2016 Fiscal Year Final Research Report
The dialogically construction of students' writing and strategies of voicing in presentation activities
Project/Area Number |
26381192
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Research Field |
Education on school subjects and activities
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Research Institution | Gifu University |
Principal Investigator |
|
Project Period (FY) |
2014-04-01 – 2017-03-31
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Keywords | 書くことの教育 / 文章表現 / ジャンル / 対話 / ライティング / ディスコース / リテラシー / プレゼンテーション |
Outline of Final Research Achievements |
This study considers the development of voicing strategy in argumentative writing, and analyzes a representative activity, student’s compositions and group discussions which were extracted from the writing class. To analyze writings in this approach, three classes were selected. The analysis of these compositions and presentations reveals that the first writing shared the topic and argument space with the article based on dialogic processes, whereas the second writing was based on direct interaction with a dispersed context and the topic was relativized. Presentative activities cause recognition of dialogic process in learning writing. The analysis reveals that student recognized the order of voicing and develops the strategies of voicing in writing, through discussions include the topics and questions referring context of voices in course material texts. It is important to construct dialogic interactions with contexts in mediated writing.
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Free Research Field |
国語科教育学
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