志野 文乃 (シノ アヤノ)

写真a

所属

教育・総合科学学術院 教育学部

職名

助教

学位 【 表示 / 非表示

  • 早稲田大学   修士(教育学)

  • Institute of Education, UCL   MA in TESOL

  • 早稲田大学   博士(教育学)

 

特定課題研究 【 表示 / 非表示

  • 日本の小学校英語教育におけるクラスルームディスコース分析

    2020年  

     概要を見る

    This study investigates how homeroom teachers (HRTs), assistant language teachers (ALTs), and pupils communicate with each other to achieve mutual understanding in a Japanese public primary school. English became a formal subject for the fifth and sixth graders, and English activities also became compulsory for the third and fourth graders in all Japanese public primary schools in 2020 (MEXT, 2017). Therefore, there will be more opportunities for HRTs, ALTs, and pupils to interact with each other using English, and hence further investigation of primary English education in Japan will be needed. In the study, conversation among the three parties in English classes was audio-recorded for about 70 hours in total and analyzed partially based on existing research on classroom discourse (e.g., Sinclair and Coulthard, 1975; Walsh, 2013), conversation (e.g., Schegloff, et al., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analytic approaches. The results of the study show that the three parties cope with the ALTs’ irregular use of Japanese and the HRTs’ and the pupils’ irregular use of English in language classrooms, saving interlocutors’ face by the use of various ways such as indirect repair and silence to smoothly conduct English lessons and maintain good relationships with each other. These results will be published as two papers in academic journals and were presented at three academic conferences.

  • 日本の公立小学校における英語教育の教室内インタラクション分析

    2019年  

     概要を見る

    This study investigates how homeroomteachers (HRTs), assistant language teachers (ALTs) and pupils communicate witheach other to achieve mutual understanding in a Japanese public primary school.English has become a formal subject for the fifth and sixth graders, andEnglish activities have also been compulsory for the third and fourth gradersin all Japanese public primary schools since 2020 (MEXT, 2017). Therefore,there will be more opportunities for HRTs, ALTs and pupils to interact witheach other using English, and hence further investigation of primary Englisheducation in Japan will be needed. In the study, conversation among the threeparties in English classes were audio-recorded for about 70 hours in total andanalyzed partially based on existing research on classroom discourse (e.g.,Sinclair and Coulthard, 1975; Walsh, 2013), conversation (e.g., Schegloff, etal., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analyticapproaches. The results of the study show that the HRTs, the ALT and the pupilsutilize strategies such as discourse markers and repetition, using English andJapanese to facilitate interlocutors’ clear understanding. In addition, thethree parties are observed to save interlocutors’ face during lessons by theuse of such strategies as non-direct repair and silence in order to smoothlyconduct English lessons and maintain good relationships with each other. Theseresults have been published as a doctoral thesis at Waseda University, a paperin an academic journal, a chapter in a book, and presented at two academic conferences.

  • 日本の小学校英語教育における教室内のインタラクション分析

    2018年  

     概要を見る

    This study investigates how homeroomteachers (HRTs), assistant language teachers (ALTs), and pupils communicatewith each other to achieve mutual understanding in a Japanese public primaryschool. English will become a formal subject for the fifth and sixth graders,and English activities will also be compulsory for the third and fourth gradersin all Japanese public primary schools in 2020 (MEXT, 2017). Therefore, therewill be more opportunities for HRTs, ALTs, and pupils to interact with eachother using English, and hence further investigation of primary Englisheducation in Japan will be needed. In the study, conversation among the threeparties in English classes were audio-recorded for about 50 hours in total andanalyzed partially based on existing research on classroom discourse (e.g.,Sinclair and Coulthard, 1975; Walsh, 2013), conversation (e.g., Schegloff, etal., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analyticapproaches. The results of the study show that the HRTs, the ALT and the pupilsutilize strategies such as repair, code-switching, and scaffolding, usingEnglish, Japanese, and onomatopoeia to construct interlocutors’ clearunderstanding. These results have been (or will be) published as papers in twoacademic journals and a chapter in a book, and presented at four conferences.

 

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