Children's Listening in Relation to their Utterances in Classroom Discussions: Bias in Listening to My-side and Other-side Utterances

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  • Onoda Ryosuke
    Graduate School of Education, The University of Tokyo Japan Society for the Promotion of Science

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  • 討論活動における児童の聴き方と発話内容の関連：賛成論と反論に対する聴き方の偏りに着目して
  • トウロン カツドウ ニ オケル ジドウ ノ キキ カタ ト ハツワ ナイヨウ ノ カンレン : サンセイロン ト ハンロン ニ タイスル キキ カタ ノ カタヨリ ニ チャクモク シテ

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Abstract

The purpose of the present study was to clarify relations between children's listening and their utterances. Four discussion sessions in a third grade class were observed, and immediate recall tasks measured children's biases in listening. A My-side bias (MB) index was calculated for each session, and was derived by subtracting the number of other-side arguments recalled from the number of my-side arguments recalled. Categorical analysis revealed the following: (1) MB index scores were negatively correlated with rebuttal utterances, which provided reasons for my-side arguments and also replies to other-side counterarguments; (2) children who had high MB index scores reworded other children's supportive arguments more than did children with low MB index; and (3) children with low MB index scores questioned the opposing position more than did children with high MB index. These results suggest that children's bias in listening relates to their utterances, and that it is important to encourage children to listen to other-side utterances, which enhances their rebuttals and replies to other-side counterarguments.

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