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Other-initiated repair sequences in educational settings

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Authors
Kang, Soojin
Issue Date
2018-12
Publisher
Department of English Language and Literature, Seoul National University
Citation
SNU Working Papers in English Linguistics and Language, Vol.16, pp. 14-35
Keywords
other-initiated repairnative speakerseducational settingsconversation
Abstract
This study examines other-initiated repair sequences in educational settings. The data were used from an online source, TalkBank, containing numerous types of conversation between parties. In educational settings, students initiated other-initiated repair in accordance with the teachers prior turn in three different ways: re-saying (repeat) of the trouble-source, candidate understanding of the trouble-source, and clarification of the trouble-source. Teachers other-initiated repair was used to resay (repeat), paraphrase the trouble-source, and make a request for elaboration in the trouble-source. With the repairs used by both students and teachers, it discovered that students use of other-initiated repair was used as a means to better understand the intended meaning of the teachers prior utterance. However, teachers usage was distinct from the students, in a sense, it had to more than just understanding check. Concerning the next turn after other-initiated repairs, next turns turned out to be affected differently depending on who initiated repair.
Language
English
URI
https://hdl.handle.net/10371/147244
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College of Humanities (인문대학)English Language and Literature (영어영문학과)SNU Working Papers in English Language and LinguisticsSNU Working Papers in English Language and Linguistics Vol.16 (2018)
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