Japanese Journal of Qualitative Psychology
Online ISSN : 2435-7065
How Do Students Listen When Task Structures Differ in Classroom Discussions?
Two Case Studies of Students’ Utterances
Tomonori Ichiyanagi
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2011 Volume 10 Issue 1 Pages 116-134

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Abstract

This study clarifies how students listen to others in classroom situations with differing task structures, based on Bakhtin’s principle of "internal dialogue" with other’s words. Utterances by two frequent speakers in two fifth grade classrooms were analyzed. The results of the two case studies were as follows. First, the two students listened to others while connecting their prior knowledge or their own experiences to these utterances during discussions that focused on acquiring and sharing specific knowledge. Second, in discussions involving interacting with each idea and elaborating each understanding, Student A listened to others relate their own understanding of the text, considering the flow and theme of the discussion, whereas Student B seemed to have problems in "dialoguing" simultaneously with the utterances that formed the flow of the discussion and with the words of shared texts, in addition to others’ utterances. Third, this research suggests that the ways in which teachers respond, as well as the existence of shared texts, affect the students’ acts of listening in situations with the same task structures.

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© 2011 Japanese Association of Qualitative Psychology
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