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Case study of students' in-class story rewriting process : Analysis of classroom discourse and student interviews


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  • 創作指導における生徒の物語改作過程のケーススタディ : 教室談話と授業後インタビューの分析
  • ソウサク シドウ ニ オケル セイト ノ モノガタリ カイサク カテイ ノ ケース スタディ : キョウシツ ダンワ ト ジュギョウ ゴ インタビュー ノ ブンセキ

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This study investigated two research questions: (a) To what extent can students write stories at their age level? (b) How do students learn literacy based on their writing in the classroom? These questions were investigated through the analysis of an experimental lesson in which students first wrote stories with no prior instruction and then rewrote them after learning about story grammar. The analysis consisted of four parts. (1) Analyze the student Aoki's writing because of her characteristic manner of rewriting after learning about story grammar. (2) Analyze the effects of Aoki's rewriting on her literacy development. (3) Analyze writing/rewriting of all the students to clarify the features of Aoki's rewriting. (4) Analyze classroom discourse from the perspective of function and content to determine the reasons for Aoki's rewriting approach. The results indicate that (a) junior high school students (grade 2) can write organized stories including a theme without being taught and (b) teaching story grammar enables students to become aware of story structure.


  • kokugokakyouiku

    kokugokakyouiku 75 (0), 24-31, 2014

    Japanese Teaching Society of Japan

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