ERIC Number: EJ1088449
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-3014
EISSN: N/A
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.
Descriptors: Second Language Instruction, Second Language Learning, Classroom Communication, Phenomenology, Folk Culture, Psychology, Intention, Longitudinal Studies, Discourse Analysis, English (Second Language), Elementary School Students, Foreign Countries, Task Analysis, Learner Engagement, Teacher Attitudes, Teacher Student Relationship, Language of Instruction, Norwegian, Dialogs (Language), Peer Relationship
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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