This study explores the characteristics of other-repair in L2 conversation between Korean learners outside the classroom with a special focus on conditions under which it occurs and the patterns it involves. By looking through the non-native speaker conversation and the sequences on repair, the main interest here is the question of what is special about the way Korean non-native speakers (NNSs) manage the troubles in their talk-in-interaction. It mostly focuses on the repair completed by the ;;other,” but in order to reveal its basis, it will include investigation of self-repair as well. The study analyzed audio-recorded conversations of 8 non-native speaker–non-native speaker dyads that totaled approximately 300 minutes. The data were closely examined to determine what actually happens during repair in a data-driven way, applying conversation analysis as a method.First, the findings of this study confirm that NNS conversation shows a preference toward self-repair found in native speaker (NS)–NS and NS–NNS conversations. In order to determine the preference of NNS participants, self- and other-repair initiation and its completion were analyzed. Repair initiation showed a similar pattern as that of NS conversation. However, regarding its completion, both self-initiated and other-initiated repair were frequently completed by ;;other” due to the failure of self-completion. In addition, they showed that repair by other was usually delayed as long as possible—to the point where the trouble-source speaker displayed difficulty in managing the turn or asked for help implicitly or explicitly. Second, the study reveals the characteristics of other-repair, especially the one that incorporates both initiation and completion in a single component. Two types of a single-component other-initiated other-repair were evident in the data. The participants did other-repair in an embedded or exposed way. In an embedded other-repair, they designed their correction not to highlight the error of their counterpart. In an exposed other-repair, they overtly provided repair and showed the identity of an expert. They addressed gaps in language competence, and throughout the repair sequences, opportunity for learning and actual learning were confirmed. Exposed or overt other-repair did not occur frequently, and it happened in a constrained and distinctive context. It happened in situations where the participants’ knowledge of a specific field was presented. Finally, this study investigated the development of subsequent turns after two different types of other-repair. Throughout the examination, the repair uptake did not depend on who initiated repair. Both repairs resulted in various types of post sequences. They were accepted, repeated, and sometimes rejected. In self-initiated other-repair, participants’ identities as an expert or novice became relevant when the recipient completed the repair and the trouble-source speaker accepted it. The participants’ language proficiency was not always related with their identities. In other-initiated other-repair, especially in the case of overt single-component other-initiated other-repair, the participant’s expert identity was not easily relevant to the counterpart, regardless of their language proficiency.The findings of the study demonstrate the value of NNS–NNS talk by showing how they are normal and natural as NS–NS or NS–NNS talk. It will also provide foreign language teachers with better understanding on how learners deal with difficulties in talk-in-interaction. In addition, the teachers can help learners raise their awareness of repair and enhance their ability to combine repair effectively in conversations.
【 预 览 】
附件列表
Files
Size
Format
View
Other-Repair in Korean Learners' English Conversation
PDF
download
878987797
028-85220240
