TITLE

Conversational Repair in Foreign Language Classrooms: A Case Study in a Turkish Context

AUTHOR(S)
Çokal-Karadaş, Derya
PUB. DATE
April 2010
SOURCE
Eurasian Journal of Educational Research (EJER);Apr2010, Issue 39, p145
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Problem Statement: A speaker's language proficiency level can be determined by observing the repair types employed during conversation. When a non-native speaker of English performs self-initiated self-repair, this means that s/he has attained native-like proficiency. However, when other-initiated other-repair is performed, the non-native speaker of English has achieved less native-like proficiency in the interaction. Thus, repairs are significant signs indicating the proficiency level of the language user and have significant roles in the achievement of native-like norms. Nearly all existing studies focus on repair strategies used in the interaction between native-native speakers of English and native-nonnative speakers of English. The number of studies on repair strategies in the repertoire of nonnative speakers of English is limited. When studies in Turkey are investigated, to the best knowledge of the writer, there is no study that focuses on the types of conversational repair or repair strategies employed by Turkish learners of English. Therefore, this paper can be regarded as the first investigation of conversational repairs by Turkish learners of English. Purpose of the study: The purpose of this study is to investigate what types of repair strategies Turkish speakers of English prefer to use and in what cases they prefer to repair their utterances. The study aims to explore the competence of Turkish speakers of English in realizing their own conversational problems and self-correcting them. Methods: This is a qualitative case study. 10 hours of conversation classes were recorded for data analysis. For conversational analysis, turn-taking, adjacency pairs and subsequent sentences in discussions and presentations were transcribed, from which repair strategies were identified and categorized. Findings and Result: According to the findings, the Turkish English-speaking students perform lexical, phrasal and phonological self-repair but not content or pragmatic repair. However, to have native-like interaction and proficiency, nonnative speakers of English should perform self-initiated self-repair on the pragmatics and content of their utterances. The students perform self-initiated other repair, but that is not a commonly used conversational repair. When the interlocutors in the class have problems understanding what the presenter or another student says, they do not initiate repair. Conclusion and Recommendation: In foreign language classrooms, it should be emphasized that repair, repair strategies and the monitoring of one's utterances are natural processes in communication and social interaction. Students should be encouraged to make self-initiated self-repair on content and pragmatics and to initiate repair to repair problems in their classmates' utterances.
ACCESSION #
49743250

 

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