異なる知識・経験を持つメンバーからなるグループの課題解決談話——「提案の発展」へのメンバーの参与に着目して——

抄録

This paper delves into the dynamics of how diverse groups engage in problem-solving discourse, specifically focusing on the “proposal development” stage. In this stage, preliminary ideas are elaborated upon and transformed into more refined proposals. To understand this in a practical context, I analyzed the preparation of mock Japanese lessons carried out by three distinct groups labeled A, B, and C. Each of these groups brought varied linguistic backgrounds to the table, some being native speakers, others non-native, and differed in their teaching experiences. Group A's discourse was characterized by bidirectional participation. Here, all members actively collaborated, building upon, and refining the proposals put forth. However, a contrasting pattern emerged in Groups B and C. These groups displayed a more fixed “proposal” structure. There was a noticeable dominance by certain members, typically those with more experience or expertise, leading to a more unidirectional flow of ideas and contributions. This dominance often overshadowed the inputs of other members, limiting the diversity of ideas. Based on these observations, this study underscores a critical insight: for group discourse to be truly effective and holistic, it's imperative that all members, irrespective of their initial proposal status or expertise level, be given ample opportunities to voice their insights and contribute to the discourse.