Developing Intentionality and L2 Classroom Task-Engagement

Autor/in	Stelma, Juup
Titel	Developing Intentionality and L2 Classroom Task-Engagement
Quelle	In: Classroom Discourse, 5 (2014) 2, S.119-137 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2013.835270
Schlagwörter	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; Norway + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Klassengespräch; Phenomenological psychology; Phänomenologie; Psychologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Aufgabenanalyse; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching language; Unterrichtssprache; Norwegisch; Dialog; Dialogs; Dialogue; Dialogues; Peer-Beziehungen; Norwegen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01