A Study on Teacher-Student Interactions in Elementary School English Education

本研究旨在探讨促进儿童语言学习的师生互动特点，并根据研究结果和教学启示编制教学手册。对小学教师(班主任教师、语言助理教师和日语英语教师)与儿童的课堂话语分析结果表明，小学教师通过类比、联想、推理、演绎等逻辑思维手段，借助日语、手势和教学语境，支持儿童的语言学习。这些见解和教学启示反映在小学英语教师教学手册中，并分发给支持我们研究的小学。

This research aimed to investigate the characteristics of teacher-student interactions that promoted children’s language learning, and make an instruction manual based on our research findings and pedagogical implications. The result of the classroom discourse analysis between elementary school teachers (homeroom teachers [HRTs], assistant language teachers [ALTs], and Japanese teachers of English [JTEs]) and children was that elementary school teachers supported children’s language learning by means of logical thinking such as analogy, association, reasoning, and deduction, and with recourse to Japanese, gesture, and teaching context. The insights and pedagogical implications were reflected in the instruction manual for elementary school English teachers, and the manual was distributed to the elementary schools that supported our research.