Knowledge Construction Process in Elementary School Foreign Language Activities -Classroom Discourse Analysis-
10 , 2017-08-25 , 宮崎大学教育学部
This paper explores how knowledge is constructed in elementary school foreign language activities. Classroom discourse is analyzed when a simulated shopping experience was conducted where students had to spend a certain amount on food items printed on a newspaper flier that was distributed to each group. The research focuses on interactional processes that display knowledge sharing as information flow and knowledge construction as shared understanding. Subsequently it interprets the discourse data based on the three concepts of a bridging analogy:“anchor", “bridging", and “target." Results reveal three findings:(1)despite not knowing how to say numbers in English yet, students could employ their mother tongue to participate in the activity;(2)their prior knowledge of Mathematics enabled their participation and understanding of the task in English; and(3)this simulated shopping activity may work as an “anchor" during actual shopping experiences in the future. The paper concludes that using analogies during lessons as indicated above, provides an insight into how a teacher's professional knowledge functions in a classroom, such as integrating Mathematics and English contents as well as gaining students' attention.