順天堂グローバル教養論集第一巻20160325
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801. はじめに 本研究の目的は、一人の英語教師が2009年度と2011年度に実施した、中学3年生を対象とする関係代名詞の授業談話の様相を、協働的な対話への視座から分析し検討することである。 本研究は、第一著者である筆者と、第二著者である授業者との間で2007年~2011年に行わ 研究論文 中学校英語科における協働的な対話の検討-関係代名詞の授業談話分析-Creating Collaborative Dialogue in Junior High School English Grammar Lessons東條 弘子1)* 吉岡 順子2)Hiroko TOJO1)* Junko YOSHIOKA2)Abstract The current research aims to explore the occurrence of collaborative dialogue amongst junior high school students through whole class discussions, when relative pronouns were the focus of English grammar lessons. The paper begins describing recent changes in the teacher’s philosophy and then moves on to her reections on the way in which she had taught grammar over the past 26 years and an examination of the discourse data. The pro-tocols were analyzed based on the concept of collaborative emergence, and reference was also made to the teacher interview data and comments that were subsequently collated on the discourse transcripts. The ndings suggest that: (1) students could learn English grammar through collaborative dialogue amongst their peers; (2) as time went by, the teacher could cope with more unpredictable utterances from the students; and (3) due to the orientation of student-centered lessons, the quality of utterances of both the students and the teacher changed. Key words生徒間対話、生徒主体の授業、文法指導Peer Dialogue, Students-Centered Lesson, Grammar Instruction 順天堂グローバル教養論集 第一巻(2016)80–94頁1)順天堂大学 国際教養学部 (Email:h-tojo@juntendo.ac.jp)2)東京都町田市立町田第一中学校*責任著者:東條 弘子 〔October 6, 2015 原稿受付〕〔January 8, 2016 掲載決定〕

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