takes a critical look at a largely uncharted area of language learning motivation: the motivation to learn languages other than English (LOTEs) in an era of globalization and multilingualism. Most 21st‐century literature on motivation in second language acquisition has focused on the learning of English, whose dominant status as a global language has significantly shaped current conceptualizations of second language motivation …
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions
The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics tha…
Language Learning Motivation in China: Results of a Large-Scale Stratified Survey
This article reports on the findings of a large-scale cross-sectional survey of the motivational disposition of English language learners in secondary schools and universities in China. The total sample involved over 10,000 students and was stratified according to geographical region and teaching contexts, selecting participants both from urban and rural locations. The investigation aims to present a balanced overview of the general level of L2 m…
Motivation, Vision, and Gender: A Survey of Learners of English in China
This study reports on the second phase of a large-scale stratified survey in China, examining the role of vision and imagery in the learners' motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a broad overview of the extent to which the capacity of vision contributes to the overall motivationa…
Motivational Currents in Language Learning: Frameworks for Focused Interventions
The Psychology of the Language Learner Revisited
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar struct…
Language Teacher Immunity: A Double-Edged Sword
In this paper we introduce a new concept termed “teacher immunity”. We propose that this immunity emerges from the accrued experiences of coping with disturbances and problems in stressful teaching environments, and that it functions as an indispensable protective armor allowing language teachers to survive the unavoidable hassles of classroom practice. We draw parallels with biological immunity and established constructs in psychology, while des…
Motivational dynamics in language learning
L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape
Motivational Dynamics in Language Learning
This collection of conceptual papers and data-based research studies investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The chapters seek to answer the question of how we can understand motivation if we perceive it as a continuously changing and evolving entity rather than a fixed learner trait.
The Psychology of the Language Learner
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner…
Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom
While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather than as part of a system or network, and most established quantitative data analytical procedures (e.g…
Teaching and Researching: Motivation
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to …
Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages
Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners' vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners' capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of …
Motivation, Language Identity and the L2 Self
With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.
Questionnaires in Second Language Research: Construction, Administration, and Processing
Questionnaires in Second Language Research: Construction, Administration, and Processing is the first guide in the second language field devoted to the question of how to produce and use questionnaires as reliable and valid research instruments. It offers a thorough overview of the theory of questionnaire design, administration, and processing, made accessible by concrete, real-life second language research applications. This Second Edition featu…
The L2 Motivational Self System
The Authors Reply
Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation
Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teache…
L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape
Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom
Defining the motivational basis of second and foreign language acquisition has been at the center of much research and controversy for many years. The present study applied social psychological constructs to the acquisition of English in the unicultural Hungarian setting. A total of 301 Grade 11 students from the region of Budapest answered a questionnaire assessing their attitude, anxiety, and motivation toward learning English, as well as their…
Motivation in second and foreign language learning
All this work could be conceivable
Teaching and Researching: Motivation
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to …
Individual Differences: Interplay of Learner Characteristics and Learning Environment
The notion of language as a complex adaptive system has been conceived within an agent-based framework, which highlights the significance of individual-level variation in the characteristics and contextual circumstances of the learner/speaker. Yet, in spite of this emphasis, currently we know relatively little about the interplay among language, agent, and environment in the language acquisition process, which highlights the need for further rese…
Conceptualizing Motivation in Foreign-Language Learning
This study investigates the components of motivation in foreign-language learning (FLL)-which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained from second-language acquisition (SLA) contexts-those in which the target language is learned at least partly embedded in the host environment-are not directly applicable to FL…
Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages
Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners' vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners' capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of …
Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning
Kathleen Bardovi-Harlig, , Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning, TESOL Quarterly, Vol. 32, No. 2 (Summer, 1998), pp. 233-262
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications
Questionnaires in Second Language Research: Construction, Administration, and Processing
Questionnaires in Second Language Research: Construction, Administration, and Processing is the first guide in the second language field devoted to the question of how to produce and use questionnaires as reliable and valid research instruments. It offers a thorough overview of the theory of questionnaire design, administration, and processing, made accessible by concrete, real-life second language research applications. This Second Edition featu…
Language Learners' Motivational Profiles and Their Motivated Learning Behavior: Language Learning Vol. 55, No. 4
The aim of the present study is to define and describe second language (L2) learners’ motivational profiles by means of a statistical procedure that is relatively rarely used in L2 studies: cluster analysis. To achieve this aim, 5 broad dimensions of students’ motivational and attitudinal dispositions toward 5 different L2s were measured and analyzed, using survey data collected from 8,593 13- and 14-year-old Hungarian pupils on 2 occasions. Stat…
Motivating Language Learners: A Classroom‐Oriented Investigation of the Effects of Motivational Strategies on Student Motivation
The teacher's use of motivational strategies is generally believed to enhance student motivation, yet the literature has little empirical evidence to support this claim. Based on a large‐scale investigation of 40 ESOL classrooms in South Korea involving 27 teachers and more than 1,300 learners, this study examined the link between the teachers' motivational teaching practice and their students' language learning motivation. The students' motivati…
The Effects of Intercultural Contact and Tourism on Language Attitudes and Language Learning Motivation
This article investigates attitude-mediated contact effects on language learners' motivational disposition by addressing the question as to whether increased intercultural contact through tourism will lead to enhanced language attitudes and language learning motivation. The analysis is based on empirical data gathered in a repeated cross-sectional survey of 8,593 13- and 14-year-old Hungarian pupils in a national sample, stratified according to r…
Communication Strategies in a Second Language: Definitions and Taxonomies
This paper examines trends in second language (L2) communication strategy (CS) research to date. We give a comprehensive review of the relevant literature from the last two decades, with particular consideration of the different ways in which CSs have been defined and of corresponding influences on the organization of strategy taxonomies. We first outline the history of CS research and discuss problem-orientedness and consciousness as defining cr…
Motivation, Vision, and Gender: A Survey of Learners of English in China
This study reports on the second phase of a large-scale stratified survey in China, examining the role of vision and imagery in the learners' motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a broad overview of the extent to which the capacity of vision contributes to the overall motivationa…
Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom
While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather than as part of a system or network, and most established quantitative data analytical procedures (e.g…
Motivation in action: Towards a process-oriented conceptualisation of student motivation
Background. This paper focuses on the temporal dimension of student motivation; that is, rather than considering motivation a stable emotional or mental state, the emphasis is placed on portraying motivation processes as they happen in time. Aims. 1. To account for the dynamic development of motivation in prolonged learning processes such as the mastery of school subjects. 2. To discuss the practical implications of a process-oriented approach fo…
On the Teachability of Communication Strategies
Because a significant proportion of real-life L2 communication is problematic, L2 learners might benefit from instruction on how to cope with performance problems. Such instruction could include the specific teaching of ’ communication strategies, which involve various verbal and nonverbal means of dealing with difficulties and break-downs that occur in everyday communication. Opinions on the teach-ability of such strategies, however, vary widely…
The Psychology of the Language Learner Revisited
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar struct…
Group dynamics and foreign language teaching
Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self
Lexical Phrases and Language Teaching
Cummins, J. (1989). Empowering minority students. Sacramento: California Association of Bilingual Education. Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell. Faltis, C. (1990). Classroom language use and educational equity: Toward interactive pedagogy. In H. P. Baptiste, J. Anderson, J. Walker de Felix, & H. C. Waxman (Eds.), Leadership, equity, and school effectiveness (pp. 109-126). Newbury Park, CA: Sage. Frei…
Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching
The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly
Conceptualizing Motivation in Foreign-Language Learning
This study investigates the components of motivation in foreign-language learning (FLL)-which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained from second-language acquisition (SLA) contexts-those in which the target language is learned at least partly embedded in the host environment-are not directly applicable to FL…
English teaching in Hungary: How far behind
Validation of the C-test amongst Hungarian EFL learners
This article reports on the results of a research programme carried out to validate the C-test amongst Hungarian EFL learners. One hundred and two university English majors were administered four different language tests (including an oral interview) to form a General Language Proficiency measure against which the C-test was evaluated. Various analyses were made, partly to replicate the results of the earlier studies to see to what extent these c…
Motivation and Motivating in the Foreign Language Classroom
Lexical Phrases and Language Teaching
Cummins, J. (1989). Empowering minority students. Sacramento: California Association of Bilingual Education. Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell. Faltis, C. (1990). Classroom language use and educational equity: Toward interactive pedagogy. In H. P. Baptiste, J. Anderson, J. Walker de Felix, & H. C. Waxman (Eds.), Leadership, equity, and school effectiveness (pp. 109-126). Newbury Park, CA: Sage. Frei…
Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom
Defining the motivational basis of second and foreign language acquisition has been at the center of much research and controversy for many years. The present study applied social psychological constructs to the acquisition of English in the unicultural Hungarian setting. A total of 301 Grade 11 students from the region of Budapest answered a questionnaire assessing their attitude, anxiety, and motivation toward learning English, as well as their…
Communicative Competence: A Pedagogically Motivated Model with Content Specifications
This paper argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. We describe two existing models of communicative competence and then propose our own pedagogically motivated construct, which includes five components: (1) discourse competence, (2) linguistic competence, (3) actional competence, (4) sociocultural competence, and (5) strategic comp…
On the Teachability of Communication Strategies
Because a significant proportion of real-life L2 communication is problematic, L2 learners might benefit from instruction on how to cope with performance problems. Such instruction could include the specific teaching of ’ communication strategies, which involve various verbal and nonverbal means of dealing with difficulties and break-downs that occur in everyday communication. Opinions on the teach-ability of such strategies, however, vary widely…
Group dynamics and foreign language teaching
Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching
The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly
Communication Strategies in a Second Language: Definitions and Taxonomies
This paper examines trends in second language (L2) communication strategy (CS) research to date. We give a comprehensive review of the relevant literature from the last two decades, with particular consideration of the different ways in which CSs have been defined and of corresponding influences on the organization of strategy taxonomies. We first outline the history of CS research and discuss problem-orientedness and consciousness as defining cr…
Ten commandments for motivating language learners: Results of an empirical study
The question of how to motivate language learners has been a neglected area in L2 motivation research, and even the few available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at obtaining classroom data on motivational strategies. Two hundred Hungarian teachers of English from various language teaching institutions were asked how important they considered a selection of 51 strategies and …
Motivation in second and foreign language learning
All this work could be conceivable
Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning
Kathleen Bardovi-Harlig, , Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning, TESOL Quarterly, Vol. 32, No. 2 (Summer, 1998), pp. 233-262
On Directness in Communicative Language Teaching
We have read with interest Scott Thornbury's reaction to our commentary on communicative language teaching (CLT) (Vol. 31, No. 1, Spring 1997). Colleagues in the EFL/ESL profession work in very diverse linguistic, cultural, and institutional contexts, and therefore we specifically invited comments on our essay, in which we highlighted a new trend in CLT that involves a gradual shift within communicative teaching methodology towards a more direct …
Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation
Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teache…
The role of individual and social variables in oral task performance
This paper reports on a data-based study in which we explored - as part of a larger-scale British-Hungarian research project - the effects of a number of affective and social variables on foreign language (L2) learners’ engagement in oral argumentative tasks. The assumption underlying the investigation was that students’ verbal behaviour in oral task situations is partly determined by a number of non-linguistic and non-cognitive factors whose exa…
Motivation in action: Towards a process-oriented conceptualisation of student motivation
Background. This paper focuses on the temporal dimension of student motivation; that is, rather than considering motivation a stable emotional or mental state, the emphasis is placed on portraying motivation processes as they happen in time. Aims. 1. To account for the dynamic development of motivation in prolonged learning processes such as the mastery of school subjects. 2. To discuss the practical implications of a process-oriented approach fo…
Motivation and second language acquisition
x,499p. : 23cm
Motivational Strategies in the Language Classroom
This volume gives an overview of the theory of motivation and applies it to practical skills and strategies, providing new insights into the field of motivational studies and its implications for second-language pedagogy.
Teaching and Researching Motivation (Applied Linguistics in Action Series)
Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey
Journal Article Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey Get access Zoltán Dörnyei, Zoltán Dörnyei Search for other works by this author on: Oxford Academic Google Scholar Kata Csizér Kata Csizér Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 23, Issue 4, December 2002, Pages 421–462, https://doi.org/10.1093/applin/23.4.421 Published: 01 D…
Individual Differences in Second Language Learning
This chapter contains sections titled: Introduction Foreign Language Aptitude Foreign Language Aptitude and SLA SLA-Informed Aptitude Research Aptitude: Conclusion Cognitive and Learning Style Language Learning Strategies Motivation Individual Differences: Conclusions
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to eva…
Psychology (51 works) · EFL/ESL Teaching and Learning (46 works) · Linguistics (34 works) · Mathematics education (30 works) · Second Language Learning and Teaching (28 works) · Computer Science (27 works) · Philosophy (21 works) · Social Psychology (15 works) · Cognitive psychology (14 works) · Pedagogy (13 works)