Cover not available
Part of
Becoming and Being an Applied Linguist: The life histories of some applied linguists
Edited by Rod Ellis
[Not in series 203] 2016
► pp. 119–136

From English Language Teaching to Psycholinguistics

A Story of Three Decades

Published online: 3 October 2016
DOI logo
https://doi.org/10.1075/z.203.05dor
References
Arnold, J., Dörnyei, Z., & Pugliese, C
(2015) The principled communicative approach: Seven criteria for success. London: Helbling Languages.Google Scholar
Boo, Z., Dörnyei, Z., & Ryan, S
(2015) L2 Motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 147–157. DOI logoGoogle Scholar
Case, D. & Wilson, K
(1979) Off stage. London: Heinemann.Google Scholar
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S
(1995) Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6, 5–35.Google Scholar
(1997) Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31, 141–152. DOI logoGoogle Scholar
(1998) On directness in communicative language teaching. TESOL Quarterly, 32, 116–119. DOI logoGoogle Scholar
Clément, R., Dörnyei, Z., & Noels, K
(1994) Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417–448. DOI logoGoogle Scholar
Crookes, G., & Schmidt, R
(1991) Motivation: Reopening the research agenda. Language Learning, 41, 469–512. DOI logoGoogle Scholar
Dörnyei, Z
(1990) Conceptualizing motivation in foreign language learning. Language Learning, 40, 46–78. DOI logoGoogle Scholar
(1994a) Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273–284. DOI logoGoogle Scholar
(1994b) Understanding second language motivation: On with the challenge! Modern Language Journal, 78, 515–523. DOI logoGoogle Scholar
(1995) On the teachability of communication strategies. TESOL Quarterly, 29, 55–85. DOI logoGoogle Scholar
(1997) Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81, 482–493. DOI logoGoogle Scholar
(2000) Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519–538. DOI logoGoogle Scholar
(2001a) Motivational strategies in the language classroom. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2001b) Teaching and researching motivation. Harlow: Longman.Google Scholar
(2003) Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
(2007a) Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719–731). New York, NY: Springer. DOI logoGoogle Scholar
(2007b) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.Google Scholar
(2009a) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.Google Scholar
(2009b) The psychology of second language acquisition. Oxford: Oxford University Press.Google Scholar
(2010) Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York, NY: Routledge.Google Scholar
(2013) Communicative language teaching in the twenty-first century: The ‘Principled Communicative Approach’. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching (pp. 161–171). Cambridge: Cambridge University Press.Google Scholar
(2014a) Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91.Google Scholar
(2014b) Future self-guides and vision. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7–18). Bristol: Multilingual Matters.Google Scholar
(2014c) Motivation in second language learning. In M. Celce-Murcia, D.M. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 518–531). Boston, MA: National Geographic Learning/Cengage Learning.Google Scholar
Dörnyei, Z., & Kormos, J
(1998) Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 349–385. DOI logoGoogle Scholar
Dörnyei, Z., & Kubanyiova, M
(2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z., & Malderez, A
(1997) Group dynamics and foreign language teaching. System, 25, 65–81. DOI logoGoogle Scholar
(1999) Group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affective language learning (pp. 155–169). Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z., & Murphey, T
(2003) Group dynamics in the language classroom. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
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.Google Scholar
Dörnyei, Z., & Ryan, S
(2015) The psychology of the language learner revisited. New York, NY: Routledge.Google Scholar
Dörnyei, Z., & Schmidt, R
(Eds.) (2001) Motivation and second language acquisition. Honolulu, HI: University of Hawaii Press.Google Scholar
Dörnyei, Z., & Scott, M.L
(1997) Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173–210. DOI logoGoogle Scholar
Dörnyei, Z., & Skehan, P
(2003) Individual differences in second language learning. In C.J. Doughty & M.H. Long (Eds.), The handbook of second language acquisition (pp. 589–630). Oxford: Blackwell. DOI logoGoogle Scholar
Dörnyei, Z., & Thurrell, S
(1991) Strategic competence and how to teach it. ELT Journal, 45, 16–23. DOI logoGoogle Scholar
(1994) Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40–49. DOI logoGoogle Scholar
Dörnyei, Z., Henry, A., & Muir, C
(2016) Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge.Google Scholar
Dörnyei, Z., MacIntyre, P.D., & Henry, A
(Eds.) (2015) Motivational dynamics in language learning. Bristol: Multilingual Matters.Google Scholar
Dörnyei, Z., Muir, C., & Ibrahim, Z
(2014) Directed Motivational Currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz & J.M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (Language Learning & Language Teaching 40) (pp. 9–29). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Dörnyei, Z., Salamon, G., & Szesztay, M
(1986) Words on your own. Budapest: International House.Google Scholar
Ehrman, M.E., & Dörnyei, Z
(1998) Interpersonal dynamics in second language education: The visible and in-visible classroom. Thousand Oaks, CA: Sage.Google Scholar
Ellis, N.C., & Larsen-Freeman, D
(2006) Language emergence: Implications for applied linguistics – Introduction to the special issue. Applied Linguistics, 27(4), 558–589. DOI logoGoogle Scholar
Ellis, R
(1985) Understanding second language acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R., & Shintani, N
(2014) Exploring language pedagogy through second language acquisition research. Abingdon: Routledge.Google Scholar
Frank, C., & Rinvolucri, M
(1983) Grammar in action again: Awareness activities for language learning. Oxford: Pergamon.Google Scholar
Gardner, R.C
(1985) Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.Google Scholar
Gardner, R.C., & Tremblay, P.F
(1994a) On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359–368.Google Scholar
(1994b) On motivation: Measurement and conceptual considerations. Modern Language Journal, 78, 524–527.Google Scholar
Graham, C
(1978) Jazz chants. Oxford: Oxford University Press.Google Scholar
Hadfield, J., & Dörnyei, Z
(2013) Motivating learners. Harlow, England: Pearson.Google Scholar
Henry, A., Davydenko, S., & Dörnyei, Z
(2015) The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal, 99(2), 329–345. DOI logoGoogle Scholar
Julkunen, K
(1989) Situation-and task-specific motivation in foreign-language learning and teaching. Joensuu: University of Joensuu.Google Scholar
(1993) On foreign language learning motivation in the classroom. In S. Tella (Ed.), Kielestä mieltä – Mielekästä kieltä (pp. 70–78). Helsinki: University of Helsinki, Teacher Education Department.Google Scholar
Lewin, K
(1952) Field theory and learning. In D. Cartwright (Ed.), Field theory in social science: Selected theoretical papers by Kurt Lewin (pp. 60–86). London: Tavistock.Google Scholar
MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A
(1998) Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545–562. DOI logoGoogle Scholar
MacWhinney, B., & Pléh, C
(1988) The processing of restrictive relative clauses in Hungarian. Cognition, 29, 95–141. DOI logoGoogle Scholar
MacWhinney, B., Pléh, C., & Bates, E
(1985) The development of sentence interpretation in Hungarian. Cognitive Psychology, 17, 178–209. DOI logoGoogle Scholar
Maley, A., & Duff, A
(1982) Drama techniques in language learning (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Markus, H., & Nurius, P
(1987) Possible selves: The interface between motivation and the self-concept In K. Yardley & T. Honess (Eds.), Self and identity: Psychosocial perspectives (pp. 157–172). Chichester: John Wiley & Sons.Google Scholar
Oxford, R.L
(1994) Where are we with language learning motivation? Modern Language Journal, 78, 512–514.Google Scholar
Oxford, R.L., & Shearin, J
(1994) Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12–28. DOI logoGoogle Scholar
Skehan, P
(1989) Individual differences in second language learning. London: Edward Arnold.Google Scholar
(1991) Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275–298. DOI logoGoogle Scholar
Ushioda, E
(1994) L2 motivation as a qualitative construct. Teanga, 14, 76–84.Google Scholar
(1996) Learner autonomy 5: The role of motivation. Dublin: Authentik.Google Scholar
Williams, M
(1994) Motivation in foreign and second language learning: An interactive perspective. Educational and Child Psychology, 11, 77–84.Google Scholar
Cited by

Cited by 3 other publications

Al‐Hoorie, Ali H. & Phil Hiver
2022. Zoltán Dörnyei (1960–2022). Language Learning 72:4 ► pp. 896 ff. DOI logo
Dörnyei, Zoltán
2019. From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades. In The Palgrave Handbook of Motivation for Language Learning, ► pp. 39 ff. DOI logo
Hajar, Anas & Mehmet Karakus
2023. Obituary for Zoltán Dörnyei (1960–2022): a bibliometric mapping of his publications. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 21 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.