Learners' Answers to Teacher's Questions that are not Accompanied by Address Words: Focusing on Interactions in the Japanese as a Second Language Classroom

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  • 宛先語を伴わない発問に対する学習者の応答―第二言語としての日本語の教室における相互行為に注目して―
  • アテサキゴ オ トモナワナイ ハツモン ニ タイスル ガクシュウシャ ノ オウトウ : ダイニゴンゴ ト シテ ノ ニホンゴ ノ キョウシツ ニ オケル ソウゴ コウイ ニ チュウモク シテ

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Abstract

<p>This paper aims to identify one aspect of participation in classrooms where Japanese is taught as a second language, focusing on teacher's questions that are not accompanied by address words. Using Conversation Analysis, the following was investigated: i) When the teacher asks a question without addressing a learner but while looking at an individual learner, does this give all learners the opportunity to answer? and ii) if i) is the case, how do learners compete for the opportunity to answer the teacher's questions? The analysis showed that i) teacher's questions that are not accompanied by address words give all learners the opportunity to answer, even when the teacher is looking at an individual learner, and ii) when two learners are competing for the opportunity to answer, the second starts to speak at the point where a hitch occurs in the turn-in-progress by the first, and the first orients to keep his/her turn. Such practices are also, almost subconsciously, used by native speakers in ordinary conversation. Therefore, the analysis suggests that learners participate in classroom interactions while monitoring each other's behaviors.</p>

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