小学生の宛先による日本語発話と英語発話の使い分け : 変化プロセスに注目して

概要

論文の詳細を見る
The purpose of this research is to learn how the children's speech changes, and how are English utterances different, depending on the address of the student’s speech. I observed, and analyzed English activity by students in the third grade of elementary school. I compared communications of children that had been done in the first term and then in the second term. As a result, the study of children's English was divided into three stages: where children knew English, confirmed English, and showed knowledge. During the first term children exchanged knowing English with the English teacher. Children confirmed knowledge with the classroom teacher and other children. The child occasionally pretended to speak English and did not ask an English teacher but confirmed English with other children later. The confidence in his English related to acceptance of other student of its utterance. In the second term children's communications became enhanced. Children had learned from the English teacher, and exchanged the confirmation of knowledge. They confirmed knowledge with the charge and children, and their knowledge was shown the charge. The daily relation between the classroom teacher and children was important for children to have confidence and to participate in the English activity.
2010-03-31