表題番号：2018S-056
日付：2019/04/07
研究課題日本の小学校英語教育における教室内のインタラクション分析
| 研究者所属（当時） | 資格 | 氏名 | |
|---|---|---|---|
| （代表者） | 教育・総合科学学術院 教育学部 | 助手 | 志野 文乃 |
- 研究成果概要
This study investigates how homeroom teachers (HRTs), assistant language teachers (ALTs), and pupils communicate with each other to achieve mutual understanding in a Japanese public primary school. English will become a formal subject for the fifth and sixth graders, and English activities will also be compulsory for the third and fourth graders in all Japanese public primary schools in 2020 (MEXT, 2017). Therefore, there will be more opportunities for HRTs, ALTs, and pupils to interact with each other using English, and hence further investigation of primary English education in Japan will be needed. In the study, conversation among the three parties in English classes were audio-recorded for about 50 hours in total and analyzed partially based on existing research on classroom discourse (e.g., Sinclair and Coulthard, 1975; Walsh, 2013), conversation (e.g., Schegloff, et al., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analytic approaches. The results of the study show that the HRTs, the ALT and the pupils utilize strategies such as repair, code-switching, and scaffolding, using English, Japanese, and onomatopoeia to construct interlocutors’ clear understanding. These results have been (or will be) published as papers in two academic journals and a chapter in a book, and presented at four conferences.