| Project/Area Number |
10831001
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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 |
談話(ディスコース)
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| Research Institution | HOKKAIDO UNIVERSITY |
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Principal Investigator |
ISHIGURO Hiroaki Hokkaido Univ., Grad. School of Education, A. Prof., 大学院・教育学研究科, 助教授 (00232281)
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| Project Period (FY) |
1998 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,300,000 (Direct Cost: ¥3,300,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2000: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1999: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1998: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | nursery / education / language interaction / development / non native Japanese / discourse analysis / group / instruction-learning / 集団教授学習 / 日本語非母語児(者) / フィールド・リサーチ / 幼児 / 小学生 / 日本語非母語児 / フィールドリサーチ / 文化 / マイクロエスノグラフィー / ビデオ / 観察 / 日本語 |
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| Research Abstract |
The purpose of this study is to consider the characteristics of classroom discourse in multilingual classes. It is said that there is an asymmetrical relationship between language majorities and minorities there. This study focus a developmental differences in different age-groups. The fields to be investigated are a day care center, an elementary school, and university. The first field is a one-or-two-years children's class. The second one is a special lesson class for non native Japanese (Japanese Brazilian) children. The third one is a university class for second language learners. The research method is called as a microethnography or "a field research with microanalysis." The researcher went to the fields with a pen, a notebook, and a video camera.
The main focused interactions were decided by the field notes and the videotapes. As the main results, the one-or-two years old children depends on the motor-physical aspect of language rather than semantic one so that non native Japanese is not emergent as a children with strange actions for the teacher's guidance. The teachers in the elementary school did not regulate Japanese Brazilian children to do something but tried to manage their self-regulated action. The professor in the second language class managed a group discussion rather than one-to-one personal communication. He replied to student's answers not for him or her but learners in the floor. In sum, the asymmetrical relation was generated by teachers' instructional method to manage the classroom discourse specific for a group.
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