Making adjustment Strategies from Politeness Theory to apply to Teacher’s Directions in Primary School : Focusing on Face-support in Classroom Discourse
“Teachers’ directions” help students move from one activity to another, thereby structuring a lesson. To better understand teachers’ directions, the model and strategies presented in Politeness Theory were applied to a first-grade classroom, during four lessons. Using discourse analysis, the diverse strategies adopted by teachers when giving directions were classified into five categories: “hiding the teacher’s authority”, “reducing the teacher’s authority”, “showing the teacher’s authority”, “lessening social distance between the teacher and students”, and “lightening the burden of directions”. Discussions showed that some of the Face-supports can be observed only in classroom discourse and the teacher’s behavior against her students was expressed as the strategies for face-support.
雑誌名
東京大学大学院教育学研究科紀要
巻
57
ページ
231 - 240
発行年
2018-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
The Graduate School of Education, University of Tokyo
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小学校教師が用いる活動移行時のストラテジーの再整理 : 教室談話における指示発話のフェイス配慮に着目して
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