抄録
The purpose of the current research is to discuss how junior high school students collaboratively learned English grammar, including sentence patterns involving different combinations of subject, verb, object and/or complement and the passive voice, through whole class discussions. The study begins with the teacher's reflections on the way in which she had taught grammar over the past 25 years and then moves on to a description of her teaching philosophy and an examination of discourse data. The protocols were analyzed based on Vygotsky's concept of the "zone of proximal development", and reference was also made to the teacher interview data and written comments as she later made on the discourse transcripts. The findings suggest that: (1) as time went by, the quality of both the collaborative dialogue among students and the teacher's utterances changed; (2) students could learn English through horizontal interactions among their peers; and (3) the teacher realized the usefulness of collaborative dialogue.
