会話支援ストラテジーとしての肯定的フィードバック研究－LARP at SCUコーパスのインタビューデータに基づいて

陳淑娟

doi:10.6183/ntujp.2012.24.201

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P201 - 225

Humanities > Linguistics
Humanities > Foreign Literature

DOI： 10.6183/ntujp

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会話支援ストラテジーとしての肯定的フィードバック研究－LARP at SCUコーパスのインタビューデータに基づいて

A Study on the Positive Feedback of the Strategy for Conversational Support for Teachers: Based on the Interview Data in the Corpus of LARP at Soochow University

陳淑娟(Shu-Chuan Chen)

台大日本語文研究； 24期 (2012 / 12 / 01) ， P201 - 225

日文 DOI： 10.6183/ntujp.2012.24.201

会話支援ストラテジー；肯定的FB ； LARP at SCU ；隣接対ペア； second language ； Japanese learning ； learning motivation ； learning attitude

Abstract │ Reference (33) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Based on the interview data from the corpus of LARP at SCU, this paper will examine the strategy of conversational support applied by teachers when guiding students to express and analyze the contents of the conversations. The paper focuses on the ”positive feedback” (hereafter ”positive FB”) provided by the teachers to stimulate conversations during the interviews the teachers conducted with the students about their compositions and tries to clarify its structure. Through this ”positive FB,” the teachers effectively guided the students to respond by adopting the strategy of conversational support to the students' responses during the interviews. When forming the corpus of LARP at SCU, students were requested to write compositions in Japanese prior to a twenty-minute one-on-one interview conducted by a teacher with each student based on the content of their composition. During the interview, in order to make the dialogue progress smoothly, the teacher employed various strategies to facilitate student responses. Based on the dialogues between 9 Japanese teachers and their students for a total of 18 interviews, this paper analyzes the ”positive FB” taken from 463 adjacent pairs of dialogues and categorizes them according to the patterns of presentation skills. The most often used presentation skills include making brief responses, repetitions, empathy, and substitutions. Other effective skills that can keep students talking include confirmation, substitution, recasting, positive evaluation, asking for specific examples, connection, continuation, correction of the target language, protecting weaknesses, and compliments. Further analysis of the above skills shows that the teachers' positive FB is endowed with certain elements of the conversational structure, such as ”aperture,” ”process” (”content affirmation,” ”protecting weaknesses,”) and ”closure.”

Reference ( 33 ) 〈TOP〉

陳淑娟(2004)。「隨後訪談」對作文的修正效應─依據LARP at SCU之語料調查。語文與國際研究，2，1-34。
連結：
陳淑娟(2010)。『LARP at SCU』の被験者からのフィードバック─グラウンデッド・セオリーによる作文の分析―。東呉大学日語教育学報，35，70-88。
連結：
陳淑娟(2010)。作文に対する否定的フィードバック研究─LARP at SCU のデータに基づいて─。東呉大学日語教育学報，36，30-52。
連結：
羅曉勤(2008)。作文指導への思考マップの導入の可能性―「作文１」の授業での実践から。台湾日本語文学報，24，353-376。
連結：
羅曉勤(2009)。初中級クラスでの推敲活動の試み―ピア・レスポンス活動を中心にー。台湾日本語文学報，26，309-328。
連結：

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