The effect of dialogical style in the first graders' classroom on their acquisition of school culture

本研究的目的是通过对日本某一年级班级班主任讨论的语篇分析，明确讨论的特点是没有目标的开放式系统，并在考虑到引入讨论的意义和讨论对小学生知识习得的影响的情况下，明确“掌握在学习中”和“在学习中适当”之间的关系。在讨论中，主要观察到以下三种文化工具。其中之一是“多数人决定”，以方便学生表达和交流自己的意见，并让他们积极接受绝对意见。为了帮助学生与同龄人谈判，也为了有效地将他们自己的讨论成果付诸实践，引入了几个“正式或公式化的短语”，这是一种流行语。它还发现，老师的措辞在正式或礼貌的文体之间存在差异(如单划线句子I…更多的情况)和非正式或随意/平淡的风格(双下划线的风格)，取决于讨论的形式和她讲话的内容。在班级中引入“讨论”的协作互动，是为了让学生形成创造性的态度，例如通过平等的互动创造自己的目标，并向全班认同自己。这从小学生表现出的参与动机和对共享结果的情感表达中可见一斑。从这个意义上说，讨论可以说是为学习中的挪用提供了一种情境。然而，课堂上的讨论似乎是一种自由的对话互动，却受到了文化工具的控制，倾向于在学习中掌握。综上所述，在课堂讨论与开放任务的话语中出现的“在学习中掌握”与“在学习中恰当”的巧合关系在小学生通过情境活动获得知识的过程中起着重要作用。在小学生适应学校文化的过程中，及早在学校生活中引入这类知识起着重要作用。较少

The purpose of this research is, through the discourse analysis of the homeroom discussion in one first grade class in Japan, to identify the characteristics of discussion as the open system where no goal is readily set and to clarify the relationship between "mastery in learning" and "appropriation in learning", considering the significance of introducing discussion, and the effect of discussion on knowledge acquisition by pupils. In the discussion, three cultural tools were as follows mainly observed. One of them was a "decision by majority" to facilitate the pupils to express and exchange their own opinions, and to have them accept the absolute opinion positively. Several "formal or formulated phrases", a kind of catchwords, were introduced for helping pupils to negotiate with peers, and also to put their own products of discussion into practice effectively. It was-also found that the teacher's wording varied between formal or polite style (shown as the single-underlined sentences i … More n the above instances) and informal or casual/plain style (double-underlined ones) depending on the form of discussion and the content of her utterances. The aim for introducing a collaborative interaction of "discussion" in the homeroom is to let pupils form creative attitude such as creating their or his/her own aim through an equal-stand interaction and identify themselves to the whole class. This is shown from the pupils' expression of their high motivation to participate and their expressed emotion toward the shared result. In this sense, it can be said that the discussion provides a situation for "appropriation in learning". However, discussion in homeroom, which seems to be a free dialogical interaction, is controlled by the cultural tools with the tendency to "mastery in learning". In conclusion, it can be suggested that the coincidental relation of "mastery in learning" to "appropriation in learning" seen in the discourse of homeroom discussion with open task plays a great role in a process of pupil's acquiring knowledge through situated activity. It is also suggested that early introduction of this sort in school life plays an important role in a process of pupil's adaptation to school culture. Less