Intentionality and Complex Systems Theory: A New Direction for Language Learning Psychology

Abstract

This chapter examines the combined potential of the constructs of intentionality and Complex Systems Theory, as a new theoretical direction for language learning psychology. The chapter begins with theoretical discussion of the properties of complex systems. This leads to the definition of a Complex System of Intentions, a conceptual model for understanding intentionalities that are present at individual, small group and societal levels, as well as their interrelations. Following that, key properties of the system are illustrated by juxtaposing empirical data from two research projects in Norway and Greece. First, we document the emergence of a 'performance intentionality' in learners' interaction in an English L2 classroom in Norway. Next, we discuss how a 'competition intentionality' in a private language school in Greece emerged from interaction with the state school system, and we document its effects on language learning activity. In both cases, a data-driven analysis is used to demonstrate the emergence of the intentionalities and their generative effects, i.e., the ways in which they recursively shaped the system from which they had emerged. We conclude by revisiting the organisational openness of the system, and the processes of emergence and morphogenesis that were traced in the data, and by connecting them to Complex Systems Theory, while exploring the implications of a complexity outlook for language learning research. Keywords: Intentionality, Complex Systems Theory, Language learning, Greece, NorwayThis chapter looks into phenomena of language learning psychology such as the relation between agency and structure, and the emergence of spontaneous behaviours among language learners, and it puts forward a conceptual model, which we calla Complex System of Intentions, for the

Diskurtso-praktika kokatuak: benetako komunikazio-praktikak

“…Halaber, estrategien ebaluazioan, irakaskuntzan eta ikerketan bere liburuak konplexutasunari lotutako mugimendu berri bat hasiko duela espero du. KT (konplexutasunaren teoria), hain zuzen, ikaslearen autonomiarekin lotura duen arlo sorta bati aplikatu zaio Interneteko hizkuntza-maileguan, tartean dela intentzionalitatea (Kostoulas eta Stelma, 2016), mailegu-estrategiak (Griffiths eta Ïnceçay, 2016), irakaslearen sinesmenak (Kramsch eta Zhang, 2018), distantziamailegua (Braga, 2013), datuek gidatutako ikaskuntza (Boulton, 2002), testuinguruko bokabulario-ikaskuntza (Godwin-Jones, 2018b), hizkuntza-ikaskuntzako aholkularitza (Castro, 2018), ikaslearen egiletza (Mercer,20llb), garapen fonologikoa (Moyer, 2017), ikaskuntzarako gizarte-guneak (Murray, Fujishima eta Uzuka, 2018), Interneteko taldedinamikak (Poupore, 2018), motibazioa (Sade, 2011), ezagutza metakognitiboa (Zhang, 2016), Interneteko jokoak (Scholz eta Schulze, 2017) eta hizkuntza-ikaskuntza informala (Godwin-Jones, 2018aSockett, 2013). Elementu horien elkarrekintzak nola diren elkarren mendekoak identifikatzean, autonomiaren kontzeptua dimentsio askotan funtzionatzen duen alderdi anitzeko konstruktu gisa birdefinitu da (Reinders eta White, 2016).…”

Psychology for language learning: Spare a thought for the teacher

“…At present, perhaps one of the key theoretical frames being used in various areas of PLL is complexity theories (e.g., Mercer 2011a, b; Dörnyei, MacIntyre & Henry 2015; Gkonou et al 2016, Kostoulas & Stelma 2016Sampson 2016), although other popular paradigms include various forms of sociocultural approaches as evinced by the conference programme. For those readers less familiar with the field of PLL, it is perhaps worth reiterating that PLL represents a field of inquiry and not a specific approach to investigating this area.…”

An Ecological Perspective for Critical Action in Applied Linguistics

“…Our ecological perspective on critical action has developed from a number of recent contributions, by the authors and colleagues, working to understand the intentional ecology of both language education and related AL situations. This includes understanding the development of shared intentionality in language classroom interaction (Kostoulas & Stelma, 2016;Stelma, 2014), how socio-professional intentionalities shape L2 curricular innovation (Kostoulas, 2018;Kostoulas & Stelma, 2017), the impact of socio-political intentionalities on primary English language education (Stelma, Onat-Stelma, Lee, & Kostoulas, 2015), the development of researcher intentional action (Stelma, 2011;Stelma & Fay, 2014), and understanding the intentional dynamics of researching multilingually (Stelma, Fay, & Zhou, 2013). Recently, we extended our ecological thinking to critical action (Fay & Stelma, 2016), suggesting that becoming more intentional was central to critical action.…”