NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1088449
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1946-3014
Developing Intentionality and L2 Classroom Task-Engagement
Stelma, Juup
Classroom Discourse, v5 n2 p119-137 2014
This paper extends work on "intentionality", from philosophy, psychology and education to an exploration of learners' meaning-making in L2 classroom task-engagement. The paper draws on both phenomenological and folk-psychological perspectives on intentionality, and employs John R. Searle's intrinsic (mental) and derived (observable) intentionality as a key analytical distinction. The empirical focus of the paper is an exploration of learners' meaning-making using a longitudinal data set of classroom and learner discourse from a Norwegian primary English-language classroom. The analysis details the teacher's derived intentionality for the classroom activity, and then looks at how the learners generate their own intentionality through their joint task-engagement. The focus on learners' developing intentionality is presented as a promising theoretical perspective on meaning-making in the L2 classroom, and as an addition to the analytical toolkit available to researchers investigating the dynamic nature of L2 task-engagement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A