How is a redundant discourse recognized and transmitted?

ジョウダンナ ダンワ ハ ドノヨウニ ニンチサレ デンタツサレルノカ

サンノミヤ, マチコ

Sannomiya, Machiko

吉倉, 和子

ヨシクラ, カズコ

Yoshikura, Kazuko

植田, 宏和

ウエタ, ヒロカズ

Ueta, Hirokazu

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

英語

This study exploratorily investigated how a redundant discourse is recognized and transmitted. First, 73 undergraduate students answered preliminary inquiries on their experiences about listening to redundant discourses. A discourse of a primary school teacher was composed on the basis of their answers to be the experimental material. In Experiment 1, 44 students listened to the recorded discourse of the teacher about teaching practice at a primary school. They were not allowed to take notes. Then, they were asked some questions about the discourse and their impression of the speaker. In Experiment 2, 12 undergraduates listened to the same material used in Experiment 1 but also took notes. They transmitted the discourse on an assumed friend’s telephone answering machine by referring to their notes, and described their impression of the original speaker. Their utterances during the transmission were recorded and the protocol data were documented for an analysis. The results of the experiments revealed the following three points: (1) Listeners less well extract important information when they listen to the redundant discourse without note-taking. (2) Important information in the redundant discourse is better extracted and transmitted when listeners take notes, but incorrect and inferred information cannot be avoided when transmitting. (3) The redundant part of a discourse provides listeners with useful clues to making personal expressions of the speaker.

吉倉, 和子

植田, 宏和

英語