社会記号論による授業分析に関する研究

―クレス（Kress, G.）によるマルチモード・アプローチ（multimodal approach）の有用性の検討―

抄録

This research the method and the content of the education by social semiotics using a multimodal approach. The influence of Halliday's function linguistics is considered, and attempts made to analyze the language activity in the classroom according to the theory of social semiotics. Kress contemplated various forms of communication other than/in addition to language in social semiotics. He has enhanced the selection system function language theory by Halliday. When communicate meaning with each other, the multimode including the sight image is used.

The multimodal approach gives significance to the mode choices made by the teacher, the students, and others involved in the interaction. And the technique of the analysis of the teaching-learning process is selected voluntarily by the teacher.

Moreover, a mode choice and an educational content were related from the frame of a multimodal approach and social semiotics, and the relativity of the teaching-learning process and the culture was pointed out further. A recent trend that started setting the global standard of an educational content is questioned. It is necessary to discuss what culture forms the background of the teaching-learning process and what culture we try to produce in the teaching-learning process.