A Study of Effects of a Teaching Discussion Strategy:

Analysis of the Practice that Adopts the Activity to Transcribe Discussion

Abstract

This paper investigated the instructional method in the education to have elementary school children learn a discussion strategy. In this case, I focused on the practice that adopts an activity to transcribe discussion. The learning contents are linguistic strategies related to coordinator such as conclusion and facilitation. I picked up the instruction with 5th year children in public elementary school. First, this study compared difference of discussion between class 1 and 2, and then analyzed the classroom discourse of class 2. Learning outcome has revealed that transcribing discussion is effective for a metacognitive activity. I clarified that the transcript transcribed by students can use in the upper grades of elementary school. Additionally, the transcript shows the key word of discussion in this study.