日本語学習者の協働的な対話 -教室活動としてのストーリーテリングにおける学習者間の交渉-

Abstract

This study investigates how collaborative dialogues (Swain, 2000) emerge in storytelling as a classroom activity by learners of Japanese as a second language in an intermediate Japanese course at a university in Japan. Drawing on the notion of the sociocultural approach (e.g., Wertsch, 1991), this study focuses on, especially, the participation of learners in given roles in storytelling and the negotiation between learners for solving problems during the activity. A close examination of the learners’ participation and negotiation during the activity reveals that collaborative dialogues help to define and maintain the topic of the story and find ways to establish the storytelling. The study demonstrates that (1) collaborative dialogues emerge spontaneously during the storytelling activity, (2) learners pay attention to not only their linguistic knowledge of Japanese, but also their meta-procedural knowledge of the storytelling at points of negotiation, and (3) collaborative dialogues are not conducted in their first language, but in Japanese as their second language.