中学校oral introductionの実践 : 内容理解を促す生徒による「つぶやき」の特徴

抄録

The purpose of the current research is to explore how a junior high school English teacher deals with oral introduction which covers subject matter content in textbooks and to find out how the students' "private speech" helps in constructing collaborative dialogue throughout the class. The research begins with the teacher's reflection on "private speech" and moves on to her teaching belief as well as actual discourse data on three cases. In order to identify the features of "private speech" the protocols and the teacher's comments are analyzed. The findings show that more than a half of the discourse consists of students' "private speech" of which 79 percent is dependent on Japanese, whereas 71 percent of the teacher's language usage is in English. The characteristics of five students' "private speech" in English are discussed in particular with the idea of "multivoiceness." The research concludes that not only "private speech" but also the textbook writings mediate understanding of content in focus and suggests that "multivoiced" dialogue functions as a means to facilitate collaborative learning in oral introduction.