2023 Volume 74 Issue 2 Pages 280-297
This article aims to reveal some of the methods for realizing “deliberation” in mass teaching lessons through interactional analysis of three lessons of “moral education through deliberating and discussing,” from the standpoint of ethnomethodology and conversation analysis.
With a focus on the core situation of deliberation that is “oppositional statements are confronted with one another,” our analysis revealed the following interactional methods.
First, a feedback format of “formulation + Question Tag（QT）” can confine a subsequent statement to a “statement about a formulated statement.”
Second, the “opposition elicitation format of QT,” including “how against it” can confine the “statement about a formulated statement” to an “opposing statement.”
Third, the “reference to ʞmuttersʟ” is also able to similarly and more strongly confine a subsequent statement, that is, confining it to a content of the mutters.
Fourth, opposing “mutters,” as a crucial resource for confining a statement, can be elicited by composing either or both parts of the “formulation ＋ QT” as “challenging.”
Fifth, by organizing a formulation part of “formulation + QT” as “fusion” and “accumulation,” the oppositional statement elicited by above-mentioned methods can be located in a larger oppositional figure on the scale of the entire class.
The findings of this article reveal new methods of formulation in teaching lessons, and know-how inherent in practice for realizing deliberation in school education.
