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ERIC Number: ED399774
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 31
Abstractor: N/A
Reference Count: N/A
Collaborative Repair in EFL Classroom Talk.
Iles, Zara
York Papers in Linguistics, v17 p23-51 Mar 1996
Drawing data from audiotaped lessons with 10 native-speaker English-as-a-Foreign-Language (EFL) teachers and 12 EFL learners of varied linguistic backgrounds, a study explored some of the ways in which classroom talk by learners is collaboratively built to repair errors, misunderstandings, and non-communication. Focus is on both explicit and embedded other-correction, the least preferred form of repair in everyday talk, and the ways in which the recurrent features of repair in everyday conversation between native speakers are used in a different way in the EFL classroom, and how the forms of repair used by teachers reflect the nature and agenda of the teaching activity. A conversational analysis approach is adopted, emphasizing the negotiated nature of repair rather than segmenting conversation for analysis. Repair strategies are shown to impose different costs on the lesson agenda and the learners. Teacher approaches to repair include (1) restraining themselves from other-correction, (2) pursuing repair initiation to increase opportunities for self-repair, and (3) packaging other-correction in a "camouflaged" form, which tones down unmodulated other-correction and removes the focus from the activity of repair. Forms of correction are shown to orient to the pedagogical goal of the type of EFL lesson or activity that entails conscious attention to aspects of the target language. Contains 11 references. (MSE)
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A