A Proposal for Conversational Syllabuses on the Discourse Level:Lists of Discourse skill from the Approach of Discourse/Conversation Analysis

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  • 談話レベルでの会話教育における指導項目の提案:談話・会話分析的アプローチの観点から見た談話技能の項目
  • ダンワ レベル デ ノ カイワ キョウイク ニ オケル シドウ コウモク ノ テイアン ダンワ カイワ ブンセキテキ アプローチ ノ カンテン カラ ミタ ダンワ ギノウ ノ コウモク

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Abstract

It has been pointed out that language learners who have been instructed only through grammatical syllabuses have communication problems on the discourse level, even though they are able to produce grammatically accurate sentences. In order to avoid these problems, it is necessary to teach conversation on the discourse as well as grammatical level, starting from the elementary learning stages. Therefore, it is necessary for teachers to share their understanding of syllabuses needed for teaching conversation. However, this kind of syllabus has not been fully designed yet, due to individual differences in teachers’ understanding of the need to teach conversational items and in the ways of dealing with them. In this study, we will review two types of previous research on teaching conversation on the discourse level: 1) syllabuses based on conversation strategies, and 2) syllabuses based on discourse/conversation analysis. We will then propose a conversational syllabus based on both conversation strategies and discourse/conversation analysis, which was designed for Japanese language learners to promote their discourse skills in conversation. The syllabus consists of four categories: A) Verbal category, B) Nonverbal category, C) Prosodic category, and D) Overall category. The items in the syllabus were extracted from the syllabuses used in the Japanese language courses, including visitor sessions and a drama project, which were designed based on discourse/conversation analysis. The goals of these courses were to promote learners’ discourse abilities. This syllabus will enable teachers to teach conversational items which are not found in grammatical syllabuses, starting from the elementary level. It will also help Japanese language teachers to reach a shared conunderstanding of the syllabuses necessary for conversational instruction.

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