日常的相互行為過程としての社会化 : 発話ターンとしての<泣き>という視点から

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概要

• 論文の詳細を見る

• The purpose of this paper is to describe the interaction between a nursery school teacher and a child. It is notable that children who have not yet acquired competence in language use are able to participate in conversation using a special tool, namely "crying." This viewpoint is very important for considering the following two things. One is how children's crying is understood as a concrete expression of will. And the other is how children are socialized, and especially, how they acquire language. Generally, in interpreting children's crying, there is a tendency to think that adults should try to understand the causes of the crying and to remove them. However, this is not adequate. Let us imagine a case where it can be understood that a child is crying because he or she wants a toy. How can this request be understood? Probably, the adult cannot understand until noticing the crying, passing the child the toy and noticing that he or she stops crying. That is, understanding why the child is crying is an interactive process. Not only the adult, but also the child needs to take part in that interaction. From this perspective of conversation analysis, this paper focuses on the interaction and attempts to describe the scene when the meaning of a child's crying is revealed. It goes on to note the operation of a "turn-taking system." This system leads to a knowledge of how children's crying is understood as concrete will. Then, the paper goes on to examine the symmetrical character of "crying." Unlike words, crying itself does not have particular meanings. Therefore, to be understood concretely, it requires the help of words. In other words, children who participate in conversation using crying cannot or cannot sufficiently use natural language, and need the help of adults. Starting from this, children can gain the chance to acquire language and to be socialized. Through the examination of these two issues, this paper attempts to present one viewpoint for considering socialization.

• 日本教育社会学会の論文
• 2005-05-30

著者

• 芝田 奈生子

  立教大学大学院

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• 文化としての涙(3) : 保育園児のをめぐる交渉手続き(子ども)
• 文化としての涙(2) : 保育園児のをめぐるしつけ相互行為場面から(IV-2 子ども)
• 文化としての涙(1) : 子ども文化における分析に向けて(III-1 ジェンダー(1))
• 子ども間相互行為における参与の成立過程(研究法)
• 日常的相互行為過程としての社会化 : 発話ターンとしてのという視点から
• 「感情」概念による教室内相互行為の分析可能性(教育言説)

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