著者

藤森 千尋

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.455-466, 2013-03-10

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The present study aims to examine how students repair their utterances in question-answer dialogues of English classes at secondary schools. The notion of repair in language learning is reconceptualized based on the “functional dualism of texts (univocal and dialogic functions) ” discussed by Wertsch and Lotman. A set of data was collected in classes for speaking skills being team-taught by an ALT and a JTE. The students’ repairs in terms of each function were analyzed and discussed in association with the dual goals of language-learning classrooms: the needs for explicit form-focused interaction and authentic meaningfocused interaction. The results of the study show that in the scenes of form-focused interaction, students may judge the extent to which teachers demand immediate linguistic corrections from them, with their primary attention focused on the meaning of the interactions. On the other hand, in the scenes of meaning-focused interaction, students can attempt to produce modified utterances for the sharing of meanings among their peers if the interaction demonstrates a gap in meaning sharing. That is to say, diverse dialogic scenes are necessary to improve speaking proficiency. The pedagogical implication is that teachers must make conscious choices of classroom interactions to achieve balanced learning.