琉球大学学術リポジトリ
ノンバーバルコミュニケーション:教室における教師のジェスチャー
メタデータ

言語: English
出版者: 琉球大学法文学部
公開日: 2009-12-11
キーワード (Ja):
キーワード (En):作成者: Yogi, Minako, 與儀, 峰奈子
メールアドレス:所属:

URL

https://doi.org/10.24564/0002005131

RyuJdmReviewqfEt8roHme7icα"SmdjesNo､46,2002
NonverbalCommunication：
Teachers，UseofGesturesintheClassmoms

MinakoYogi
llntroduCtion

Face-to-faceinteractionprovidestheopportunitytoinvolvcthc
participantsfarbeyondexchangingthecontentofthemessages・Indeed，itisclearthatindividualscommunicatewithmorethanwords

alone;manyotheraspectsofthebehavioraIrcpcrtoircofboththesender
andreceiverareactivatedduringcommunicativeacts．Recent

investigationofhumansocialinteractionhasrwealedthatthecomplex
systemofnonverbalbehaviorisnotanisolatedorinconsequential
componentofthecommunicatio､process(cfA11enl981）
RecentresearchinsociolinguistiＣｓ，psychology，andotherareashas

shownthatmessagCsconveyedthroughnonverbalchannelsplayavitalroleandfUnctioninamoreintricatcmanncrthanpreviouslyrealized

Thus,nonverbalcommunicationtakesacentralpartinhumaninteraction，

andthestudyofnonverbalbehaviorisindispensablcfbrcomprehending
andelucidatingthenatureofhuma、Socialbehavior・Ｔｈｅｔｅｒｍ``nonverbalcommunication,,isapplicdtoabroadrangeof

phenomena，suchasfashion，danceperfOrmances，andanimalcommunication，ｂｕｔｉｔｉｓｔｙｐｉｃａＩｌｙｕｓｅｄｆｂｒｂｏｄｙｍｏｔionTherearc
variouscatcgoriesofnonverbalbehaviorjustastherearediffbrenttypes
ofverbalones,ａｎｄｅachtypefUnctionsinadistinctivcway，
Numerousclassificationsofnonvcrbalbehaviorhavebeensuggested－１３３－inthclitcraturc・Allcn（1981:338）indicatesthatthefOllowingfivecategoricsseemtobewidelyadopted:(a)facialexpにssions,(b)visual
responses,(c)bodymovemcnt,suchasgcsture,posture,ａｎｄｈｅａｄｎｏｄ，(｡)spacebetweenparticipantscalledproxemics,ａｎｄ(e)paralangUage，
suchaspitchandintonationTheseclassesofnonverbalbehaviorhave

communicativefimctions：someofthemaremulti-fimctional，whileothersaremanifestedbymorcthanonetypeofbehavior・Wellknown
fimctionsofnonverbaIbehaviorinclude：supportingandiUustrating
verbalbehavior;providingcuessuchastum-taking;providingfbedback，
likeinback-channcling;andrcvealingunderlyingattitude（cfArgylel969andKnappl978)．

Takingcducationalperspectivesintoconsideration,thispresentstudy
willexplorenonverbaIbehaviorofteachersinafirst-gadesetting，ａｔｂｏｔｂａＪａｐａｎｅｓｅａｎｄａｎＡｍｅｒｉｃａｎｅＩementaryschooLThedatawere
gatheredinlg95duringtwoprimaryschoolscssionsthatdealtwith

moraleducationandteachingdiscipline．．MorespecificaIly，thehour-

longlessonswerefOcusｅｄｏｎ‘`fOllowingschoolmles，′ａｎｄ‘`making
gooddecisions，，、Inthefbllowingsections，thegestuにsmanifestedby
bothteacherswillbeanalyzedaccordingtotheclassificatiolisofKendon(1980)andMcNeill(1992),andtbctypesandfimctionsoflheobscrved
gesturcswillbediscussedandintcgTatedwithinthefiPameworkof
McNeiIl，sthcoryofgesticulation．
ZBackground:WhatareGestu正5？
Gesturesaremovementsofthehandsandannsthatweencounter

whenpcopletalk(McNeilll992:1)andoneofthcmostfrcqucntlyuscd
mcansofnon-verbalcommunicationThoughthemarcsome
inte『estingexceptions，gesturesareusuallyspcakers,handmovements－１３４－

whicharespontaneouslyperfOrmedwiththeiruttcrances・Aswewill
seeshortly，theycanbcclassifiedintosevc｢altypcswithrcspcctto

movcmentpattems,contcxts,cultures,andtheirrclationtotheutterances
thattheyaccompany・

Itisnoteasytoprcsentatechnicallyprecisedefinitionofgestures
becausetheyhavebcenstudiedinvariousways，andthenotionof

gesturesvariesfromoneresearchertoanother、Thercare，however，

severalfbaturcswhichdistinguishgesturesfromothcrkindsof
movcments,suchaspracticalactions,posturaladjustments,orientation

changes，ａｎｄｓｏｆＯｒｔｂ、SomcsalientfbatuTesofgesturescanbe
dcscribedasfOllows：(a）

GcstuTcsare“excursions:，，Phasesofactionrecognizcdas“gcstures，，(b）``Pcak'７"Strokc，，stmcture:SuchcxcuIsionsalwayshavca``center，，ａｎｄ(c）thcmotionactuauy“does''０rwbalitis``meantfbr.,，Wcllboundedness:Phasesofaclionidcntificdasgcstulcstcndtohavc(｡）

ｍｏｖｃａｗａｙｈｏｍａ｢cstpositionandalwayslCtumtothcstartingpoint．

arcrecognizcdbythescndcrasthc“business,，ofthemovemcnt,what
clearonscts(prcparalionphasc)ａｎｄｏ陸ets（rctraction)．Thisisin
contmsttooricntationalchangesorpostureshifts,whichsomctimescan
bcquitegraduaｌａｎｄｈａｖｃｎｏ``peak,，stmctu応．

Symmctry：Ｉｆｙｏｕｎｍａｆｉｌｍｏｆｓｏｍｃｏｎｃｇｅｓｔｕｒｉｎgbackwards，itis
smprisinghowdifficultitsec、sIoobscWethediffCrencccomparｅｄｔｏ
ｗｈｃｎｙｏｕｍｎｔｈｃｆｉｌｍｆＯｒｗａｒｄｓ・nlissuggeststhatgesturcphases
havcsymmctryoforganization,whichpracticalactions,postureshins，
andofcou応espatiaImovementsdonothave．
（adaplcdfiPomKcndonl916＆McNeiu1”2)．

ThefCaturesin(a)through(c)areofparticularimportanccfbrthe
cuIFrenttheoriesongesturcs・Asstatedin(b)and(c),ageStmcconsists

ofthrcephascs:preparation(onset),strokc(peak),andlctraction(OffSct)，
andtheprcparationandrctractionphascsareoptionalwhilethestrokcis
csscntial(cfMcNeilll992:25)．

Examplcsofpreparationandstrokephascsarcgiveninl(ibid:25)．

－］３５－

Examplel：【Jun■【】。Ⅱ［ロ】ｕ】巴ⅡⅡ（0（ii）(i）、でＰａｒα『わ〃ｐﾉmse:〃α"。「応esβo、α""ｒａｓ'ｑ/ｄｉａｉｒｑ'zdmoves叩α"ｄﾉbnm'ｚｍｊﾋﾟﾘﾉekv巴llmAi'１go"g｢ゅShqPeaK'ﾉlemme"me．
(ii)Stm舵pﾉｾzz“:ﾊα"ｄα”e口祁”"脚〃someJlljPTg6ackwaｸﾞzfsamf巾M1,e"｡！"ｇ"WearKhesIbolJ〃配

Themovementofthehandbeginsatthcpreparationphase(i)toget
readytomakcthestrokaTheｎａｔ（ii),thestrokephasc,thehand
movementcoincideswiththepartoftheutterancethatpresentsthesame

meaning,arrivingatthepeak・
Thestrokeandretractionphasesareobservedinthefbllowing
example．
Example2：

ＵｍＩ

ｕＩｏｔｌｏｕｌ１ｈｅｗｌｎｄｏｖｄＩ（i）（ii）(i)Ｓｍ"Pﾉ'α”ﾉiα"d9噸cA4ymoyes"MzrdQ"dﾉbnIﾉα'Y4qp印mgaJ醜ｃｓａｍｅ
ｔｉｍ巳．

(ii)Re“α”"PｿmSWba,2.,℃AzxeSamﾉbﾉZsbacAmα",１，垣s【q/ｃｈα此(ibid:28)．

Atthestroke(i),thehandmovesrapidly,illustratingtheactionof

i印itingandflyingoff〉whileattheretractionphase(ii),thehandstops
theplwiousquickmovementandreturnstotberestpositionThc

movementat(ii)hasnoscmanticsignificanccinitself
Sometypesofgcstuにshaveneithcrapreparationnorretraction
phase・Fbrinstance,agesturccalled“beat,，onlyhasastrokephasc,asshownin3(ibidl6)．
Ｅｘａｍｐｌｅ３：

ＶⅡIﾛﾛＶ巴Ⅱ日ﾛﾛuqDKKHmUI【『【ｑ】。【七【Ｔ】Ⅱ】（i）(1)Ｓｍ舵pﾉ､蛇:ルロ"drj3ess'ior[wuqyUPβo"MnpamfdmPbacMDPwL

McNeill,sanalysisofthisgestureisthattheutterancedoesnotdescribe
aparticularincidentbutcharacterizesaclassofmcidents，ａｎｄｔｈｅｈａｎｄ－１３６－

movementmarkstheword‘`whenever,,，whichsigmalsthisrefercnceto

thcdiscourseasawholeratherthantoaspecificevent．
３ＤataAnaIysisBasedonPreviousStudies
Theclassificationadaptedinthepresentpaperisacombinationof

thetypesandtermsproposedbyKendoｎ（1980,1982,1990and
McNeill(1992,2000)asillustratedintablelbelow、TablelClassiflcationofhandmovemcntsandgestur巳ｓ◆SignlangUage◆Pantomime◆Ｅｍｂｌｅｍｓ◆Gcsticulation

・RcprcscntationalGcsticulatio、＊Depictive＊Deictic･DiscCu店eGcsticulation･Iconics･Metaphorics･Pointing･Beats･Cohesives

HandmovementsarcclassifiedintofOurtypes：sigllanguage，
pantomime，emblemsandgesticulation（Kendonl980,1988)．Sjg〃

lZzlzgmge,suchasAmericanSignLanguage(ASL),isalanguagemainly
usedbyheanng-impairedpeopleinacommunity・Therealcmany
variantsofsigDlangnlageallovertheglobe,buttheyresembleIangUages
withspeech：theyarewellstmctured，thesemanticinterpretationis

decodedfromthesyntaxinaverysystematicmanner，andtheyare
endowcdwithalllinguisticproperties，suchasdistinctivenessand
arbitrarmess・

Ｐｍｚｒｏｍｊｍｅｉｓａｍｏｖｃｍｅｎｔ，ｏｆ(encomplexandsequential，thatdoes
notaccompanyspecchandisnotpartofagesture``code.，，Fragmentl－１３７－

(fromthcdatacollectcdfbrthisstudy)couldbcconsidcrcdapantomimc
sincethctcacherisvividlyenactingtheexactideaofherveIbalmessage，deliberateIysubstitutingherwords，‘itisgymclass,,withhcrnonvcrbal
motion、

Fragmentl

鯛iW夢■`'質Ｉ二J４ｉ灘

GestmcPhasc[＿］
12TQaPaneseTeacheD:ChyOttomitete・lＨｍｎｔＥＩｉｋｕＢｍｉｉｋＨｍ

勘gliSIh刀口'1MhJ『わ":LookOueF.A匂己ノ、“ﾉmzgmcifisg)mchzssrjgﾉWowL(ﾉ｡g）

Afic｢utteringthephrase"Imataiikunojikanyo",thetcachcr，sarms
bendabout60degreesandstarｔｔｏｓｗｉｎｇｓｗｉｆｌｌｙｂａｃｋａｎｄｆｂｒｔｈ,andshc

energeticallyjogsimplace．（SeeappendixfOrfillltranscTiptsandbackgroundinfOrmation.）
Ａｔｙｐｉｃａｌｅｘａｍｐｌｃｏｆａｎｅｍ６/ｅｍｉｓｔｈｅＯＫｓｉｇｎ，ｗｈｉｃｈｉｓｍａｄｅｂｙ

ｆｂｒｍingacirclewiththefOIcfingcrａｎｄｔｈｕｍｂｉｎｃｏｎｔａｃｔａｔｔｈｃｉｒｔｉｐｓ・
Inmanycases，ｔｈｅｍeaningofanemblemisconventionalizedinthc

societywhcreitisused，andthercfOに，itcanbcperfbrmcdwithoutan
utterance・Fragments２，３，ａｎｄ４ａｒｅｅｘａｍｐｌｃｓｏｆｅｍｂｌｅｍｓｓｉｎｃｃｔhey
a泥nonverbalactsthathavespecificverba］translalions・Ｈｅｒｅ,thcyarc

intmduccdstrikinglyandindicatcthcsignaIfOrrulcsthatmustbc

leamedbyallthemcmbersofthecommunicatinggroup．

－１３８－

Fragment２●■ら寵
15Ｔ:niikunojikamui,kiiteyo.[mPipi耐]，L緬印"oH4p花jeJ1d雌g)mclhs函,vPipi''化IowlheMhisME）

Theteachcrusesadelibemtesignal(whistIe)tocapturestudents，

attention・ReinfOrcingtheclassroomrule，sheremindsthestudentsthat
whentheyhearthewhistlesound,theyshouldstopimmediatelyandpay
closeattention

Fragment3

Ｗｒ（
!､ｆｒ，

ｑｑｌＢ

67Ｔ:Minnaganechanto….【日割j…pinm奥ｎｍｍ]…
心oma"slmi8Aに肺upyDpr平i"esandsi［pmperly.…．

Astheteachersays“scsUjiwo,，，hcrrightarmmakesanupward－１３９－

movement(onset)starting金omherwaist,withherpalmfacingleftand
allfingerspointingstraightup（Stroke）withgrcattensiomTheutterance``pinto,，isthcclimaxandistheve】ystrokeofthegesmrcphase・

Asshementioms``Shitara,"herannandhandmoveback(offseOtothe
lBstposition，whichistheoffLsetofthegesturephase・Ｔｈｅteachers，
righthandrepresentsthespineofallthechild妃ｎｉｎｃＩass、Sheis

implyingwithhergcstmcthatthispositioning（posturC）isagood
exampleofawell-behaved，excelIentlistener、Thisisatypicalclassmommlethatisbroughtupnumeroustim6sinvanousprimary‐classmomsettings・Ｉｎｔｈｅｌａｔｔｅｒｐａｒｔｏｆｔｈｅｌｅｓｓｏｎ，thissamegcstulB
appearedwithoutanyverbaluttemncebytheteacherandcompletely
becameanembleｍ，whichallthemembeHsmustrecognizeaspaTtof
thehrclassroomroutine

Fragment4

14Ｔ(Ameri図nTbacher):【皿塑】JhaLag血0．

AstheAmericanteachermentionsthisphrase，hisrighthandwith
thepalmopenapprOacheshisrightearfUllyspreadouttorepresentthedifficultyofhearingthestudent,svoica

MCNeill（1992）classifiesgesticulationsintoflvetypes：iconics，

metaphorics,pointing,beats,andcohesives・Beatsandcohesivesmake－１４０－

uponegroup，andtheotherthrecanothergroup・ThefOrmerthree
typesaにｒｅｆｅｒＴｅｄｔｏａｓ‘`rep｢esentationalgesticulation,,，andthelatter

twoarespecifiedas‘`discoursegesticulation，,Intherepresentational
gesticulationgroup,iconicsandmetaphoricsarccalled“depictives,，'ａｎｄpointinggesturesare“deictics.，，Abriefdescriptionofeachtypeof

gesticulationisgivenbelow・Ｎｏｔｅｔｈａｔａｓｕｓｅｄｉｎｔｈｅｌｉｔｅｌａｔｍｃ，thcse
classificationsvary，andhavingmultiplefimctions，onegestmccanfall
intomorethanasingletypcwithinthecategory・ｋｏ"jcgestureshaveaclosefbrmalreIationshiptothcsemantic
contentofspeechAswehavealreadyseen，thegestureinExamplcl
isiconicsinceitdescribesthescenethatthespeechrefersto・AnothericonicexamplefromMcNciU（ibid.),ｇｉｖｃｎｉｎ４,showsthatthereis
complementaritybetweenthegestureandtheuttcrance．
Examplc4:andsbc[chascshimoutagain］
ノＣＯ"ic:Aα"｡`Ｗﾌ“応【osw'''８α"o"ｃａｌﾉimU4ghrAeai尻●Ｔｈｅｓｐｅａｋｅｒｈａｄｂｅｅｎｇｉｖｅｎａｃｏｍｉｃｂｏｏｋａspartofanexperimem
onnarTatives・Thcspeechandgesture肥prescntthesameeventseenin
thecomicbook，buteachillustratesasomewhatdifferentaspectofit、

Thespeechimpliestheideaofpursuitandrecurrencewhilethegestuにconveystheweapon(umbrella)employed

ThefOllowingfragments,ｓａｎｄ６，exemplifyiconicgesturesthat

depictconcreteobjectsorfacts・Theyappeartobewithinthesender，sawarenessandtobeuscdintentionallytohelpcommunicate,butnotas

explicitlyanddcliberatelyasemblcms．

－１４１－

厩

懸

18Ｔ(AmerlclmT唾cherM…]．Ａ、【…DyouivebeentIimking

I…ﾄｴnu-gan],whatwasitthatyousaid？

Asthcteachersaysi1think,，，hisrighthandwiththepalmopenrcacheshistemple,justbesidehisrigbteyqandhiSrightindexfingCr
pokesthesidcofthetempIe・Thegestureiscloselyconnectedtotheutteranccandrepresentsaconcretcplacewhercaseriesofintellectual
activitiestakesplace・
Fragment6

２２Ｔ：Ｏｈ，sometimesyeah，that1scompmomiseb We1umIkaboutcompmmiseanotheT
timebButthat1sagoodthimgtothinkBb⑪ｕＬ […Ｌ[“ｪnu-1himld,and[“_numhErmnl,…

Withtheutteranccmnextnumbertwo,i1theteacher，srighthandmakcsanupwardmovcｍｅｎｔ・Then,themdcxandthemiddlefingerstick－１４２－

outtofOImaV-shape、Thestreamofspcechisinextricablylinkedwith
thegesture,indicatingthenumeraltwo、MmZpAorjcsaにsimilartoiconicsinthesensethattheya雁pictorial，
butthepictorialcontentpresentsanabstractidearatherthanaconcrete

objectorevent・HereisanexamplefromMcNeill(ibid.:１４)．
Example5it[wasaSylves]terandTweetycartoon
A化[qp/IoricfAα"`2s｢応e"α"｡＠'i貝｢“e"ずα〃“o肱“”

Theeventinthecartoonisconcrete,butthespeakerisnotreferringtoa
particularevent・HeisreferTingtothegenreofthecartoon,whichisan
abstractconcept・McNeill,sinterpretationofthisgestureisthatitisan
instanceofaconduitmetaphor,andthesendermakcsanabstractnotion

becomeconcrctewitbanimageofboundedobjectssupportedinhis
hands・

ＴｈｅｆＯｌｌｏｗｉｎｇｆｍｇｍｅｎｔｓ７ａｎｄ８，includcgcsturcsthatpresentan
imageoftheproducer,sinvisible,abstractthought、Fragment７

寒須

１８Ｔ:【…】・Ａｎｄ[…]youivebeenthinkiuDg[…ｊｎｕ－企､､1,whatwasltthatyou

said？

Astheteachermentions1'then，ｙｏｕcan,nwiththcfingertipsofbothhandsfacingtowardcachotberaboutwaisthigh，herotateshishands－１４３－

clock-wiscthrectimcs，whichreflectstheunexplainableundcrlying
conceptinsidehismind・
Fragment８

Ｉ藤鰯■■WmL

24Ｔ:LAnd-1hE1Jnu-Eh､n国E]...[…Ddsothatyoumakfagmddeci5ion．

Simultaneouslywiththcword1'carcfUlly,iibothbandsswing
horizontallyfrｏｍＴｉｇｈｔｔｏｌｅｆｔａｆＣｗｔｉｍｅｓ、Thefingcrsseemtobc

depictingagentlegrabbingmovcment、Thcgesturedcscribesthc
teacher，sstruggletoiuustratethevaguenotion``carCfUlly.，，
Deicticorpoj"rmggestureshaveobviousfimctionsfbrindicating

objectsandevcntsinaconcrctcworld,butthcyarealsousedwhcnthcrc

isnothingobiectivelyprcsenttopointat,asin6(ibid.)．
Example6:[whcrcdidyou]comenombcfbre？
い０，応mSpacebelwee"se〃α"dmlEJfOc皿”

ＴｈｅｇｅｓｔｕｒｅｉｎＥｘａｍｐｌｃ６ｉｓａｉｍｅｄｎｏｔattherealplacewherethc
interIocutorwasbefbrc,butatanabstractconceptofwherchｅｈａｄｂｃｃｎ
ｂｅｆｂｒａＩｎｆｍｇｍｅｎｔｓ９ａｎｄｌＯ，wecanexamincapparentsamplesof
pointinggcstures．

－１４４－

刑ｐｍｅｎｔｇ

雫iｻﾞＩＦ

71Ｔ： ＨｎｉＮｎ１ＳＭｋｄＭｈｎｎｉｔｔｅｎ⑪函『 ]、WatashlwakoIPeodokDdemimashit３．

OkInyMzUsUJAUb”mBqylh唾６”dzwrlIjsm..．

Ａｓｓｈｃｓａｙｓ１ｉＨａｉ，Natsukochan,'１theinstTuctor,ｓｒｉｇｈｔａｒｍｓｔａｒｔｓｔｏ
ｍａｋｅａｍｏｔｉｏｎａｎdhcrindexfingerisdirectedtowaTdthedesignatedstudent,Natsuko

FragmcntlO鐸
70Ｔ:[…],Frnnkyl

ＡＳｈｅｓｔａｔｅｓｉ１ｃｏｍｅｏｎｄｏｗｎ,１１Ｍ｢．Ｅ，srightarmmakesarather

dynamiccounter-clockwiscrotation，Ｃａgerlynominatingthencxt
speaker・Ｉｎ６ｅａｆｓ，thehandmovesa1ongwiththerhythmicalpulsationof－１４５－speech,ａｎｄｔｈｅｔｙｐｉｃａｌｃａｓｅｉｓａｓｉｍｐｌｃｎｉｃｋｏｆｔｈｃｈａｎｄｏｒｆｍｇｅｒｓｅｉｔｈｅＴ
ｕｐａｎｄｄｏｗｎ，ｏｒｂａｃｋａｎｄｆｂｒｔｈ，ａｎｄｔｈｅｍｏｖｅｍｅｎｔｉｓｓｈｏｒｔａｎｄｓｗｉｆｔ・WehavealleadyseenMcNeill，ｓexampleofbeatsinExample3above、ThefbllowingfTagments，１１，１２，ａｎｄ13,representbeatswhich
accentuatetheteacher,sverbalmessageswithparalinguisticphenomena
suchasintonations，qualifiers（intensity，pitch，heighO，andqualities(tcmpo,resonancc,pitchrangc,vocallipcontrol)scrvingtohighlightthc

cmcialpartoftheverbalmessaga
Fragmentll;;鰯溌i議蕊蕊鍵轤

６１１！

I l H1lk》

ＢＥｎｌ]taidodanerippadan３．．．
ybshw"叱れ〃Ｅｒ“雌"ｌｐｍｍＦｗｍ‘DBA､'〃品
ｍｍ'ｗ､‘ｂｅﾊﾛﾂﾞ〃品ＩｂＵｍｙｗＵＤｗ極｡y〃”心．

Thesamehandpositionintroduccdiｎｌｉｎｅ６７ｉｓｆｂｒｍｅｄｏｎｃｅａｇａｉｎ

ｆｉｐｏｍadiffeTentangle，slightlytiltedandslantedtowardthestudents、Thcinstmctor，srighthandmakesadownwardmovementasifsheis

slicingsomethingwithherrighthandSheaccentuatesthewords
I1ima1，(now)andmbenkyo1，(study)withhergestuにsimilartoastaccato
tone．

－１４６－

公祇

１６Ｔ:ThinkingYouhavetothinkfi届LSoandthel型…副youhZwetodois..．

Ｐ[ﾛﾛ、Ⅱ刀［⑥】decision

HisutteranceI'very，first，thing1iarcallequallyintensifiedwiththesamevoicequality、Theinstructor,srightindexfingerextendsfbrwar｡，
makingarapidpointingmotionthreetimestoaccenmatethethree
individualwordsstatedhere．

１８Ｔ:Ⅱhi唾]・Ａｎｄ【…]you,vebeenthinklngI“－－Lwhatwasitthatyou

said？

ＷｈｅｎＭｒ､Esaysthewold'vafle｢,Ⅱthefirstsyllable[af]isemphasized
withthepalmofhisopenhandfacingthestudents・Whenhearticulates
thesccondsyllable[ter],hishandquicklybendsfmwardwithhisthumbandindexfingertouchingeachotherandhiswristingreattension，－１４７－

almostsimilartoafOrwardsnap

CoﾉtesかegeFmresservetotietogetherthematicallyrelatedbut
temporallysepaTatedpartsofthediscourse・Incontrasttobeats,whichhighlightdiscontinuitiesinthetemporalsequence，cohesivesemphasize

continuities・CohesivegcsturesarequiteeclectiｃｉntheirfOnnsince
theyoverlapwithiconic，metaphoric，orpointinggesturcs・ＭｃＮｅｉｌｌｇⅣesanexampleofpoliticalspecchesasacaseofcohesivegestures、Politicalspeechesarcaccompanicdbyinccssantbcats・Themeaningof

aUthosebeatsiscohesiononthcmeta-leveLWhatapoliticianis,ineffect,sayingisthathercisaseriesofpointsthatlammaking,andthe
cmcialthingaboutthemisthateachbelongstoaconsistentplatｆｏｒｍ，

Fragmentsl4andl5exhibit”petitionofthesamegcsturefbrmand
therepeatedgestureindicatescontinuity．
肝÷ず

←侍

ざ､弾む

29Ｔ：（“】LlhE-ｺｴhi日､且)DIitainaatoomouMto?］
脇､DwmfFmsee雌eiiU$iub吋蛎eDmﾘｧ

Previouslyinlinel5ofmytranscription，theteacherpresentedandbIewthewhistleinfrontofthestudents・Thisimpliedtheyshouldstop
chattingandbecomegoodlisteneTs・Line29isaninteTcstingexamplc
oｆａｎｏｂｊｅｃｔ（whistle）instantaneouslybecominganemblemTheteachercohesivelyreviewedtheinfOrmationpresentcdearliera､。

－１４８－

spontaneouslycrcatedarulewithinthisparticula｢classroomsctting．

24Ｔ８Ｉ－ｴnu-dmmd...【…ｴ]sothatyoum③kcngooddecisiOn．

Attheutterancei'andthcnyou,，,Ｍｒ・ＥＣrcatcsaV-shapewithhisrighthand，extendinghisindexandmiddlefingerjustlikeinthe
prcviousgestureillustratedwiththeverbalmessage‘`Two.，，mis
gesturewaseffbctivelyintroduced，servingasahinttothequestion
fOrmerlygiven．
４ConcIudingRemarks

ThepresentstudyexploredaIcprcscntationalandfUnctional
analysisofgestureｓｐｅｒｆＯＩｍｅｄｂｙａＪａｐａｎｅｓｃａｎｄａｎＡｍｅｒicanteacherin
firstgradeelementaryschooIclassroomSThedatawerecxamincd

throughthetheoreticalfmmeworkofKendon（1980）andMcNeill(1992),withspecialrefCrcncctosevcntypesofgestures:pantomimc，emblems,iconics,mctaphorics,pointing,beats,andcohesives・
TheinvestigationhasrevealedthatbothteachelsperfbTmedvarious
kindsofgcsturcs，andintcrestinglycnough，allofthcscvcntypcsof
gesturesappcaredwithinthisparticularcIassroomdiscourse・Ｏｎｅｏｆ
ｔｈｅｍｏｓｔｐｒｏｍｉｎｅｎｔｆａｃｔｓｉｎｍｙobsewationwasthefrequentuseof
representational/illustrativcgestulcssuchaspantomime，emblems，ａｎｄ－１４９－

iconicgestures，whichplayedaneEfbctiveroleinassistingthelower
gradcpupils,unde鱈tandingofthecontentofthe］essons・Inaddition，

aninstantaneousshiftfrompantomimetoemblemwasperceivedseveral
times，andtheutilizationofpointingandbeatsalsofimctionedwelltohighliｇｈｔｔｈｅｃontentofthesession，capturingtheyoungchildlcn，sattention

ThecurrCntanalysisｓｈｏｗｓｔｈａｔｔｈｅｖｉｓｕａｌｅｆｆｂｃｔｏｆｇｅsturesdevelopsandactivatescommunicaIiveinteractionintheclassroom、

Detaileddescriptionandinvestigationoftypes,tempoAiming,ａｎｄways
ofprcsentationofgcsturcswillserveasvaluableTesourccsfbrteachers，

anditisnecessarytocompileadatabaseofeffbctivegesturesby
competentteacherswhichcanbejointlyuscdfbrtheimprovementof

classroominstruction(cfYogi2001）Also,thcresultsofnonverbal
behaviorstudiesshouldbeappliedandincorporatedintofOreign
languagetextbooks,asPoyatos(1988:１０)suggests,andinstructorsmust
buildupbroadpe鱈pectivestounde庵tandandrCcognizcthcimportancc
ofnonverbalcommunication、Finally，ｉｔｓｈｏｕｌｄｂｅｎｏｔｅｄｔｈａｔｔｈｅｒｅａｒｅｒｃｍainingresearchquestionsthatneedfUTtherconsideration、Pbrinstance，quantitative
andstatisticalanalｙｓｉｓｏｆ，pupils，descriptivercactions，andintcntional
andunintentionaluseofgcstureswereoutsidethescopeofthecurTent
paper・ExaminationofthesewouldbebeneficiaItoandcssentialfOr

cxpandingthehorizonofclassroomdiscourscstudicsandleftopenfbr
fUtureilwcstigation．

*IwouldliketoexprcssmydeepcstgratitudetoProfessorGaylene
LevesqueandProfessorTimothyKellyfOrprovidingvaluableinsights
anddetailedcommentsonthecarlierdraftsofthispapcr．

－１５０－

Appendix
Transcription

JapaneseSchool:JEIementaIySchool(apublicschoolinOkinawa）
Tmcher:Mrs.Ｓ(Japaneselanguageteacber）
Grade:１stgFade
Students:４０studcnts

Classtopic:JapaneseLangUage＆OrientationEvent
DataCollection:ＮＯＭ23,1995(AnadditionallOhourswererecoIdedin7differentclassroomsinthesameschooL）
AmericanSchooI：BHElementalySchool（insideamiIitarybasein
Japan）
Teacher:Ｍｒ.Ｅ(SchoolCounseloO
Grade:lstgrade
Students:Z3students

Classtopic:MakingDecisions
DataCollection:Sept,５，１９９５(Anadditional5hou帽ｗｅにUccordedin3differcntclassroomsinthc
sameschooL）
ndeEl田s5roo（Ｕｒｌｅｎ⑫tｍｎＥｖｅＩ

nKＪⅢロⅢ

Chyottomitctelmataiikunojikanyo・
Lookov”ｈ〃e・伽agmeirな'ｈｅＧ)mcmsM8hr"ow.(JOg）

1２Ｔ：

邸狂Ｓｍ
Ｔ：

●●

６７８９

１１１１

2０
２１

●●

１５

＆記正

1３
１４

Ｓ４

Ｚ２Ｓ３：

hahaha(Studentslaughlookingatthcboyinfmnt.）(Thenominatedstudentstartstojog）
Taiikunojikanni,kiiteyo.''Pipi1i，
Ljme""oW,pretellditbgymchJsS,'PipiWbwZﾉiewﾉiiStU(rhestudcntstopsjoggingwhcnhchearsthewhistle.）

aahsugoi1／リリbwgreat/に』ZZp）(clapping＆commenting）
beruganaTuto,Tatsuyakunwasugutomaru、Zhtsz(yaim"Iediarellys【qpswlle"Aehears仇ewAjstﾉa
TamakiTatsuya.(othcrscommenting）
TamakiTatsuyakunne・Hai，moiippenyarlmasuyo・Hai，
youidon1

雄ＩＦｎｍ()'αThmaAi．Ｌα{s”αgα伽．Ｒｅａｄ)ﾉ,ｇｏ/(Hcstartstojogandwhenhehearsawhistlesoundhestops
immediately.）－１５１－

２３Ｔ：Hai,hakushyushiteagemashou．
」ﾉﾉ7ｄＢ/b4Jer(FgiveA姉αｈα"ｄ２４Ｓ：（clap）（Manystudentscommentingatonce.）
２５Ｔ：Yoshi、Beruganarutodousurukasenseiwayokuwakari
mashitaOkay，ｎｏｗｌｋｎｏｗｗｈａｔｙｏｕｄｏｗｈｃｎｙｏｕｈｅａｒｔｈewhistle
sound

Jaanekokoninehora…

ＬＯＣＡらん…ｂα…(Z7le蛇口cﾉｾer6rmg3omabigbn】Ｐｂノ

２６s：Nankakore？

恥α歯』池Zr?(E1'eﾚﾌﾉoPiespezz蝉gar仇Ｇ８ﾛ加e"e・ノ

２７Ｔ：Nanigahaitterutoomou？
ﾘﾘﾜｍｒｄｏｙｏ虹沈jlzkiFi"side'
２８s５Bourukananika…．

Ａｂｄｚ〃ｏｒsome仇j)ｚｇ.…

2９Ｔ：Mitainaatoomouhito？／ﾘﾘﾜｂｏｗｍＬｓｍＦｅｅ鋤ｅ“Ｍｅ？

３０ｓ：Ｈａｉ１／Ｍセノ（Eve７〕ﾉbodys"ｅａｍｉ"gdzrmce､ノ
３１Ｔ：HaioroshiteSesUjiwopintonobashitaramiseteagemashou.…．
OmoshiroinaatoomottarahakushyushiteiiyQAtterukanaa
toomottarahakushyushiteiiyo、Sonokawari，．….Minnaga
senseinohouwomukumade…．

OhI)1,ｐｍｙｏ”ん”ぬｄｏw"．〃yo〃ZｿimAjtbi"t"e田吻gyo脚
ｃα〃cAZpyo”/MJ"｡F・」ryo唾α〃ZooAarmq〃sﾉbowyoH….．
（Z7termc〃aSZqPsmJltmg）

３２s6：Rinachantoyare1（pausc）Rinagayarantosenseimisete
kurenaLRi)､,behm’ｅｙｏ”Sel/i/sit叩３２，唾Arノｏｒｅｈｅ腕ｅｌｍｃＡ”
wDP2TsAowLds…

（mJdBFlrwamZ"gα"o腕er3rmご'8り３３Ｔ：（rhctcacherstopstalkingandwaitsfbrtheclasstosettle
down

Z7be"shesﾉbMyﾉbokFmDoZheboXα"dmAFeom地e"“tijem・ノNanikore？／ﾘｳﾞﾜｍｊｂ沈む？

３４ｓ：ａｈ,saikoro／他ciにdmseeMlarjtiS）αdiCeノ
４０Ｔ：Kolcdetanoshikuobenkyoushitawakedane、Korewasansuu
nojikannitsukattamono,dougudane・Haibokuwa……

YbzJavQyedsmdb'j"ｇｗｉｚｌｌ仇ｉｓ‘"７噸〃α助ｃ肱銅rjg'i『'Ybzd…dZhjSd”i"８ｍα鋤cﾉtzSnOhIy,Mie"Ｉ…伽eZmcAa

smrmｿbe〃“α"Ce/br肋eszzdde"ムノ

５０s7：Ｂｏkuwataiikuni……

JZJSeuf鋤jSd”j"gPﾉ！)′sicaﾉe血cafjo"cmSs.…(i’erySq/fvojce）－１５２－

５１Ｔ：Imanoyounine,bokuwanannotokiniboruwotsukaimashitato
ittekuIetarasensciyokuwakarimasu
Oq/i2rj"gmklleprewo皿ｓｃＭｕ)ＬｉＡＢｈｅｄ勉ｒｃα〃豚"dB7び【α"ｄｂｅｒ妃「（Ｚｔなcleuz〃ヴyo皿ＣＯ皿皿ＺｅｌＪｍｅｂｙｓ`Zyi"ｇＩｚｄｓｅｄ
ｗﾉiαr(と９６αﾉﾉﾉｗﾉie"Iwasdoi"９Ｍα小．
５２Ｔ：Imanowarippadeshitane、Saa，tsugidondondetekurukara
tanoshiminishiteteyo．

（HiSPelﾌﾟby、α"Ce)Z7tdztwmexceﾉﾉe"ビノ碇γｅｇｏｍｇｍｌｂｏｋ

ａｄＭＯｔｍｏ｢eZhi"gssoﾉooAgﾉb'wzzrdmなノ
５３ｓ：Yappari／Ithoughtso1
65T：SaaTsugLMottodetekuruyo．Minnagasuwattara
dashimaSuy０．

０ｋ〃ｅＸＬｍｌｌｅｒｅｂ腕”ecomj"9Ｊ《Ｐ．」ryo"sjrdDw""iceヶＩ
ｗｉ〃ｐ'巴se"1tﾉｉｅ〃exrirem，

６６ｓ：Ｅｅｅｅｅ

６７Ｔ：Minnaganechanto.…sesUjiwopintoshitara…．
〃yo皿α"s/、妙rem`pyonrSpj"esα'8dsirpmp"01..…

６８s：（simpstraightandreadytolistcn）
６９Ｔ：Ｏｈ,ima・Benkyousurutaidodanerippadana…
Ｙ２ｓｗｏ"｡ｊ巴ﾘﾌﾟｶﾞｨﾉﾉＥ】『Ce此"ｔｐｏｓｍｒｅα"‘ｂｅﾉｍＷｏｒ８ＩｂｚＪａだ〃ｏｗｒｅα`lyDostzJufy．
…．、oKenichikunMinasanwaippendekikukarasenseiwa
tottemoureshii

KE"jdMreﾉﾉ“・YbLJα〃Jisre〃ｒｏｍｅｗﾉie〃IreﾉﾉyoLWiev巳P〕’
βrsrrimesoIamve'〕'Aqppγ、

７０ｓ：Ｈａｉ１

Ｍと/(rajsj"ＭＩＢ〃んα"dWgAα"｡〃α"rrobecAlose"）
７１Ｔ：HaiNatsukochanittegoranWatashiwakoreodokodc
mimashita・

OAzzyMzfszdko,”ｍｙj"gjr・Ｉｓａｗ肋町ａｔ..…

（TheteachcrstartsfOrherandgivcsheramodelofhowtosayit.）

７２s8：Watashiwakorewohokenshitsudemimashita，

IsZIWﾉiisa1j/te"皿rseb〃Ｃｅ．
ｎ匹mPFHBHnr

ＣａｎＨｅｅｎ[ａｓＣｎＤｎＨ■

Ｔｈｅｒｅ１ｓｓｏｍｅｔｈｉｎｇｙｏｕｈａｖｅｔｏｄｏｉｎordertomakeagood

1２Ｔ：

decision・●●勺■■（●Ｃ

１４（』一国）命・口二1３

Doyouknowwhatitis？
You1rethinking.(softvoicc）
Ｏｈ,saythatagain．

－１５３－

１５s2：Youlhinking

l6T：ThinkingYouhavetothinkfirst・Ｓｏｉｆｙｏｕｌｒｅｇｏｉｎｇｔｏｂｅ
ｍａｋｉｎｇａｄｅｃisionandtheveryfirstthingyouhaｖｅｔｏｄｏｉｓ..…

１７s：Think(chorus）

１８Ｔ：ThinkAndafteryou'vebeenthinkingthen，ｙｏｕcan，what

wasitIhatyousaid.？
ｌ９Ｓ３：Ｍａｋｅｙｏｕｒｏｗｎｄｅｃｉｓｉｏｎ

ＺＯＴ：Ｔｈｅｎｗｈａｔｄｏｙｏｕｄｏｉｆ…afteryouthink．､Ｙｏｕｈａｖｅｔｏｄｏ
ｗｈａｔ？Youhavetowhat？

Ｚ１Ｓ４：Ｙｏｕ，yougottomythinkfirst….whatwewoulddomything
and,ａｌｕｄｗｃｗｏｕｌｄｄｏｙｏｕｒ,your，snext．、
２２Ｔ：Ｏｈ，sometimesyeah，that,scompromise、WeiUtalkaboutcompromiseanothertima

Butthat1sgoodthing，tothinkabout・Yourdecisionsfirstyouthink，ａｎｄｎｅｘｔｎｕｍｂｅｒｔｗｏ，youchoosecaIefUllyoryou
pickwhichthingthatyou1regonnaｄｏｃａ妃fUlly，Ｓｏｆｉｒｓｔｗｅ
ｗｈａｔ？

２３ｓ：Think(Chorus）

２４Ｔ：Ａｎｄｔｈｅｎｙｏｕｃｈｏｏｓｅ．.…carefullysothatyoumakeagood
decision、okay,I1mgonnabringfroggyincausemosｔｏｆｙｏｕ
ｇｕｙｓａｒｅｌｃａｄｙＩｍｌｏｏｋｉｎｇｆO「ｙｏｕｒhands，too・Makesure
they1renotinwrongplaces、

２５s：（immediatclysitupstmightwiththeirhandsontheirdesks.）
２６Ｔ：ＡｎｄｗｅｉＵｓｅｃｉｆｆｒｏｇｇｙｃｏｕｌｄｐｉｃｋｓｏｍｅｈｅｌｐｅｒｓｔｏｄａｙｔｏｈｅｌｐ
ｈｉｍｍａｋｅｓｏｍｅdecisions・Ｈｅｉｓｇｏｎｎａｈａｖｅｔｏｈａｖｅｓｏｍｅ

ｈｅｌｐ・Froggy,alWourcady?(gooutofthecIassroomtobring
Froggyinside)……．thinkingverycarefmllyandl1mgonna
ask.…Ｉｗａｎｔｙｏｕｔｏｐｉｃｋｓｏｍｅｂｏｄｙｔｈａｔ'smakingagood
decisionrightnowaboutIisteningLookaroundandsee
whosemakingagooddecisionthatisIisteningcarefUlly・
Ｃａｕｓｅｔｈｅｍｔｈｅｙ１ｌｌｋｎｏｗｗｈａｔｔｏｄｏ，wonitthey？Yeah，ｙｏｕ
ｔｈｉｎｋｓｏ・Ｄｏｙｏｕｔｈｉｎｋｓｏ？Whatkimdofdecisionsarewemakingtoday？

Z7Froggy：Ｏｈ，yeahtoday，ｔｏｄａｙｌｗｏｕｌｄｌｉｋｅｙｏｕｇｕｙｓｔｏｈｅｌｐｍｅ
makesomedecisionsthatarc,goodfbrus、

３２Ｔ：Cansomeonethinkofsomethingthat1snotagooddecision，

ｔｏｅａｔｏｒｄｒｉｎｋ？Ｌｃｔｉｓｓｅｅｉｆｗｅｃｏｕｌｄｔｈｉｎｋｏｆｔｈｒｅｅｔhings
thatmightnotbe….Canyouthinkofone？

３３s5：AlcohoL

34T：Ｏｈ,AlcohoLWherewouldyoufmdalcohol？Whatlsthat？

－１５４－

Whatisalcohol？

３５ｓ5：Adrink,ｓｏｍｅｐｅｏｐｌｅｄｒｉｎｋｉＬ
３６Ｔ：Yeah1That1sright1Somethingvsthat1sgood，sometimes

thereisdrinkinsidebeerandwine、Ｈｏｗｍｕｃｈｂｅｅｒａｎｄｗｉｎｅ１ｓｇｏｏｄｆＯｒｂｏysandgirls？Ｈｏｗmuch？Whatdoyou
think？Howmuchdoyouthink？Ｙｅａｈ

３７Ｓ６：Ｎｏｎａ

３８Ｔ：You1reright1Theanswer1szer０．Nonｅ１ＮｏｎｅｉｓｇｏｏｄｆＯｒｂｏｙｓａｎｄｇｉｒｌｓ、

４８Ｔ：Haa，okay，ｗｃｔａｌｋａｂｏｕｔｔｈａＬＳｏｓｈｅｓａｙｓｉ'Ｎｏｍｏｒｅｂｅｅｒａｎｄｗｉｎｃｉ'・Thatisrightbutthere1safewmorethingstoo，．.…totalkabouttoday、

４９Froggy:MrElkins,wouldyoupicksomeonewholssittingniceandstraight？Sowecouldhavcmoredccisions？

５０Ｔ：okay，froggy．Ｂｕtyouknowwhat？Befbrclpickanyone,Ｉ
ｗａｎｔｙｏｕｔｏｈｅｌｐｗａｔｃｈｕｐｈｅｒｅｔｏｓｅｅwhoscrcallythinking．
（MrEplacesFmggyinhisspecialchaiTsothatFroggycould
checkonthestudentsfmmabovc)Weircgonnahavetopicka
lotofhelpcrstoday・PeoplethatarethinkingcarefUlly、

５１ｓ：（TheysitupstraightsotbcyⅡllbcpicked）
５２Ｔ：Ｆｒｏｇｇｙｓａｙｓｉｎｏｒｄｅｒｔｏｍａｋｅａｇｏｏｄdecision,thereisacouple

thingsthatwehavetodo・Inordertomakegooddecisions・ThisisfmggyisspccialdecisionIighLRightherc1shoggy1s
decisionlight,ａｎｄｉｎｏｒｄｅｒｔｏｔｕｒｎｔｈｃｌｉｇｈｔｏｎ,ｗｅｈａｖｅｔｏｄｏ
ｓｏｍｅｔｈｉｎｇｓｂｅｆOrewecouldmakeourdecisions・Ｓｏｌ１ｍ
ｇｏｎｎａｃｈｅｃｋｒｉｇｂｔｎｏｗｔｏｓｅｅ…..…（unintelligible）Ｇｏｏｄ
ｊｏｂ１（Pickedonestudent)Lct1ssceifheknowswhattodQ

53S7：（Studentgoesuptothefront）

５４Ｔ：He1sgonnamakeadecisionrightｎｏｗ・Ｃｏｍｅｏｎｄｏｗｎｌｆ
ｙｏｕｈａｖｅｔｏｍａｋｅａｄｅｃｉsion，what'ｓｔｈｅｆｉｒｓｔｔｈｉｎｇｙｏｕｈａｖｅ
ｔｏｄｏｉｎｏｒdcrtomakeagooddccision？Ｗｈａｔｄｏｙｏｕｈａｖｅ
ｔｏｄｏｆｉｒｓｔ？

５５Ｓ７：（Thinking）
５６Ｔ：YES,youweredoingit1Sayitloude｢！
Ｓ７Ｓ７：ＴＨＩＮＫ！

５８Ｔ：Think，ｓｏｗｅｉＩｃｇｏｎｎａｇｉｖｅｈｉｍａｌｉｇｈｔｂｕｌｂｒｉｇｈｔｎｏｗａｎｄ
ｓｈｏｗｕｓｔｈａｔｈｅｈａｓｂecnthinkingandthatiswhatitsays「ighthcre，itsaysyouhavetotbinkfirsLWoulｄｙｏｕｇｏｓｔｉｃｋｉｔ「ightupontop,ofthething？Itgoesuplikethis・Ｈｅｒｃｗｅｇｏ・AndgoesinlikethaL

59S7：（SticksthelightbuIbonthcboard）

－１５５－

6０Ｔ：

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handsthoughOnlypickpeoplcwhoareshowinguswhattodo，Usingtheirthinkinglight．
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Verygoodjob1Nowwouldyoulookaflcrandfind
somebodyelsethatyouthinkismakingagooddecision・No(StilIlookingthroughtheclassmates）
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nat'sokay．

(Thinkingcarefnllywhotochoosc）
Sometimesyouhavetochooseveryca配fUllytowhenthereirclotsofdecisionstomake・Andthafsokay．（Pausc）(Vc｢yseriouslylookingaroundconsideringwhotopick）
IimgonnabepickingsomeotherpeoPle….helperstomake
somedecisionsonourspecialdecisionchartrightafierhe
pickssomeone・I1mlookingfbrsomeonewhoisstillsmilingeveniftheyhavcn，tbeenpickedyet・CauseIillpicksomeof
thosepeople・Helperstomakesomemoredecisions.(pause）
Franky1（Ｆｉｎａｌｌｙａｆｌｅｒｌｍｉｎａｎｄ５０ｓｅｃ・ｈｅｍａｄｅｕｐｈｉｓ

ｍｉｎｄＪ
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Ｒｅ脆疋nces

AIlen,Vemon.（1981).“TheRoIeofNonverbalBchaviorinChildrcn,sCommunication，，、InPatrickDickson（ed､)，ＣﾉijltI》･ｅｌｌＴＯｍノ
ＣＤｍｍ""icario〃Skiﾉus・AcademicＰ肥ss．

AICher,，.，ａｎｄＲＭ・Akcrt.（1977).“WordsandEverythingElse：
VcrbalandNonverbalCuesinSociaIInterprctation,'・ん"、`zﾉ吋
圧７so"αﾉﾋﾞﾘﾛ"dSbciaﾉ町ycﾉbolO8Dﾉ３５:443-449.

Argyle,Michael.(1975).Ｂｏ`iMyCbmm皿"jCCz"o"・London:Routledge
Edwards,DcIck，andNeiIMcrcer.（1986).“ContextandContinuity：
ClassroomDiscourseandtheDevelopmentofSharedKnowlcdge，,、
InKevinDurkin(ed,).L`z"gz(αgeDeveﾉOpme"tj"ZﾉieSbhooﾉＹｂα応，
172-202,LondomCroomHelm

Kendon,Adam.（1982).“nlestudyofgestu泥：somercmarksonits
history，,､Rec〃eWqc/lesSdmjoti9uJeMSｾmjOtic〃卯iび2:45-62.
Kendon,Adam.(1988）"HowGesturesCanBecomeLikcWords?，’１，
Ｆ・Poyatos，（e｡.)，Ｑｍｓ－ｍ"”αノＰと７画peaiPes醜jVmver6aノ
ＣＤｍｍｕ４"icuz"o",131-141,Toronto:Ｈｏ厚efb．

Kcndon,Adam.(1996).“AnAgcndafOrGestureStudies",meSelljiolic
Reviewq／ＢＯｏｋｓ７：8-12,downloadablefmmhttp:"Www
univie・aQat/Wissenschaf【stheorie/srb/Srb/gesture,hｔｍｌ
Kendon,AdamandDavidMcNeiII,(1995)."TheoryandMcthodinthe
AnalysisofGestu｢e，，，HandoutgivenatLingUisticlnstitute，
UniversityofNewMexico,Ｓｕｍｍｅｒ1995.

Kita,Sotaro.(2000a).“WhyDoPeopleGesture?'，ＣＤg"jriveSmdres7：
9-21.

Kita,Sotaro.(2000b)."HowRepresentationalGesturesHelpSpeaking，，、
InDavidMcNeill（cd),Ｌ“9m`Jgeα"。Ｇどsmre，163-185,New
York:CambridgeUniversityPress．

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Knapp,Mark.（1,78).ﾊﾉbl叩誠αﾉＣｂ'"''z皿"jcakjO'zjlWZJm“〃〃αc"。"・
Holt,RinehartandWinston

MaTtlew,Margaret.(1986)."TheDevelopmentofWritingLanguage"・In
KevinDurkin(cd､),Ｌα"gzJ`zgeDevebp"velzrjlu仇CSCﾉtoo/Ｙｂα'3,117-138,London:CroomHelm

McNcill，David．（2000)．Ｌα"g“８２α"aGesr”e，1-10,NewYork：
CambridgeUniversityPress．

Poyatos,Fernando.（1988).Cmss-Ct`ﾉ､rαﾉＰｅ旧SpecZiyesj)z｣Vb"velb`Ｍ
Ｃｂｌ７１ｍＨ"ｊｃａ"olz,1-32,Toronto:HogCfe．

Yogi,Minako.(2001).“GesturesinClassroomDiscourse:FirstGrade

SafetyRuleLesson".Ｂ"ﾉﾉｅｒｍｑ/ＣＯ//egcq/Etmcarjo〃５８:95-108
UniversityoftheRyukyus．

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論文要旨
ノンパーパルコミュニケーション：

教室における教師のジェスチャー
與儀峰奈子
ジェスチャー研究の歴史は長く、古くは１７世紀にまで遡る.
その多くは発話の代替物としてのジェスチャーがどのような意味を表すのかという研究に費やされてきたと言える。しかし１９８０
年代に入ると研究者の関心はジェスチャーの表す意味体系の構築
だけではなく、人間の思考と思考過程を探る手がかりとして、発話とジェスチャーの関係に注目するようになってきた。その代表的研究がMcNcill（1992)である。彼はジェスチャーを発話との関係において、手まね(pantomime)、表象(emblem)、映像的ジェスチ
ャー(iconicgesmre)、暗噛的ジェスチャー(metaphoricgcsture)、指さし(pointing)、拍子(beat)、談話結束的ジェスチャー(cohesive
gesture)の７つに分類し深い考察を加えている。
本稿ではKendon（1980)とMcNeill（1992)で示された理論的枠組
み及び７つの分類に焦点を絞り、データを分析･考察した｡McNeill

が実験心理学的手法を用いているの対し、本研究ではフィール
ドワークを伴う社会学・社会言語学的アプローチを用いた。分析

対象として用いたデータは日本人教師とアメリカ人教師のジェスチャーで、共に小学校１年生の道徳／規範の授業をビデオ録画したものである。

低学年対象ということもあって、日本人教師とアメリカ人教師のどちらの授業においても多種多様なジェスチャーが用いられており、McNeillの７分類の全てが観察された。授業内容が具体的であるという事実を反映して手まねや表象、映像的ジェスチャー
が多く用いられ、クラス内だけで通用する表象なども見られた。

また、低学年児の注意を引きつけるため、指さしや拍子も頻繁に使用されていた。ジェスチャーの効果的使用によって視覚的に豊かなコミュニケーション活動が展開され、活発な授業活動を支援していると言える。今後このような成果は広く教師間で共有し、実際の授業で活用される必要性を示唆する。

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