スピーチ・プリゼンテーション授業における協働的対話に関する事例研究

抄録

The purpose of this study is to observe how dialogues are constructed in a foreign language classroom and to investigate the factors that affect the construction of dialogues. In the present study, transcribed data in a speech presentation class instructed by a Japanese teacher of English (JTE) and an assistant language teacher (ALT) at a senior high school were qualitatively analyzed using a classroom discourse analytic method. Each speech presentation made by the 21 students consisted of two parts: a "Show and Tell" speech and a question-and-answer session about the speech. In the present analysis, we focused on the question-and-answer sessions. Collaborative dialogues observed in the sessions were categorized into three types: collaborative dialogue for form construction, meaning construction, and content construction. In particular, the students were involved in meaning and content construction, while the teachers were involved in form construction. The construction of collaborative dialogues was found in the scenes of the question-and-answer sessions where the students initiated and actively asked authentic questions.