DLA ＜読む＞における実施者の「ほめ」 : 実施回数の違いに着目して　

The Compliments of Practitioner in DLA<Reading>: Focus on the number of practice of DLA

Nagata Ryota

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study clarified that the practitioner’s compliments change, as the number of practice increases. By analyzing the practitioner’s compliments in dialogic language assessment (DLA), this paper revealed the following points: 1) Japanese practitioner praises more than foreign practitioner. 2) Both Japanese practitioner and foreign practitioner, the percentage of the “evaluation compliments” keeps decreasing, as the number of practice of DLA increases. On the other hand, the “emotional compliments” keeps increasing, as the number of practice of DLA increases. 3) Both Japanese practitioner and foreign practitioner, the kind of compliments is different depending on the grades of the target child. 4) Both Japanese practitioner and foreign practitioner, the percentage of the compliments keeps increasing in the specific aspects of discourse processing. This research shows us that in both Japanese practitioner and foreign practitioner, their consciousness change from “evaluation person” to “dialogist” as the number of practice of DLA increases.

practitioner

Dialogic Language Assessment (DLA)

discourse processing

evaluation compliments

emotional compliments

実施者

対話型アセスメント（DLA）

談話展開

評価のほめ

感情のほめ

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725