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

本研究对40对特殊学校师生进行访谈，探讨如何在课堂上恢复对会话的平衡贡献和修复会话中断。结果如下。1)通过干预，改善了教师在谈话中的主导地位和盲症和轻度智障学生对启蒙的忽视。2)通过干预改善了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)重度智障非言语学生以说教式教师为主，言语交流多于非言语交流。如果教师的沟通反应迅速，更多地使用非语言，则可以恢复平衡的贡献。当对话中断被修复后，学生的行为问题减少了。4)会说话的智障学生的会话不平衡也可以通过上述方式改善。教师对学生言语的逐字解释导致了对话的中断，其中一些导致了学生的行为问题。解决问题需要对话修复。5)教师在与怀疑有广泛性发展障碍的不会说话或不说话的学生交谈时，由于误解了学生的交际行为的含义，未能清楚地表达自己的意图，导致交谈破裂。改善不平衡贡献只不过是通往崩溃的大门。如果老师要讲解释思想的话，和平常说话的学生的谈话就中断了。当老师只讲述主题的现实方面时，就会出现修复。

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.