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PRAGMATICS BASED INTERVENTION TO CONVERSATION BETWEEN TEACHER AND STUDENT IN SPECIAL SCHOOL CLASSROOM

基于语用学的特殊学校课堂师生对话干预

基本信息

批准号：
09680251
负责人：
OI Manabu
金额：
$ 2.05万
依托单位：
KANAZAWA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09680251/
关键词：
CONVERSATION PRAGMATICS SPECIAL EDUCATION SCHOOL TEACHER BEHAVIORAL PROBLEMS

项目摘要

40 dyads of teacher and student from special schools were interviened in terms of recovering balanced contribution to conversation and repairing conversational breakdown in the classroom. Results were as the foliwing. 1) Teacher' s dominance in conversation and negligence of initiation by the student with blindness and mild mental retardation were improved through inetrvention. 2)Imbalanced contribution between the teacher and the student with hearing impairment was improved by the intervention. Conversationl breakdown was repaired if the teacher would use sign language more frequntly and appropriately. 3) Non-speaking student with severe mental retardation was dominated by the didactic teacher who communicate more verbally than non-verbally. Balanced contributioin was recovered if the teacher communicate responsive and more non-verbally. Behavioral problems of the student decreased when conversational breakdowns were repaired. 4) Conversational imbalance with speaking student with mental retardation was also improved in the above-mentioned way for non-speaking student. Teacher' s literal interpretation of student' s speech lead to breakdown of conversation some of which caused behavioral problems of student. Conversational repair was needed for resolution of the problems. 5) In conversing with non-speaking or irrevantly speaking student suspected of pervasive developmental disorders, teacher caused breakdowns by misunderstanding the meaning of student's communicative act and by failing to express teachers s own intention clearly. Improving imbalanced contribution was no more than the door to breakdowns. Conversation broke down with ordinarily speaking student if teacher would speak interpretating minds. Repair occured when teacher spoke describing only realistic aspects of the topic.

本研究以40对特殊学校师生为研究对象，就恢复课堂会话的平衡贡献和修复课堂会话中断进行了访谈。结果如下。1)通过干预，盲生和轻度智力落后学生的教师主导性谈话和忽视启蒙的情况得到改善。2)通过干预，改善了听障教师与听障学生之间的不平衡贡献。如果老师能更频繁、更恰当地使用手语，对话中断就能得到修复。3)非言语型重度智能障碍学生主要由说教型教师主导，言语型教师的交流多于非言语型教师。平衡的contributioin恢复，如果教师沟通反应和更多的非口头。学生的行为问题减少时，会话故障得到修复。4)与会说话的智障学生的对话不平衡也以上述方式改善了不会说话的学生。教师对学生讲话的字面解释导致了会话的破裂，其中一些导致了学生的行为问题。要解决这些问题，需要进行对话修补。5)在与怀疑有广泛性发展障碍的学生交谈时，教师因误解学生的交际行为的意义和未能清楚地表达教师自己的意图而造成了障碍。改善不平衡的贡献只不过是通往崩溃的大门。如果老师说的是解释性的思想，那么他和普通学生的谈话就会中断。当老师只描述主题的现实方面时，会发生修复。