学術場面における大学生の発話調整 : 協同学習における自然発話データから

概要

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Among various learning situations, this paper focuses on analysis of utterance adjustment in cases of individual speeches and collaborative learning. "Utterance adjustment expressions" are defined as "phonetic phenomena which have no meaning except for the function of adjusting an utterance", with 60 minutes of recorded audio and video data in collaborative learning and three minute speeches of 20 students as the basis for analyzing types, usage frequency, and appearance position of utterance adjustment expressions, to obtain the following conclusions. In terms of frequency, compared with speeches, utterance adjustment in collaborative learning is near to that in regular conversation. In collaborative learning, long or repeated instances of silence are frequent, with utterance adjustment appearing either before or after this silence, whereas in speeches there are no periods of silence longer than two seconds. With utterance adjustment in collaborative learning, "negative responses" are not preferred. Through silence and breaks in conversation, collaborative learning participants provide hints to each other of the existence of a problem or difficulty and the necessity for adjustment, then presenting substitutable alternatives, and choose one from the most "affirmative response", a process of attaining agreement in order to solve the problems.
神奈川大学の論文