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=This study investigates how repetition is effectively utilized among homeroom teachers (HRTs), assistant language teachers (ALTs), and pupils in English lessons in the English as a Lingua Franca (ELF) context of a primary school classroom to achieve clear understanding. In the study, conversations among the HRTs, the ALTs and the pupils in English classes were audio-recorded for about 50 hours in total and analyzed based on existing research on analytic approaches to classroom discourse (Sinclair &amp; Coulthard, 1975; Walsh, 2013), conversation (Schegloff, et al., 1977), and classroom-based conversation (Seedhouse, 2004). The results of the current study revealed that repetitions with various functions such as securing the pupils’ understanding, encouraging the pupils to answer a question in English, and confirming what the pupils and the ALTs said, are frequently and effectively used in primary English lessons not only by the HRTs and the ALTs but also by the pupils. 本研究は、互いの明白な理解を達成する為に、共通語としての英語本研究は、互いの明白な理解を達成する為に、英語が共通語ELF: English as a lingua francaとして使われている小学校の英語の授業の中で、学級担任HRTs、外国語指導助手ALTs、そして児童の間でいかに繰り返しrepetitionが使用されているかということについて調査している。研究では、学級担任、ALT、児童の英語授業中の会話を合計で約50時間録音し、得られたデータを、教室談話分析Sinclair &amp; Coulthard, 1975; Walsh, 2013、会話分析Schegloff, et al., 1977、教室会話分析Seedhouse, 2004的アプローチを用い分析した。その結果、繰り返しは学級担任やALTだけでなく児童によっても頻繁に且つ効果的に使用され、児童の理解を深め、英語での回答を促進し、そして児童やALTが言ったこと (あるいはALTの発話) の確認等、様々な機能を持つことが明らかになった。

Use of Repetition in the ELF Context of Japanese Primary School English Lessons