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教室でのディスカッション開始方法の発展について
http://hdl.handle.net/10959/00004963
http://hdl.handle.net/10959/0000496395594475-ced2-4e20-9e39-b9a6e3a6c37e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
gengobunkashakai_19_1_32.pdf (877.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2021-05-18 | |||||
| タイトル | ||||||
| タイトル | Developing practices for opening a classroom discussion | |||||
| 言語 | en | |||||
| タイトル | ||||||
| タイトル | キョウシツ デノ ディスカッション カイシ ホウホウ ノ ハッテン ニツイテ | |||||
| 言語 | ja-Kana | |||||
| タイトル | ||||||
| タイトル | 教室でのディスカッション開始方法の発展について | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
ポール, ストーン
× ポール, ストーン× マシュー, カーショー× Paul, Stone× Matthew, Kershaw |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study is part of a larger ongoing series of projects that aims to both raise awareness of, and develop, L2 interactional competence （IC） in the context of classroom group discussions. While discussion is a common activity in university classrooms, Japanese learners of English may sometimes lack appropriate discussions skills. For example, Hauser （2009） reports on the “monologic” nature of discussions in English classes, where rather than developing a discussion together, Japanese students give their opinions in turn and unchallenged. This can lead to problems for Japanese students who find themselves unfamiliar with classroom discussion practices when studying overseas. For instance, in a study conducted on Japanese students studying in Australia, Yanagi and Baker （2016） reported that 79% of the students had difficulty speaking in classroom discussions. Specifically, students faced issues with turn-taking and breaking into a conversation to express opinions. Among other factors, this may possibly be a result of the students’ lack of knowledge and experience of the appropriate discourse practices for turn-taking in English classroom discussions. A previous project by the authors of the current study has introduced a rubric for Japanese university students to use when analysing recordings of their group discussions （Stone & Kershaw, 2019）. The rubric encourages students to notice and develop their own L2 IC in small-group discussions. As Pekarek-Doehler and Pochon-Berger have shown, there is “empirical evidence testifying to the fact that interactional competence is not simply transferred from the L1 to the L2, but is recalibrated, adapted in the course of L2 development” （2015, p. 235）. This means that participants need to learn how to interact in the L2, rather than simply relying on the interaction practices that they use in the L1. |
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| 書誌情報 |
ja : 言語 文化 社会 en : Language, Culture and Society 号 19, p. 1-32, 発行日 2021-03 |
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| 出版者 | ||||||
| 出版者 | 学習院大学外国語教育研究センター | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 13479105 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11820089 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
