表題番号：2020C-124
日付：2021/04/09
研究課題日本の小学校英語教育におけるクラスルームディスコース分析
| 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 | 助教 | 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 became a formal subject for the fifth and sixth graders, and English activities also became 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 was 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 three parties cope with the ALTs’ irregular use of Japanese and the HRTs’ and the pupils’ irregular use of English in language classrooms, saving interlocutors’ face by the use of various ways such as indirect repair and silence to smoothly conduct English lessons and maintain good relationships with each other. These results will be published as two papers in academic journals and were presented at three academic conferences.