表題番号:2019C-114 日付:2020/04/05
研究課題日本の公立小学校における英語教育の教室内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 has become a formal subject for the fifth and sixth graders, and English activities have also been compulsory for the third and fourth graders in all Japanese public primary schools since 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 70 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 discourse markers and repetition, using English and Japanese to facilitate interlocutors’ clear understanding. In addition, the three parties are observed to save interlocutors’ face during lessons by the use of such strategies as non-direct repair and silence in order to smoothly conduct English lessons and maintain good relationships with each other. These results have been published as a doctoral thesis at Waseda University, a paper in an academic journal, a chapter in a book, and presented at two academic conferences.