A Qualitative Analysis of a Collaborative Writing Activity in a Junior High School Classroom

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(1)Aq㎜1i伽iveA㎜1ysi50fa Collabom寸iveWriti㎎Adivity iHJ㎜iorHigh SchoolClassmom. 教科・領域教育学専攻言語系コース. M08141K 西川恭. ㎞r㏄entyears，ithasbeenstatedthat㎞teracti㎝a−. inStruCtiOn．. competence，not illdividual language competence，is the. First，the lack of communicativeness iIi writing. cmc舳rsuccess他1co㎜㎜ication．Kramsch（1986）. activities Ied the author into the idea of bringing. proposes“redir㏄ting the enthusiasm generated by the. ㎞teractiona−e1ements㎞to the e叩erime耐ai activity・If. proficiency movement toward a push施r㎞teractional. the students havc real addressivity，as Bahk士in proposes，. competence”（p．370）．F㎜’thermore，aier the appearallce. the nature of static activity8md the吐attitude toward. ofthe Firth and Wager article㎞1997，L21eamers have. leam㎞g E㎎lish will change．We assume that the close. not been seen as persons with deficiency in. obsemation oftheir activity wiH reveal what is oocum㎞g. co㎜un1cative skills．1n this舳mework，genera！. in their1eaming；how they ineract，how they leam and. 1anguage competence does not exist， but on1y local，. how they change through it．One more thing that is. context−specific competence exists，and the deve1opment. expected i皿 this activity is to estabIish a comlection. of1eamers’L2 o㏄urs in their participation and. between writing and thi11k㎞g，L∼mguage is a means of. engagementthe co㎜micative㎞temction1．Moreovlr. 曲inking， The students shou1d be give11 more. each st皿dent’s process of Iearnillg and illteraction can be. oppoれ㎜ities to th㎞k th二rou出their1㎜guage leam㎞g．. reso㎜℃es曲r a11−eamers．All of the p鮒icipεmts can. The exper㎞ental classes were conducted on the. co−existreciprocally inthe1eaming situation．. second graders of a junior high school．They engaged in. This research started with the question ofwhat the. Interactive Writ㎞g Activity and wrote do㎜ the. real goa1of leaming Eng1ish in junior hig泣 schoo1. retrospectlve俺edbackmJapanesea丘ereachactIv1ty. classrooms shouldbe．1nloo㎞gatthe currentstateof. There is also data to help explain theむmindset and. the EFL situation，we have noticed that stress㎞g skiu. attitudetoward leaming．. developmentasa“too1曲rco㎜mication”mightbeout. In the耐st chapter，some concepts are㎞te叩reted. of touch with the students’need and a1so that the rea1. by the author；co11aborative1eam㎞g，agency，self and. meaning of language，development ofthe se1エhas be㎝. identity based on曲e sociocult口ral perspective．A11these. igmred．One more concem is that Japanese1eamers. are comected with each other in leam㎞g，and each of. spend much of thei］一esson t㎞e施r w㎡ting On rote. them is a d㏄isive eIement施r s皿㏄esshl leami11g．We. Ie趾ni皿g amd repetitive driIls．English writing lessons. llave multip−e identities which have been constmcted. lacks㎞co㎜micativeness，㎜dcreativi収istakenaway. cu−t㎜rally and historica11y．As van Lier（2007）points out. 丘。m1eamers．To tackle this1wo−b1d pro1〕lem of o㎜・. “identitiesπe ways ofrelathg the selfto the world”（p．. English leami】1g and teach㎞g practice，I conducted the. 58），we曲。e other people or socie収with the identities. exper㎞enta1classes based on the abrementioned. which are chosen危r曲e situation．The identities we have. soci㏄皿1tutal perspective to propose a better1eam㎞g. ㎞1eaming come to be signi丘。…mt s㎞ce it a臨。ts the. 282.

(2) leamers’mindset and the way ofparticipating㎞social. viewl〕oi11t of the connection of t1」ms．Obsewation of the. activities．Wney（1994）says thaポ‘good identities are the. way of血ms co㎜ect has made us mtice that there are. overau se1f’s bridge to the wor−d（p．36）．Consequently，it. various pattems ofinteracting．Some cases show that the. 1eads the leamers’se−f to reconstmction and renewa一．. students succeed in eHciting the 胎eling of the. The way of participating in socia1activity relies on the. ㎞terlocutor．We teachers tend to此。us on leaming. degree ofagency，that is，how they commit themseIves to. outcomes and evaIuate them．In this way ofapproaching. the activities．. the students’leam㎞g，we o危en miss their rea1intentions. In chapter2，the procedure ofthe maill research is. or rea1th㎞ki㎎．We should mtice thatto see thepr㏄ess. exp1ained．The activities are conducted so as to be not. of interaction is significant fb1I ullderstanding what is. only co㎜micative but allo interactive．We havlt0. occurring in their leanling．. keep in mind that comm㎜icati㎝is not a1ways. In the Iast section， the students’ retrospective. coHaborative㎝d reciprocal，that is，leamers’degree of. 危edback is analyzed by the KJ Method．In this data，. agency is a decisive e1ement for the nat口re ofinteraction．. students’mindset dur㎞g activities is expressed explicit1y．. The orig㎞al idea of this activity was insphed by an. In comp町ing the危edback which was writtel］a量er㎞e. activity conducted by Fujita（2006），ill which the focus. first activ｛ty and the one a丘er the last activity，the change. ofher suwey was put on students’appropriation ofother. of their attitude toward leam㎞g Eng1ish is displayed．. studen11s’一anguage use．. Dur㎞g the activities，the students have come to㎞ow. In Chapter3，the data丘。m tbe activities and theか. sense of real English usage，the pIeasure of getting to. 危edback are analyzed in di価erent ways，First，the. ㎞ow others，and moreover they show indication that. students’writtell exch㎝ge is examined 丘。m the. the吐selves have changed through the interaction．. standpo㎞t of its struct㎜e；what role each tum plays in. In EFL cIassrooms，students’motives and aims. the interaction．In the activities，s血dents are他11y aware. vary i皿many ways．The c1ose obsewation of tbe廿. oftheir㎞terlocutors，and come to wite sentences which. interaction shows what is㎞poれant br a better1eaming. have some conversational imctions．Students’English is. situation and what is to be a㎞ed at．They can leam by. sti11roughandmdeveloped㎞vocabulaWand餌a㎜ar，. their own participation in interactive activities，and the辻. but lヒhey used it with their fee1㎞g in a real. way of interacting and the way of leaming itse1f is a. co㎜unicative㎞teraction．Forexample，th11merglnle. lang凹age reso皿。e的rthem．Language leaming is notjust. of sympathy c㎝be seen as evidence of thek rea1. an acquisition of skills or an illtema1ization of fixed. interaction and I’ea11earning．. ㎞owledge．Le㎜㎞g t㎞ough interaction with others is. One more issue covered㎞Chapter3is identi奴In. the issue of the self．This research te11s us that not to. collaborative leam㎞g，s血dents are ass㎜ed to have. eva1uate，but㎜derstand the吐Ieaming is the way to. di脆rent idelltities丘。m曲e conventioml ones三n a. make better leam㎞g situation．. teacher−1eamer relationship in c1assrooms．They exist as. co−1e㎜ers㎞classrooms．With the new，tempor岬. 主任指導教員今井裕之. identity in leamer−1e㎝ler re1ationships，the s血dents’. 指導教員今井裕之. Eng1ish shows subtle but㎞terest㎞g危atures ofemerging real fee1i皿g and empathy．. Next，students’writimg is exami11ed廿。m the. 283.

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