東京都中学校英語教育研究会
研究部 公開授業・研究発表
2024年2月22日（木）15:30～16:10
教師・生徒間のインターラクション： F-Move と教師の役割
三浦幸子（都留文科大学）
sachileo@tsuru.ac.jp

OVERVIEW

1. 公開授業（橋本先生の授業）から学ぶこと
2. 語彙と英語教育(46)から考えること
3. F-Move Scaffolding: Two types of follow-ups
4. F-Move Scaffolding: Oral corrective feedback
5. Teacher roles: Motivational teachers

外国語教育の目的 (Council of Europe, 2001, p. 1)( 前 略 ） … it is a central objective of
language education to promote thefavourable development of the learner’s
whole personality and sense of identity
in response to the enriching experience ofotherness in language and culture.

Changes in learner roles
Traditional classroomclassroom

Student-centered-seated dutifully attheir desks-wait in silence forthe teacher to tellthem what to do-translate thepassage-memorize a rule
-repeat a dialogue-set personal goals-develop awareness ofstrategic options-initiate oral production-solve problems in small
groups-practice language withpeers

passive

activePresentation
Practice
Production

Production
Presentation
Practice(Production)

SLA理論からみたインタラクション
InteractionistCognitive Theories(Long, 1981, 1996; Gass,1997 他)＊意味交渉 (negotiation of meaning)→ Interaction によって（学習者の適切な言語レベルを把握して言語調整し）理解可能な input を提供できる （足場架け）＊学習者の output を引き出し、修正する機会を与える
output → feedback （足場架け）(学習者言語が適切かどうか検証) → 気づき (noticing) → (self-) repair＊L2学習＝自己と他者との間の社会的関係においておこる
Sociocultural/
Socio-Constructivist＊最近接発達領域 (zone of proximal development: ZPD):
Theories(Vygotsky, 1978; Storch,
他者の足場架けによる助けを得て到達できる領域
2002他）＊協働的学習（インタラクションを通した学びあい）→ 学習効果 ＋よりよい関係性1. 橋本先生の授業から学ぶこと(1) 達成目標の明確化→ 教室外でも英語で何ができるようになるか(2) 綿密な授業計画とプロセスを重視したスパイラルな指導 (task repetition)

1. 橋本先生の授業から学ぶこと(3) SLAの知見
・エラーに対する考え方と対応
・学習者言語発達の支援
・学習方略発達の支援（特に社会・情意方略）
・あいまい耐性・動機づけ

1. 橋本先生の授業から学ぶこと(4) Scaffolding/ Teacher talk
・生徒の声（つぶやき）を拾う余裕
・生徒の発話の引き出し方
・即興的な（英語での）説明
・コミュニカティブなfollow-up
・気づきを促すfeedback

2. 語彙と英語教育(46)から考えること(1) FormSpoken

R What does the word sound like?
P How is the word pronounced?
Written
R What does the word look like?
P How is the word written and spelled?
Word parts R What parts are recognisable in this word?
P What word parts are needed to express
the meaning?
[Nation, P. (2001). Learning vocabulary in another language.
CUP. (p. 27)]

What is involved in knowing a word?
(From nation, 2001: 27)(2) Meaning
Form and R What meaning does this word form signal?
meaning
P What word form can be used to express thismeaning?
Concept and R What is included in the concept?
referents
P What items can the concept refer to?
Associations R What other words does this make us this of?
P What other words could we use instead of
this one?

What is involved in knowing a word?(From nation, 2001: 27)(3) UseGrammatical R In what patterns does the word occur?
functions
P In what patterns must we use this word?
Collocations R What words or types of words occur withthis one?
P What words or types of words must we usewith this one?
Constraints
R Where, when, and how often would weon use (register,expect to meet this word?
frequency)
P Where, when, and how often can we use
this word?

語彙定着のための工夫
頻度（frequency)

長期記憶強度(intensity)語彙定着の工夫（強度を高めるために）・学習中の語彙を感動的なものに（驚き、発見、成功感など）
・意味ネットワークの発見（semantic mapping, 接頭辞、接尾辞、語義での関連付け）
・推測力の活性化（文脈や語形式から積極的に意味を推測する練習）[参考：佐野正之・米山朝二・松沢伸二(1988)『言語活動を中心に基礎能力をつける英語指導法』大修館書店]

3. F-Move Scaffolding: Two types of follow-ups[Example]
Teacher: What did you do yesterday?
Student: I saw my grandmother.
Teacher: Good.
Follow-up

Initiate
Response[Q] What is the teacher saying “Good” about?
[Adapted from Harmer, J. (2015). The practice of English language teaching (5thed.). Harlow: Pearson. (p. 154) ][Example]
Teacher: What did you do yesterday?
Student: I saw my grandmother.
Teacher: Good ( ).

→ ‘teacher full stop’＊targeted praise (work-specific praise)→ evaluative follow-up(support for learning/ focus: the form)ここで「インタラクション」とは…

inter (相互関係）＋ action （作用）➢（メッセージを伝え合うための）言葉によるコミュニケーション[参考: 白畑・冨田・村野井・若林 (2019)『英語教育用語辞典第３版』(p. 145)/
米山(2011)『新編英語教育指導法事典』(p. 162)]

[Example]
T: What did you do yesterday?
S: I saw my grandmother.
echoing (repeating what S has said)
T: You saw your grandmother.
S: Yes.
T: That must have been nice.
commenting
S: Yes, very nice.
T: Was she happy to see you?
asking follow-up question
S: Yes, we met by mistake.
T: Oh, you met by accident.
reformulating (recasting)
S: Yes, by accident.
T: So you didn’t expect to meet her? Right?
asking for confirmation→ discoursal follow-up (support for learning/ focus: the content)[Adapted from Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow: Pearson. (p. 155) ]Discoursal follow-up→ pick up students’ contributions and to “incorporate
them into the flow of (classroom) discourse”[Mercer, N. (1995). The guided construction of knowledge: talk among teachers and learners.
Clevedon: Multilingual Matters. (p. 26)]→ sustain and develop a dialogue between
the teacher and the class➢focus = the content➢support for learning = “the teacher providing a richsource of message-oriented target language input”[Cullen, R. (2002). Supportive teacher talk: the importance of the F-move. ELT Journal, 56(2),117-127. (p. 122)]

Discoursal follow-up の例（別紙参照）
1. reformulation (= reconstructive paraphrasing;recasting, 再明確化)
2. elaboration （緻密化）
3. comment （コメント）
4．repetition （繰り返し）
5. responsiveness; further information （情報付加）
6. responsiveness; self-discloser （自己開示）[Cullen, R. (2002). Supportive teacher talk: the importance of the Fmove. ELT Journal, 56, 2, 117-127.]

16 T:
17
18 T:

So, by the way, what do you do at school every day?
(3)
OK, so, you(.)（写真１を貼る）
19 T: You talk with your friends every day.
20 T: Oh, and what do you do? Next?
21 S1: I study….
reformulation
22 T: Oh, you study, of course.
23 T: Good, so good, you study, you study every day.（写真２を貼る）
24 T: You study English, you study history, you study math.
elaboration
25 T: Yes, you study every day.
26 S2: Eat lunch.
27 T: Oh, OK, so you eat lunch, you eat lunch every day.（写真３を貼る）
28((LAUGHTER))
reformulation + slight elaboration

29 T: So, what do you do? What else do you do?
30 S3: Join (us) club.
reformulation + repetition of S3’s
31 T: Ah, you practice, you join the club. OK.
contribution
32 T: S4, you practice soccer, S5, you practice volleyball,(.)（写真４を貼る）
elaboration
33 T: and S5, you play tennis, O:K.
34 T: So, any other?
35 S4: Read a book.
36 T: Oh, read a book. Oh, you read a book.
echoing + reformulation
37 T: You read books.（写真５を貼る）
38 T: Oh, after school you:?
39(.)（先生が掃除するまねをする）
eliciting + miming
40 Ss: Clean.
41 T: Yes, you clean the classroom with your classmates.
reformulation
42 T: OK, so, you do a lot of things every day.

43 T: Of course, I do a lot of things.
44 T: So, what do you like doing best?
45 T: What do you like doing best?
46 T: I （自分を指す）like, OF COURSE, I like?
47(.)
48 T: teaching
49(.)
50 S5: English.
51 T: Yes, I like teaching. I like teaching English to you best.
self-discloser
52 T: Of course, I like studying English.
53 T: S6（生徒を指す）, do you like studying English best?
54(.)
55 T: Do you like English?
56 S6: Yes.
57 T: Yes? Oh, I’m very happy to hear that.
confirmation + commenting
58 T: Everyone. S6 likes (.) studying English best.

内容理解の際のインタラクションのポイント➢生徒の誤り→理解に関する問題点を知るヒント→自ら気づくためにどう導くか＊少し前の情報に戻って話をつなげる(backtracking)。
＊質問後のインタラクションによって質問間のつなぎを埋め、ストーリーの流れを理解しやすくしたり、内容をより深く理解するよう助ける。
＊生徒の発話を言い換える。
＊生徒の発話に補足情報、より詳しい情報を加える。

4. F-Move Scaffolding: Oral corrective feedback
CF facilitates the processes responsible foracquisition in two ways:(1) by providing learners with positive evidence oftarget language forms→ recasts(2) by pushing learners to self-correct their errors(i.e. through pushed-output)→ prompts

Recasts provide positive evidence（インプット提供）
T: When were you in school?
S: Yes. I stand in the first row? <-trigger
T: Oh, you stood in the first row.
<- corrective move(recast)
L: Yes, in the first row.

Prompts push learners to self-correction（アウトプット誘導）
S: Why does he fly to Korea last year? <-trigger
T: Pardon?
<- corrective move(prompt)
S: Why did he fly to Korea last year?
<- uptake with repair[Yang, Y & Lyster, R. (2010). Effects of form-focused practice andfeedback on Chinese EFL learners’ acquisition of regular and irregular
past tense forms. Studies in Second Language Acquisition, 32, 235263]

Classroom communication and teacher roles*planner and organizer*facilitator*manager*creating pleasurable, interesting and cooperative
atmosphere*modeling*input-provider*output-prompter*feedback

SCAFFOLDING5. What do motivational teachers do?
1. Break the routine and vary tasks
and formats.
2. Show students that you care about
their progress.
3. Show students that you accept andcare about them.

4. Recognize students’ effort andachievement.
5. Be mentally and physically available
to respond to your students.
6. Increase the amount of English
you use in the language classroom.

7. Add new and humorous elements to yourtasks.
8. Remind students English is importantand useful as a global language.
9. Connect what you teach to the everyday
experiences and backgrounds of thestudents.

10. Be encouraging, show your students
that you believe in their effort andsuccess.
[Guilloteaux, M. (2013). Motivational strategies for thelanguage classroom: Perceptions of Korean secondary
school English teachers. System, xx, 1-12.]

Thank you foryour attention
and cooperation!

Miura Hannibal Munkustrap