Chapters in edited volumes

Dörnyei, Z., & Henry, A. (in press). Accounting for long-term motivation and sustained motivated learning: Motivational currents, self-concordant vision, and persistence in language learning. In A. J. Elliot (ed.), Advances in Motivation Science, Vol. 9. Cambridge, MA: Academic Press.

 

Dörnyei, Z. (in press). The interface of psychology and second language acquisition. In J. Gervain, G. Csibra, & K. Kovács (Eds.), A life in cognition: Studies in cognitive science in honor of Csaba Pléh. Springer.

 

Dörnyei, Z. (2019). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), Palgrave Macmillan handbook of motivation for language learning (pp. 39-69). Basingstoke: Palgrave.

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Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan (pp. 53-66). Amsterdam: John Benjamins.

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Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. A. Gao (Ed.), Second handbook of English language teaching (pp. 719-736). New York: Springer.

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Dörnyei, Z. (2018). Motivating students and teachers. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (Vol. 7; pp. 4293-4299) . Alexandria, VA: TESOL.

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Dörnyei, Z. (2017). Conceptualizing L2 learner characteristics in a complex, dynamic world. In L. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (79-96). Amsterdam: John Benjamins.

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Şimşek, E., & Dörnyei, Z. (2017). Anxiety and L2 self-images: The ‘anxious self’. In C. Gkonou, M. Daubney & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 51-69). Bristol: Multilingual Matters.

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Dörnyei, Z. (2016). From English language teaching to psycholinguistics: A story of three decades. In R. Ellis (Ed.), Becoming and being an applied linguist: The life histories of some applied linguists (pp. 119-135). Amsterdam: John Benjamins.


Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 1-7). Bristol: Multilingual Matters.


Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). 'Directed Motivational Currents': Regulating complex dynamic systems through motivational surges,. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.

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Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Bristol: Multilingual Matters.

 

Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed Motivational Currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz and J.M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). Amsterdam: John Benjamins.

 

Dörnyei, Z. (2014). 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.

 

Dörnyei, Z. (2014). 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.

 

Ryan, S. & Dörnyei, Z. (2013). The long-term evolution of language motivation and the L2 self. In A. Berndt (Ed.), Fremdsprachen in der Perspektive lebenslangen Lernens (pp. 89-100). Frankfurt: Peter Lang.

 

Dörnyei, Z. (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.

 

Lepp-Kaethler, E., & Dörnyei, Z. (2013). The role of sacred texts in enhancing motivation and living the vision in second language acquisition. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 171-188). New York: Routledge.

 

Dörnyei, Z., Wong, M. S., & Kristjánsson, C. (2013). Faith and SLA: An emerging area of inquiry. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 267-272). New York: Routledge.

 

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in SLA research? In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74-94). Malden, MA: Wiley-Blackwell.

 

Ushioda, E., & Dörnyei, Z. (2012). Motivation. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 396-409). New York: Routledge.

 

Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). London: Continuum.

 

Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). London: Routledge.

 

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. In N. C. Ellis & D. Larsen-Freeman (Eds.), Language as a complex adaptive system (pp. 230-248). Oxford: Wiley- Blackwell.

 

Dörnyei, Z. (2009). The English language and the Word of God. In M. S. Wong & A. S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (154-157). New York: Routledge.

 

Dörnyei, Z., & Tseng, W.-T. (2009). Motivational processing in interactional tasks. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117-134). London: Routledge.

 

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.

 

Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 1-8). Bristol: Multilingual Matters.

 

Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: Future research directions. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 350-356). Bristol: Multilingual Matters.

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Dörnyei, Z. (2009). Motivation and the vision of knowing a second language. In B. Beaven (Ed.), IATEFL 2008: Exeter conference selections (pp. 16-22). Canterbury: IATEFL.

 

Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer.

 

Shoaib, A., & Dörnyei. Z. (2005). Affect in life-long learning: Exploring L2 motivation as a dynamic process. In P. Benson & D. Nunan (Eds.), Learners' stories: Difference and diversity in language learning (pp. 22-41). Cambridge: Cambridge University Press.

 

Dörnyei, Z., Durow, V., & Zahran, K. (2004). Individual differences and their effect on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic sequences (pp. 87-106). Amsterdam: John Benjamins.

 

Schmitt, N., Dörnyei, Z., Adolphs, S., & Durow, V. (2004). Knowledge and acquisition of formulaic sequences: A longitudinal study. In N. Schmitt (Ed.), The acquisition and use of formulaic sequences (pp. 55-86). Amsterdam: John Benjamins.

 

Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations and motivations in language learning (pp. 3-32). Oxford: Blackwell.

 

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.

 

Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins. Reprinted in: K. Van den Branden, M. Bygate, J. M. Norris (Eds.), Task-based language teaching: A reader (pp. 357-377). Amsterdam: John Benjamins.

 

Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: University of Hawaii Press.

 

Dörnyei, Z., & Malderez, A. (1999). The role of group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affective language learning (pp. 155-169). Cambridge: Cambridge University Press.

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