Zoltán Dörnyei

For centuries, the fruit of the Spirit has rightfully served as a wellspring of reflection on the virtues that epitomize the Christian life and character-building. However, the notion of the fruit of the Spirit is not limited solely to forming the biblical foundation of ethical living. Psychologist and theologian Zoltán Dörnyei argues that if we understand the nine attributes collectively as a concise portrayal of the ideal Christian self, this approach places the notion of the fruit of the Spirit at the intersection of several important theological themes, such as being conformed to the divine image, the gradual advancement of the kingdom of God, and new creation. In The Psychology of the Fruit of the Spirit, Dörnyei offers a scholarly exposition of the relevant theological content associated with the fruit of the Spirit. Complementing his theological reflections with findings from the field of psychology, he brings expertise in both psychology and theology to bear on this important biblical concept. His integrated perspective helps to uncover the full meaning and theological potential of the fruit of the Spirit by helping to clarify the nature of its nine facets, defining broader psychological dimensions that underlie the fruit, and offering practical lessons for cultivating it in the Christian life.

Questionnaires in Second Language Research is the first state-of-the-art methodological guide for producing and using questionnaires as reliable and valid research instruments in second language studies. Zoltán Dörnyei and Jean-Marc Dewaele provide a comprehensive, reader-friendly overview of the theory of questionnaire design, administration, and processing, made accessible with a detailed how-to guide and concrete, real-life applications. This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings. This is an invaluable resource to students and researchers of SLA, applied linguistics, psychology, and education who are interested in understanding and conducting quantitative L2 research using questionnaires and surveys.

Questionnaires in Second Language Research is the first state-of-the-art methodological guide for producing and using questionnaires as reliable and valid research instruments in second language studies. Zoltán Dörnyei and Jean-Marc Dewaele provide a comprehensive, reader-friendly overview of the theory of questionnaire design, administration, and processing, made accessible with a detailed how-to guide and concrete, real-life applications. This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings. This is an invaluable resource to students and researchers of SLA, applied linguistics, psychology, and education who are interested in understanding and conducting quantitative L2 research using questionnaires and surveys.

How do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.

How do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.

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 the field can be put to practical use in the classroom and in research. Key new features and material:exploration of the motivation to learn languages other than English (LOTEs); principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltán Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.

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 the field can be put to practical use in the classroom and in research. Key new features and material:exploration of the motivation to learn languages other than English (LOTEs); principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltán Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.

This book uniquely explores how the notion of vision is presented in modern science and the Bible, and how it can be applied to contemporary Christian contexts. The word "vision", our ability to see, has been described by an increasing body of scholarship in the social sciences as our capacity for mental imagery and imagination. As such, this unique cognitive capability has been utilised in many fields for a variety of purposes, from arts and psychotherapy to politics and business management, and even for performance enhancement in sports. The current book argues that a better understanding of vision can have far-reaching practical implications for Christian life and ministry by helping people to align themselves with God’s specific purposes. After a theoretical overview that integrates scientific and theological insights, the final chapters present a variety of strategies that can help believers to discern God’s call through the use of mental imagery and then to develop and cultivate the perceived vision. The book examines the scientific and biblical principles of vision in a comprehensive manner, with a special emphasis on the practical implications of the issue. As such, it will be of great interest to scholars of Theology, Biblical Studies and Church Growth/Leadership, as well as Organisational Behaviour, Business Management and Psychology.

Engaging Language Learners in Contemporary Classrooms draws on extensive theoretical knowledge to examine engagement from a wide range of perspectives, going beyond the study of motivation to explore how teachers can ensure learners remain engaged in the face of the distractions of 21st century life. Topics covered include the contexts of learner engagement, the facilitative learner mindset, teacher–student rapport, positive classroom dynamics and culture, initiating engagement with learning tasks and sustaining engagement on learning tasks..

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 overview of these cutting-edge areas and covers novel topics that have not yet been addressed in L2 motivation research, such as:• fundamental theoretical questions such as mental time travel, ego depletion, psychological momentum and passion, and how the temporal dimension of motivation can be made consistent with a learner attribute;• key challenges concerning the notion of L2 motivation, ranging from issues about the nature of motivation (e.g. trait, state or a process?) and questions surrounding unconscious versus conscious motivation, the motivational capacity of vision, and long-term motivation and persistence;• highly practical classroom-specific challenges such as how technological advances could be better integrated in teachers’ repertoires of motivational strategies. This distinctive book from one of the key voices in the field will be essential reading for students in the field of TESOL and Applied Linguistics, as well as language teachers and teacher educators.

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 overview of these cutting-edge areas and covers novel topics that have not yet been addressed in L2 motivation research, such as:• fundamental theoretical questions such as mental time travel, ego depletion, psychological momentum and passion, and how the temporal dimension of motivation can be made consistent with a learner attribute;• key challenges concerning the notion of L2 motivation, ranging from issues about the nature of motivation (e.g. trait, state or a process?) and questions surrounding unconscious versus conscious motivation, the motivational capacity of vision, and long-term motivation and persistence;• highly practical classroom-specific challenges such as how technological advances could be better integrated in teachers’ repertoires of motivational strategies. This distinctive book from one of the key voices in the field will be essential reading for students in the field of TESOL and Applied Linguistics, as well as language teachers and teacher educators.

This book uniquely explores how the notion of vision is presented in modern science and the Bible, and how it can be applied to contemporary Christian contexts. The word "vision", our ability to see, has been described by an increasing body of scholarship in the social sciences as our capacity for mental imagery and imagination. As such, this unique cognitive capability has been utilised in many fields for a variety of purposes, from arts and psychotherapy to politics and business management, and even for performance enhancement in sports. The current book argues that a better understanding of vision can have far-reaching practical implications for Christian life and ministry by helping people to align themselves with God’s specific purposes. After a theoretical overview that integrates scientific and theological insights, the final chapters present a variety of strategies that can help believers to discern God’s call through the use of mental imagery and then to develop and cultivate the perceived vision. The book examines the scientific and biblical principles of vision in a comprehensive manner, with a special emphasis on the practical implications of the issue. As such, it will be of great interest to scholars of Theology, Biblical Studies and Church Growth/Leadership, as well as Organisational Behaviour, Business Management and Psychology.

Why does the Christian walk often feel like an ongoing struggle and why does God's creation include imperfection, let alone forces that are intent on thwarting God's creative work? In seeking a response to these questions, this book argues that the biblical accounts describe creation in terms of a progressive transformation process whereby the initially incomplete created order will reach perfection only in the fulfillment of new creation. The following discussion then outlines a comprehensive framework for the biblical theology of humanity's struggles, centered on three key themes: corporeal temptation, deficient social structures, and the much-debated notion of spiritual warfare. The book presents an overarching canonical narrative that threads together a series of diverse biblical topics, from Job's temptation to the Atonement. The final part surveys biblical teaching on how human conduct can be aligned with God's creative purpose, and discusses three ""assignments"" from Jesus to believers: to celebrate the Eucharist, to pray the Lord's Prayer, and to fulfill the Great Commission. ""Rarely have I read such a stimulating and profitable book. Zoltan Dornyei sets out a fresh telling of the narrative of Scripture which starts by making a persuasive case for the view that creation is a continuous process, initially 'unfinished, ' and relates this to the on-going threat of chaos and of spiritual warfare. At the end, he explains his approach has been like writing a guidebook to a new path through the Yorkshire Dales. His work is, however, more like walking the path with an expert guide who is constantly pointing out new views, new insights, new connections, and breathtaking views which many would miss en route. Written with eminent clarity, this is theology at its best: broad in its sweep, careful in its exegesis, masterly in its theological perception and, above all, rich in its practical, spiritual insights."" --Derek Tidball, Former Principal of London School of Theology and former Chairman of the Evangelical Alliance, UK Zoltan Dornyei is Professor of Psycholinguistics at the University of Nottingham. He has published over twenty books on topics related to human motivation and language learning, including The Psychology of Second Language Acquisition (2009) and Christian Faith and English Language Teaching and Learning (coeditor, 2013).

Why does the Christian walk often feel like an ongoing struggle and why does God's creation include imperfection, let alone forces that are intent on thwarting God's creative work? In seeking a response to these questions, this book argues that the biblical accounts describe creation in terms of a progressive transformation process whereby the initially incomplete created order will reach perfection only in the fulfillment of new creation. The following discussion then outlines a comprehensive framework for the biblical theology of humanity's struggles, centered on three key themes: corporeal temptation, deficient social structures, and the much-debated notion of spiritual warfare. The book presents an overarching canonical narrative that threads together a series of diverse biblical topics, from Job's temptation to the Atonement. The final part surveys biblical teaching on how human conduct can be aligned with God's creative purpose, and discusses three ""assignments"" from Jesus to believers: to celebrate the Eucharist, to pray the Lord's Prayer, and to fulfill the Great Commission. ""Rarely have I read such a stimulating and profitable book. Zoltan Dornyei sets out a fresh telling of the narrative of Scripture which starts by making a persuasive case for the view that creation is a continuous process, initially 'unfinished, ' and relates this to the on-going threat of chaos and of spiritual warfare. At the end, he explains his approach has been like writing a guidebook to a new path through the Yorkshire Dales. His work is, however, more like walking the path with an expert guide who is constantly pointing out new views, new insights, new connections, and breathtaking views which many would miss en route. Written with eminent clarity, this is theology at its best: broad in its sweep, careful in its exegesis, masterly in its theological perception and, above all, rich in its practical, spiritual insights."" --Derek Tidball, Former Principal of London School of Theology and former Chairman of the Evangelical Alliance, UK Zoltan Dornyei is Professor of Psycholinguistics at the University of Nottingham. He has published over twenty books on topics related to human motivation and language learning, including The Psychology of Second Language Acquisition (2009) and Christian Faith and English Language Teaching and Learning (coeditor, 2013).

Motivation is a vital element in learning, and the most commonly cited explanation for success or failure in language learning. Jill Hadfield and Zoltan Dornyei present a new theory of motivation centred around the notion of the "~Ideal Future Language Self", arguing that if students have a rich and inspiring vision of themselves as successful future language learners and users, they will be motivated to work hard to actualise the vision and become that learner. This book: integrates the latest research in language teaching with innovative classroom practice offers suggestions on how the various components of the theory could be structured into a teaching sequence includes a variety of imaginative classroom activities designed to aid both student and teacher in creating and actualising the Ideal Self through visualisation, goal setting, task identification and planning, and a selection of appropriate learning strategies shows how teachers can undertake motivation-related research in their own classrooms This is an ideal guide to and activity book for the theory and practice of motivation in language learning for students and teachers alike.

Building on Zoltán Dörnyei’s authoritative work in the field of learner motivation, this book introduces a new conceptualization—Directed Motivational Currents (DMCs)—and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings.

Building on Zoltán Dörnyei’s authoritative work in the field of learner motivation, this book introduces a new conceptualization—Directed Motivational Currents (DMCs)—and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings.

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 structure of the original, while situating the discussion within a very different theoretical framework. Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.

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 structure of the original, while situating the discussion within a very different theoretical framework. Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.