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外国語活動及び英語授業における足場かけの機能と特徴 -小中一貫連携教育での教室談話分析-
http://hdl.handle.net/10458/6222
http://hdl.handle.net/10458/62223e475d0a-bf52-4a4a-a741-1c31461b9de9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文 (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-04-01 | |||||
| タイトル | ||||||
| タイトル | 外国語活動及び英語授業における足場かけの機能と特徴 -小中一貫連携教育での教室談話分析- | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Scaffolding in Foreign Language Activities and Classes | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | ガイコクゴ カツドウ オヨビ エイゴ ジュギョウ ニ オケル アシバ カケ ノ キノウ ト トクチョウ - ショウチュウ イッカン レンケイ キョウイク デ ノ キョウシツ ダンワ ブンセキ- | |||||
| 言語 | ja-Kana | |||||
| 著者 |
東條, 弘子
× 東條, 弘子× アダチ, 徹子× 坂口, 瑞穂× 園田, 伊公子× 山本, 延久× 別府, 百合亜× 齋藤, 匡× Tojo, Hiroko× Adachi, Tetsuko× Sakaguchi, Mizuho× Sonoda, Ikuko× Beppu, Yuria× Saito, Tadashi |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study explores how scaffolding occurs in foreign language activities and classes. Classroom observation was conducted, and the paper analyzed five classroom discourse cases that were extracted from English language lessons for Years 5 to 8. The teaching beliefs and reflections of the five instructors who were in charge of the classes were referred to in the interpretations and discussions of protocols that followed. There are four main findings: (1) students as well as teachers scaffolded each other, using both Japanese and English; (2) scaffolding functioned as a form of mediation among participants both in cases where classroom communication went smoothly and in cases where it did not work well or faced difficulties; (3) depending on the students' ages and English language competence, there were a variety of scaffolding features; and (4) scaffolding styles are dynamic and variable, influenced by who the interlocutors are and the contexts in which the utterances are made. The paper concludes that based on the students' developmental stages and English proficiency levels, teachers can acquire professional knowledge to scaffold their students appropriately through their daily teaching practice. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 宮崎大学教育学部附属教育協働開発センター研究紀要 en : Journal of the Center for Collaboration and Development in Educational Practice and Management, University of Miyazaki 巻 26, p. 67-83, 発行日 2018-03-25 |
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| 出版者 | ||||||
| 出版者 | 宮崎大学教育学部附属教育協働開発センター | |||||
| 言語 | ja | |||||
| 出版者 | ||||||
| 出版者 | Center for Collaboration and Development in Educational Practice and Management, University of Miyazaki | |||||
| 言語 | en | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 21886636 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1278049X | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
