会話支援ストラテジーとしての肯定的フィードバック研究－LARP at SCUコーパスのインタビューデータに基づいて

Abstract

Based on the interview data from the corpus of LARP at SCU, this paper will examine the strategy of conversational support applied by teachers when guiding students to express and analyze the contents of the conversations. The paper focuses on the ”positive feedback” (hereafter ”positive FB”) provided by the teachers to stimulate conversations during the interviews the teachers conducted with the students about their compositions and tries to clarify its structure. Through this ”positive FB,” the teachers effectively guided the students to respond by adopting the strategy of conversational support to the students' responses during the interviews. When forming the corpus of LARP at SCU, students were requested to write compositions in Japanese prior to a twenty-minute one-on-one interview conducted by a teacher with each student based on the content of their composition. During the interview, in order to make the dialogue progress smoothly, the teacher employed various strategies to facilitate student responses. Based on the dialogues between 9 Japanese teachers and their students for a total of 18 interviews, this paper analyzes the ”positive FB” taken from 463 adjacent pairs of dialogues and categorizes them according to the patterns of presentation skills. The most often used presentation skills include making brief responses, repetitions, empathy, and substitutions. Other effective skills that can keep students talking include confirmation, substitution, recasting, positive evaluation, asking for specific examples, connection, continuation, correction of the target language, protecting weaknesses, and compliments. Further analysis of the above skills shows that the teachers' positive FB is endowed with certain elements of the conversational structure, such as ”aperture,” ”process” (”content affirmation,” ”protecting weaknesses,”) and ”closure.”