This paper will focus on conversation analysis of classroom discourse in second language classrooms. Since there are many aspects to spoken discourse, such as turn taking, openings and closings, the author chose to focus on repairs as error corrections, which is common for classroom discourse. Therefore, the paper analyses which type of repair is the most dominant among all four types that one would encounter in second language classrooms.
Table of Contents
I. INTRODUCTION
II. THEORETICAL BACKGROUND
III. CONVERSATION ANALYSIS
IV. CONCLUSION
Objectives and Topics
This paper aims to investigate the most dominant types of repairs within second language classroom discourse by analyzing a transcript of a grade ten English lesson. The research focuses on how participants manage errors and interactional difficulties, highlighting the role of the teacher in correcting students and ensuring the institutional learning goal is met.
- Principles of conversation analysis in educational settings
- Classification of repair types: self-initiated and other-initiated
- The role of teacher feedback in second language acquisition
- Institutional goals and patterns of participation in the classroom
Excerpt from the Book
III. CONVERSATION ANALYSIS
As the students are reading different parts of their text book together in class, the self-initiated-self-repair takes place in various occasions. In the following, I will present two examples: the student Frank reads the questions about the topic discussed in class. He initiates the repair within his turn. He recognizes the trouble-source in line 38 ‘where-’ and completes the repair in line 39 ‘whether’:
In the second example, the student Frauke is reading a text on elections in Great Britain out loud and there is a self-initiated-self-repair as well:
Chapter Summaries
I. INTRODUCTION: This chapter introduces the field of conversation analysis within classroom discourse and outlines the objectives and the data material used for this study.
II. THEORETICAL BACKGROUND: This section defines the concept of 'repair' in human interaction and explores the specific characteristics and unique 'fingerprint' of classroom discourse.
III. CONVERSATION ANALYSIS: This chapter presents a practical analysis of transcript data, categorizing different types of repairs that occur during a tenth-grade English lesson.
IV. CONCLUSION: This chapter synthesizes the findings, confirming that other-initiated-other-repairs are most frequent, driven by the institutional requirement to maintain correct language use.
Keywords
Conversation analysis, Classroom discourse, Second language acquisition, Repair, Self-initiated repair, Other-initiated repair, Teacher feedback, Institutional goal, Interaction, Error correction, Pedagogic goals, Transcript analysis, English as a second language, Classroom interaction, Language learning
Frequently Asked Questions
What is the fundamental focus of this research paper?
The paper examines how 'repairs'—corrections of errors or misunderstandings—function within the specific context of second language classroom discourse.
What are the primary thematic areas covered?
The study covers the principles of conversation analysis, the categorization of repair types, and the interactional dynamics between teachers and students.
What is the main research objective?
The primary goal is to identify which of the four recognized types of repair occurs most frequently in the analyzed grade ten English classroom setting.
Which scientific methodology is applied?
The author employs conversation analysis (CA) to examine a transcript of a recorded English lesson, systematically classifying segments of interaction.
What topics are discussed in the main body of the paper?
The main body focuses on defining theoretical foundations of repair, providing concrete transcript examples from a classroom, and evaluating the teacher's role in error correction.
Which keywords best characterize this work?
Key terms include conversation analysis, classroom discourse, repair, self-correction, teacher feedback, and second language acquisition.
Why are other-initiated-other-repairs particularly dominant in the analyzed transcript?
They are frequent because the teacher has an institutional mandate to ensure accurate language use and to guide students toward the learning goals of the curriculum.
How does the role of the teacher influence the repair process?
The teacher acts as a gatekeeper of language quality, using repairs to raise awareness of correct pronunciation and vocabulary, often prompting students to repeat the corrected forms.
- Quote paper
- Sophie Hardt (Author), 2018, Conversation Analysis of Repairs in Second Language Classroom Discourse (Grade 10), Munich, GRIN Verlag, https://www.grin.com/document/919802
