[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 20, Issue 1 (4-2017) ::
IJAL 2017, 20(1): 151-184 Back to browse issues page
Organizational Patterns of English Language Teachers’ Repair Practices
Fatemeh Mozaffari , Hamid Allami
Yazd University
Abstract:   (5388 Views)
Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video- and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaning-oriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers’ awareness of the role of repair organization in facilitating learning opportunities and for teachers’ professional development.
Keywords: Conversation analysis, Organizational pattern of repair practices, Other-repair, Self-repair, Form-oriented and meaning-oriented contexts, Context convergence and divergence
Full-Text [PDF 680 kb]   (2429 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/07/21 | Accepted: 2017/01/28 | Published: 2017/02/9
References
1. Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal. The Contextrn Language Journal, 78(4), 465-483. [DOI:10.1111/j.1540-4781.1994.tb02064.x]
2. Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28, 543-574. [DOI:10.1017/S0272263106060268]
3. Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge, UK: Cambridge University Press.
4. Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). New York: Oxford University Press.
5. Drew, P. (1997). "Open" class repair initiators in response to sequential sources of troubles in conversation. Journal of Pragmatics, 28, 69-101. [DOI:10.1016/S0378-2166(97)89759-7]
6. Ferreira, A., Moore, J., & Mellish, C. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications tor intelligent computer-assisted language learning systems. Journal of Artificial Intelligence in Education, 17, 389-422.
7. Glaser, B. G., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine Publishing Co.
8. Hall, J. K. (2007). Redressing the roles of correction and repair in research on second and foreign language learning. The modern Language Journal, 91(4), 511-526. [DOI:10.1111/j.1540-4781.2007.00619.x]
9. Hall, J. K., & Walsh, M. (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics, 22, 186-203. [DOI:10.1017/S0267190502000107]
10. Hellerman, J. (2009). Looking for evidence of language learning in practices for repair: A case study of self‐initiated self‐repair by an adult learner of English. Scandinavian Journal of Educational Research, 53(2), 113-132. [DOI:10.1080/00313830902757550]
11. Hosoda, Y. (2006). Repair and relevance of differential language expertise in second language conversations. Applied Linguistics, 27(1), 25-50. [DOI:10.1093/applin/ami022]
12. Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge, England: Polity Press.
13. Iles, Z. (1996). Collaborative repair in EFL classroom talk. York Papers in Linguistics, 17, 23-51.
14. Jefferson, G. (1987). On exposed and embedded correction in conversation. In G. Button & Lee, J. R. E. (Eds.), Talk and social organization (pp. 86-100). Clevedon: Multilingual Matters.
15. Jung, E. H. (1999). The organization of second language classroom repair. Issues in Applied Linguistics, 10, 153-171.
16. Kasper, G. (1985). Repair in foreign language teaching. Studies in Second Language Acquisition, 7(2), 200-215. [DOI:10.1017/S0272263100005374]
17. Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277-309. [DOI:10.1207/S15327973RLSI3503_2]
18. Koshik, I. (2005). Alternative questions used in conversational repair. Discourse Studies, 7(2), 193-211. [DOI:10.1177/1461445605050366]
19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511815355]
20. Lee, Y. (2010). Learning in the contingency of talk-in-interaction. Text and Talk, 30(4), 403-422. [DOI:10.1515/text.2010.020]
21. Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309-365. [DOI:10.1111/j.1467-9922.2010.00561.x]
22. Loewen, S. (2011). Focus on form. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Volume II (pp. 577-592). New York and London: Routledge.
23. Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 19, 37-66. [DOI:10.1017/S0272263104263021]
24. Lyster, R., & Ranta, L. (1997). Corrective feedback and learners' uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-61. [DOI:10.1017/S0272263197001034]
25. Lyster, R., Saito, K., & Sato, M. (2012). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1-40. [DOI:10.1017/S0261444812000365]
26. Macbeth, D. (2004). The relevance of repair for classroom correction. Language in Society, 33, 703-736. [DOI:10.1017/S0047404504045038]
27. Markee, N. (2000). Conversation analysis. Mahwah, NJ: Lawrence Erlbaum.
28. McHoul, A.W. (1990). The organization of repair in classroom talk. Language in Society, 19, 349-377. [DOI:10.1017/S004740450001455X]
29. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press. [DOI:10.4159/harvard.9780674420106]
30. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage Publications.
31. Muramoto, N. (1999). Gesture in Japanese language instruction: The case of error correction. In L. K. Heilenmann (Ed.), Research issues and Language Program Direction (pp.143-175). Boston: Heinle & Heinle.
32. Nakamura, I. (2008). Understanding how teacher and student talk with each other: an exploration of how repair displays the co-management of talk-in-interaction. Language Teaching Research, 12(2), 265-283. [DOI:10.1177/1362168807086295]
33. Nassaji, N. (2015). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. London: Bloomsbury.
34. Olsher, D. (2004). Talk and gesture: the embodied completion of sequential actions in spoken interaction. In R. Gardner & J. Wagner (Eds.), Second language conversations (pp. 221-245). Continuum, London.
35. Pawlak, M. (2014). Error correction in the foreign language classroom. Berlin: Springer. [DOI:10.1007/978-3-642-38436-3]
36. Pomerantz, A. & Fehr, B. J. (1997). Conversation analysis: An approach to the study of social action as sense making practices. In T. A. van Dijk (Ed), Discourse as social interaction. (pp. 64-91). London: Sage Publications.
37. Rolin-Ianziti, J. (2010). The organization of delayed second language correction. Language Teaching Research, 14(2), 183-206. [DOI:10.1177/1362168809353874]
38. Schegloff, E. (1997). Practices and actions: Boundary cases of other-initiated repair. Discourse Processes, 23(3), 499-545. [DOI:10.1080/01638539709545001]
39. Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361-382. [DOI:10.1353/lan.1977.0041]
40. Schmitt, N. (2008). State of the art: Instructed second language vocabulary acquisition. Language Teaching Research, 12, 329-363. [DOI:10.1177/1362168808089921]
41. Seedhouse, P. (1997). The case of the missing "NO": the relationship between pedagogy and interaction. Language Learning, 4(3), 547-583. [DOI:10.1111/0023-8333.00019]
42. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Blackwell Publishing. University of Michigan.
43. Seo, M., & Koshik, I. (2010). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of pragmatics, 42, 2219-2239. [DOI:10.1016/j.pragma.2010.01.021]
44. Sidnell, J., & Stivers, T. (2013). Handbook of conversation analysis. Oxford: Blackwell.
45. Silverman, D. (2005). Doing qualitative research: A practical handbook (2nd Ed.). London: Sage.
46. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
47. Taleghani-Nikazm, C. (2007). Gestures in foreign language classroom: an empirical analysis of their organizations and functions. Paper presented at the Annual Conference of Second Language Research Forum, University of Illinois at Urbana-Champaign.
48. Ten Have. P. (2007). Doing conversation analysis: A practical guide. London: Sage. [DOI:10.4135/9781849208895]
49. Van Lier, L. (1988). The classroom and the language learner. London: Longman.
50. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
51. Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6, 3-23. [DOI:10.1191/1362168802lr095oa]
52. Walsh, S. (2006). Investigating classroom discourse. Cambridge: Cambridge University Press.
53. Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System, 41(3), 841-851. [DOI:10.1016/j.system.2013.08.007]
54. Waring. H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics in Language Teaching, 53(1), 61-85. [DOI:10.1515/iral-2015-0003]
55. Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 33-52. [DOI:10.1017/S0272263105050023]
56. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
57. Wong, J. (2005). Sidestepping grammar. In K. Richards & P. Seedhouse (Eds.), Applying conversation analysis (pp. 159-173). Basingstoke, Hampshire: Palgrave Macmillan. [DOI:10.1057/9780230287853_10]
58. Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
59. Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal, 88(4), 519-535. [DOI:10.1111/j.0026-7902.2004.t01-16-.x]
Add your comments about this article
Your username or Email:

CAPTCHA



XML     Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Mozaffari F, Allami H. Organizational Patterns of English Language Teachers’ Repair Practices . IJAL 2017; 20 (1) :151-184
URL: http://ijal.khu.ac.ir/article-1-2767-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 20, Issue 1 (4-2017) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.09 seconds with 37 queries by YEKTAWEB 4666