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アイテム
指示詞コ・ソ・アの言語学研究を援用した授業分析の可能性
https://doi.org/10.18999/nueduca.71.1.67
https://doi.org/10.18999/nueduca.71.1.6753e14e13-1436-426c-9ebb-655fc854312e
| 名前 / ファイル | ライセンス | アクション |
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nueduca7101_06.pdf (485.6 KB)
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| アイテムタイプ | itemtype_ver1(1) | |||||||||
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| 公開日 | 2025-02-04 | |||||||||
| タイトル | ||||||||||
| タイトル | 指示詞コ・ソ・アの言語学研究を援用した授業分析の可能性 | |||||||||
| 言語 | ja | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | The Possibility of Lesson Analysis Using Linguistic Research on Demonstratives “Ko”, “So”, “A” in Japanese | |||||||||
| 言語 | en | |||||||||
| 著者 |
花里, 真吾
× 花里, 真吾
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Lesson analysis, which holds an important place in lesson study aimed at improving teaching and teacher development, is fundamental research to discover the relevance of various facts that appear in teaching and learning process during the lesson and to generate pedagogical knowledge. In recent years, opportunities to form groups that support interactive learning in the classroom have been increasing, and it is more important than ever to clarify how an individual’s learning develops within this context. Previous research has confirmed that in small group class discussions, the process of students understanding one another takes the form of an exchange of very abbreviated statements that are incomplete or lacking in clarity (Shibata, Tanaka, Hanasato, & Nakashima, 2017); the transcripts from these small group conversations suggests the pattern of student’s thinking while learning and interacting with others. (Shibata, Tanaka, Hanasato, & Nakashima, 2017). However, the transcripts of the classroom communication contain highly contextual demonstratives such as “Ko-re,” “So-re,” “A-re,” in Japanese. These demonstratives correspond to “this,” “it,” “that,” in English, so that lead to difficulty in ascertaining meaning of the sentence clarity. To increase the uniform validity of the interpretation for all who analyze the records, a detailed, careful consideration is necessary. To ensure the validity of such interpretations that will drive future pedagogy, it is necessary to foster a consensual basis for discussion to be shared among analysts. In this study, we examined the possibility of estimating the speaker’s recognition of the object at the time of utterance by applying the findings of linguistic research on directives to address the difficult problem of deciphering the meaning of utterances, which is highly context-dependent. As a result, the following points became clear. First, when conducting a lesson analysis, it may be possible to derive a more reasonable interpretation of the utterance by considering that the use of “ko-so-a” is affected by the positional relationship with the object, the range of influence between the speaker and the other party, and the reality of a positional relationship between the speaker and the listener. In addition, since the choice of directive may reveal the domain of the speaker’s recognition of theobject (direct experience domain/indirect experience domain), it can be used in lesson analysis to further deepen the interpretation of the speaker’s recognition of the ect. Additionally, directives have the function of binding sentences together and structuring their contexts. In regard to classroom analysis, it is important to interpret directives with an awareness of this function in order to best grasp the context. In addition, there are cases in which sentences are cohesive even when the position in which the directives are supposed to be present is “blank” or omitted. In lesson analysis, it is therefore essential that the analysis not only be based on what is written in the transcript, but also by what is verbally absent. What is omitted is also crucial to a careful analysis. Finally, consciously applying the concept of “definite/indefinite” of contextual indication at the level of the structure of an utterance to lesson analysis may be useful to validate the interpretation of an utterance by considering cases in which the conversation shifts or does not shift. As described above, the results indicate the possibility of using linguistic findings on directives as aids to validate the interpretation of utterances in lesson analysis. The remaining task is to pursue the possibility of applying this method to actual class records. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||||||
| 言語 | ja | |||||||||
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| 出版者 | The Graduate School of Education and Human Development, Nagoya University | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプresource | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.18999/nueduca.71.1.67 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | PISSN | |||||||||
| 収録物識別子 | 1346-0307 | |||||||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 教育科学 en : Bulletin of the Graduate School of Education and Human Development. Educational Sciences 巻 71, 号 1, p. 67-80, 発行日 2024-09-30 |
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