Visual Thinking Strategies を用いた言語活動における中学生の発話の特徴

Characteristics of Junior High School Students’ Speech in Language Activities Incorporating Visual Thinking Strategies

Umakoshi Sumire

Ono Akira

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this paper is to clarify the characteristics of junior high school students’ speech in language activities incorporating Visual Thinking Strategies. A survey conducted by MEXT revealed that junior high school students have difficulties in “expressing opinions based on what others say.” Moreover, language activities are not sufficiently conducted in junior high school classes. Given the current issues, it is clear that there is a need for interactive language activities that encourage students to activate “approaches in communication in foreign languages.” This paper focuses on Visual Thinking Strategies (VTS), a method of art appreciation in which viewers understand the work through exchanging their opinions. VTS has received growing attention in the field of L2 education as a method to improve language abilities, thinking skills and visual literacy. However, few previous studies have analyzed the content of learners’ speech. In this research, two groups of second-year junior high school students engaged in four or five language activities incorporating VTS. Their discussions were recorded and transcribed. Four scenes were extracted in which “learners express information and their ideas by utilizing their knowledge and experience” or “learners express their ideas based on what other learners said.” As a result, some characteristics were found: 1) a group of learners formed convincing opinions based on multiple learners’ opinions and information in the pictures; 2) learners expressed opposing or related opinions to other learners’ opinions based on information in the pictures; 3) learners showed a willingness to express their opinions based on other learners’ points of view. The results show the potential that VTS can become one of the interactive language activities that encourage learners to activate “approaches in communication in foreign languages.”

approaches in communication in foreign languages

speaking

interaction

interactive language activities

Visual Thinking Strategies

外国語によるコミュニケーションにおける見方・考え方

話すこと

やり取り

対話的な 言語活動

ヴィジュアル・シンキング・ストラテジーズ

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2022 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086