| Project/Area Number |
09680251
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | KANAZAWA UNIVERSITY |
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Principal Investigator |
OI Manabu KANAZAWA UNIVERSITY,FACULTY OF EDUCATION、PROFESSOR, 教育学部, 教授 (70116911)
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| Project Period (FY) |
1997 – 1998
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| Project Status |
Completed (Fiscal Year 1998)
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| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 1998: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1997: ¥2,600,000 (Direct Cost: ¥2,600,000)
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| Keywords | CONVERSATION / PRAGMATICS / SPECIAL EDUCATION / SCHOOL TEACHER / BEHAVIORAL PROBLEMS |
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| Research Abstract |
40 dyads of teacher and student from special schools were interviened in terms of recovering balanced contribution to conversation and repairing conversational breakdown in the classroom. Results were as the foliwing. 1) Teacher' s dominance in conversation and negligence of initiation by the student with blindness and mild mental retardation were improved through inetrvention. 2)Imbalanced contribution between the teacher and the student with hearing impairment was improved by the intervention. Conversationl breakdown was repaired if the teacher would use sign language more frequntly and appropriately. 3) Non-speaking student with severe mental retardation was dominated by the didactic teacher who communicate more verbally than non-verbally. Balanced contributioin was recovered if the teacher communicate responsive and more non-verbally. Behavioral problems of the student decreased when conversational breakdowns were repaired. 4) Conversational imbalance with speaking student with mental retardation was also improved in the above-mentioned way for non-speaking student. Teacher' s literal interpretation of student' s speech lead to breakdown of conversation some of which caused behavioral problems of student. Conversational repair was needed for resolution of the problems. 5) In conversing with non-speaking or irrevantly speaking student suspected of pervasive developmental disorders, teacher caused breakdowns by misunderstanding the meaning of student's communicative act and by failing to express teachers s own intention clearly. Improving imbalanced contribution was no more than the door to breakdowns. Conversation broke down with ordinarily speaking student if teacher would speak interpretating minds. Repair occured when teacher spoke describing only realistic aspects of the topic.
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