2008 Volume 32 Issue 1 Pages 57-66
In this study "teacher's approach" utterance was defined as teacher's utterance that makes relationship between teacher and pupils and the purpose of this study was to reveal what intentions as instruction "teacher's approach" utterance to elementary pupils has. This study focused "teacher's approach" utterance to pupils and made a quantity analysis of category and interpretive analysis of case example in classes of the Japanese at the second-grade. On the analysis, "teacher's approach" utterance to pupils was put into three categories of "descriptive function", "technical function" and "object of utterance". Their analysis was to reveal the following. More than half of the teacher's utterance was "teacher's approach" utterance to pupils. And about 30 percent of the descriptive functions were "control" and "relaxation". These results showed "teacher's approach" utterance to pupils was used as instructional strategy. Specifically, it was showed that by the use of approach to schoolchild teacher avoided clear evaluations of pupils, provided an emotional evaluation of pupils effectively and got pupils in to classes.
