英語による自己表現学習に関する授業比較 IRF 構造に着目した教室談話分析教育内容開発コース藤森千尋 A Comparative Study on the Learning of Self-Expression in English Classrooms : A Classroom Dis

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1 英語による自己表現学習に関する授業比較 IRF 構造に着目した教室談話分析教育内容開発コース藤森千尋 A Comparative Study on the Learning of Self-Expression in English Classrooms : A Classroom Discourse Analysis with a Focus on the IRF Sequence Chihiro FUJIMORI The purpose of this study is to examine how students express themselves in English by using target grammatical forms and what the kinds of feedback the teacher provides them with to improve their learning in accordance with classroom situations. We analyzed two contrastive classroom discourses of English learning at a senior high school with a focus on the IRF sequence, which stands for initiation by the teacher, response by students, and follow-up by the teacher, and using a questionnaire to be filled in by the students. We found from the results of the analyses that one class (Class A) had typical IRF exchanges and the other class (Class B) had a dyad exchange pattern, that is, student Initiation and teacher response, as well as the IRF sequence. We also observed that the students in Class A and Class B tended to express themselves in English in different ways and that the teacher adapted the meanings or forms of their English utterances according to the classroom situations. 目次１章はじめに２章先行研究の概観と本研究の目的３章研究の手順３１観察対象の教室３２データ収集と分析方法４章結果と考察４１ IRF 構造の頻度に関するクラス間比較４２教師の後続発話に関するクラス間比較４３自己表現の傾向に関するクラス間比較４４質問紙調査に見られる学習の特徴に関するクラス間比較５章総合的考察１章はじめに一人一人の生徒の学び方に違いがあるように各教室もその構成員である生徒間の人間関係や力関係によって全体として一つの学級風土を形成している元気で活発に発言する教室もあれば発言は多くはないが静かに落ち着いて聴いている教室もある教室において誰がいつ誰に対して発言できるかという権利１や義務についての枠組みつまり参加構造はそれぞれの教室ごとに異なっている Cazden, 2001 そのような参加構造をひとつの例とした学級風土の違いによって同じ教材で同じ指導手順で同じ教師が教えても教室ごとに異なった授業展開になる教師は個々の生徒に応じた対応と教室全体を一つの個と見なしそれぞれの教室の学級風土に応じた対応を迫られながら授業を行っていると言えるそこで本稿の関心は大きく二つある第一点目はそのように異なった学級風土に応じてそれぞれの教室における学習を促進するために教師がどのように異なった関わり方をしているかという点である次にそれぞれの教室の学習のあり方を検証するにあたってはその教科内容の特徴を知る必要がある本稿では特に英語の授業を取り上げる外国語としての英語学習はどのような特徴があるだろうか新学習指導要領２００９が公示され高等学校の英語授業においては英語によるコミュニケーション重視の方向がより鮮明になっているしかし実際の教室においてどのように生徒が英語で自己表現する方法を学んでいるのかその学習の過程を報告した研究はほとんどないアメリカの小学校における言語学習の教室を紹介している Cazden ２００１はあらゆる言語教育において教師は意味と形式の二重の必要性に迫られてお

2 Ulichny, 1996 e.g., Doughty & Williams, 1998 ; Ellis, 2001 IRF I initiation R response F feedback, follow-up e.g., Mercer, 2001 IRF e.g., Ellis, 1999 ; Markee and Kasper, 2004 ; van Lier, 2001 IRF e.g., Gibbons, 2003 ; Hall, 2007 ; Johnson, 1995 IRF IRF e. g., Barns, 2008 ; Cazden, 2001 ; Mercer, 2001 ; Hardman, 2008 ; Hellerman, 2008 ; Wells, 1999 IRF Ulichny, 1996 IRF FIRF e.g., Nassaji & Wells, 2000 ; Wells, 1999 Nassaji & Wells F Hardman F Johnson ESL English as a second language

3 IRF F T A B B T IR FI RI RF R Student Initiation, SI Teacher Response, TR SI IRF A B ISI A SI A B

4 or I SI ISI SI I IRF SI TR SI A IRF B SI TR I A B SI ISIB A A B B SII A B I B A B A B A

5 ISI B SI SI SI A B F R FI F F F F F A B F I I wish Doraemon were here. I wish Doraemon were here. R F T I wish I wish Doraemon were here T I wish F T I I wish... I wish... Iwish SI

6 TR SI TR I wish Doraemon... Doraemon? were... here Doraemon were here R F T F Iwish Iwish I wish I wish Doraemon were... here. T I wish F T A B A B B A T A T I wish I I wish... my best friend were here.

7 R F I wish my best friend were here. T B I If it were not for your help... Your? My help? Yes! I couldn t speak English. R Thank you F very much. Thank you for your kindness. A T A B B A

8 do in A B A B A B A B A A B If you were to be born again, what would I you like to be? I would like to be... God. R God of all mighty F I If I were to die tomorrow, I would not regret. R regret F regret I Regret R If it were to die tomorrow F

9 A T If you were to be born again, what would you like to be? I would like to be... God. A B I If you were to be born again, what would R you like to be? F If you were to be born again, what would you like to be? SI TR Poetic I Iwant I would Iwish SI I would... What would you like to be TR I would like to be... wind. R I would F like to be windwind window wind breeze sea breeze sea breeze SI TR I T If you were to be born again, what would you like to be? If you were to be born again, what would you like to be? I d like to be T T sea breeze T B A T B

10 A B A B IRF A IRF B IRF IRF A A B IRF Cazden, 1986, p. 437 O Connor and

11 Michaels, 1996, p. 69 Barns, D Exploratory talk for learning. In Mercer, N. & Hodgkinson, S. (Eds.), Exploring talk in school (pp. 1 15). London : SAGE. Cazden, C Classroom Discourse. In Wittrock, M. C. (Ed.), Handbook of research on teaching (pp ). Third edition. New York : Macmillan Publishing Company. Cazden C. B Classroom discourse : The language of teaching and learning. Portsmouth, NH : Heinemann. Doughty, C. & Williams, J. (Eds.) Focus on form in classroom second language acquisition. Cambridge : Cambridge University Press. Ellis, R Making the classroom acquisition rich. In Ellis, R. (Ed.), Learning a second language through interaction (pp ). Amsterdam : John Benjamin. Ellis, R Introduction : Investigating form-focused instruction. Language Learning, 51(1), Gibbons, P Mediating language learning : Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), Hall, J Redressing the roles of correction and repair in research on second and foreign language learning. Modern Language Journal, 91 (4), Hardman, F Teachers use of feedback in whole-class and groupbased talk (pp ). In Mercer, N. & Hodgkinson, S. (Eds.), Exploratory talk in school. London : SAGE. Hellermann, J The contextualization of participation in the asthma project. In Cole, K. & Zuengler, J. (Eds.), The research process in classroom discourse analysis (pp ). New York : Lawrence Erlbaum Associates. Johnson, K Understanding communication in second language classrooms. New York : Cambridge University Press. Markee, N. & Kasper, G Classroom Talks : An introduction. Modern Language Journal, 88 (4), Mercer, N Language for teaching a language. In Candlin, C. & Mercer,N.(Eds.),English language teaching in its social context (pp ). New York : Routledge. Nassaji, H. & Wells, G What s the use of triadic dialogue?:anin- vestigation of teacher-student interaction. Applied Linguistics, 21(3), O Connor, M. & Michaels, S Shifting participant frameworks : Orchestrating thinking practices in group discussion. In Hicks, D. (Ed.), Discourse, learning and schooling (pp ). New York : Cambridge University Press. Ulichny, P Performed conversations in an ESL classroom. TESOL Quarterly, 30(4), Van Lier, L Constraints and resources in classroom talk : Issues of equality and symmetry. In Candlin, C. & Mercer, N. (Eds.), English language teaching in its social context (pp ). New York : Routledge. Wells, G Dialogic inquiry : Toward a sociocultural practice and theory of education. New York : Cambridge University Press.

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英語による自己表現学習に関する授業比較 IRF 構造に着目した教室談話分析 教育内容開発コース 藤 森 千 尋 A Comparative Study on the Learning of Self-Expression in English Classrooms : A Classroom Dis

英語による自己表現学習に関する授業比較 IRF 構造に着目した教室談話分析教育内容開発コース藤森千尋 A Comparative Study on the Learning of Self-Expression in English Classrooms : A Classroom Dis