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Home » » Zoltan Dornyei articles (Motivation, modelling, stategies in Language Teaching and learning

Zoltan Dornyei articles (Motivation, modelling, stategies in Language Teaching and learning

Penulis : citra priski on Tuesday, January 28, 2014 | 2:03 AM

Zoltan Dornyei has written numerous articles on a wide variety of topics in language teaching (Motivation in language teaching and learning). The following are examples of recent articles for an audience of classroom language teachers.
Source: http://www.zoltandornyei.co.uk/#untitled4
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Dörnyei, Z. (2014). Researching complex dynamic systems: 'Retrodictive qualitative modelling' in the language classroom. Language Teaching, 47(1), 80-91.
Muir, C., & Dörnyei, Z. (2013). tegies Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462.
Murphy, R. S. & Dörnyei, Z. (2010). Where does psychology and second language acquisition research connect? An interview with Zoltán Dörnyei. The Language Teacher, 34(2), 19-23.
Dörnyei, Z. (2009). Communicative language teaching in the 21st century: The 'principled communicative approach'. Perspectives, 36(2), 33-43.
[A slightly revised version of this paper has been published in J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 161-171). Cambridge: Cambridge University Press. - See above.]
Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning 59(Suppl. 1), 230-248. [Also published in a volume edited by Ellis and Larsen-Freeman - see above.]
Guilloteaux, M. J., & Dörnyei, Z. (2009). Reply to Rod Ellis's comment on "Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation". TESOL Quarterly, 43(1), 109-111.
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.
Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174
Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42-68.
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327-357
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Kormos, J., & Dörnyei, Z. (2004). The interaction of linguistic and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht [Online], 9(2), 19 pp.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Dörnyei, Z. (2001). New themes and approaches in L2 motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.
Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.
MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545-562.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., & Kormos, J. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 349-385.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1998). On directness in communicative language teaching. TESOL Quarterly, 32, 116-119.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31, 141-152.
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81, 482-493.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173-210.
Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25, 65-81.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6/2, 5-35. Translated into Basque: HIZPIDE, 41, 1998, 59-89.
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523.
Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z., & Thurrell, S. (1994). Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40-49. Reprinted in Oaks, D. D. (Ed.), Linguistics at work: A reader of applications (pp. 674-686). Fort Worth, TX: Harcourt Brace, 1998.
Dörnyei, Z., & Katona, L. (1993). The C-test: A teacher-friendly way to test language proficiency. English Teaching Forum, 31/1, 34-36.
Dörnyei, Z., & Katona, L. (1992). Validation of the C-Test amongst Hungarian EFL learners. Language Testing, 9, 187-206.
Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.
Dörnyei, Z. (1991). Krashen's Input Hypothesis and Swain's Output Hypothesis in practice: Designing 'i+l' teaching techniques. English Teaching Forum, 29, 33‑35.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46‑78.
Dörnyei, Z., & Gajdátsy, K. (1989). A student-centred approach to language learning 1-2. Practical English Teaching, 9/3 & 9/4, 34-35 & 43-45.
Dörnyei, Z. (1986). Exploiting textbook dialogues dynamically. Practical English Teaching, 6/4, 15‑16.
Dörnyei, Z. (2014). Researching complex dynamic systems: 'Retrodictive qualitative modelling' in the language classroom. Language Teaching, 47(1), 80-91.
Muir, C., & Dörnyei, Z. (2013). Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462.
Murphy, R. S. & Dörnyei, Z. (2010). Where does psychology and second language acquisition research connect? An interview with Zoltán Dörnyei. The Language Teacher, 34(2), 19-23.
Dörnyei, Z. (2009). Communicative language teaching in the 21st century: The 'principled communicative approach'. Perspectives, 36(2), 33-43.
[A slightly revised version of this paper has been published in J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 161-171). Cambridge: Cambridge University Press. - See above.]
Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning 59(Suppl. 1), 230-248. [Also published in a volume edited by Ellis and Larsen-Freeman - see above.]
Guilloteaux, M. J., & Dörnyei, Z. (2009). Reply to Rod Ellis's comment on "Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation". TESOL Quarterly, 43(1), 109-111.
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.
Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174
Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42-68.
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327-357
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Kormos, J., & Dörnyei, Z. (2004). The interaction of linguistic and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht [Online], 9(2), 19 pp.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Dörnyei, Z. (2001). New themes and approaches in L2 motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.
Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.
MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545-562.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., & Kormos, J. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 349-385.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1998). On directness in communicative language teaching. TESOL Quarterly, 32, 116-119.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31, 141-152.
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81, 482-493.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173-210.
Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25, 65-81.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6/2, 5-35. Translated into Basque: HIZPIDE, 41, 1998, 59-89.
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523.
Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z., & Thurrell, S. (1994). Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40-49. Reprinted in Oaks, D. D. (Ed.), Linguistics at work: A reader of applications (pp. 674-686). Fort Worth, TX: Harcourt Brace, 1998.
Dörnyei, Z., & Katona, L. (1993). The C-test: A teacher-friendly way to test language proficiency. English Teaching Forum, 31/1, 34-36.
Dörnyei, Z., & Katona, L. (1992). Validation of the C-Test amongst Hungarian EFL learners. Language Testing, 9, 187-206.
Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.
Dörnyei, Z. (1991). Krashen's Input Hypothesis and Swain's Output Hypothesis in practice: Designing 'i+l' teaching techniques. English Teaching Forum, 29, 33‑35.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46‑78.
Dörnyei, Z., & Gajdátsy, K. (1989). A student-centred approach to language learning 1-2. Practical English Teaching, 9/3 & 9/4, 34-35 & 43-45.
Dörnyei, Z. (1986). Exploiting textbook dialogues dynamically. Practical English Teaching, 6/4, 15‑16.
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