{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79807"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79807","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Conversational Repair Strategies of Teachers of English as a Second Language","abstract":"The results established a typology of second language teachers' conversational repair strategies. It included strategies involving nonverbal aspects such as gesture, prosody, turn-taking, and display of sympathy. The findings indicated that both student proficiency levels and instructional foci influenced the types and distribution of the teachers' strategic decisions in a variety of ways. In the High Level class the male teacher employed more Repetition of initiation turn and Metalinguistic clues strategies than in his Low Level class, and he used more Explicit correction of vocabulary and phrase usage and Display of sympathy strategies in the Low Level class. In her Conversational English class, where the instructional focus is on communication, the female teacher used more Clarification request strategies of Offering a possible understanding and (Partial) repeat or a question word than she did in her Reading/Vocabulary class. She employed Hinting, Explicit correction of pronunciation, stress, vocabulary/phrase usage, and Display of sympathy strategies more frequently in her Reading/Vocabulary class. In both teachers' classes task types were found to be another strong variable that influenced the teachers' decisions on the types and frequency of their repair strategies. The study provides baseline data and conversational resources for second language teacher education. It also offers a stepping-stone toward investigation of how to repair in a more effective and facilitative way in the second language classroom.","abstract_html":"The results established a typology of second language teachers' conversational repair strategies. It included strategies involving nonverbal aspects such as gesture, prosody, turn-taking, and display of sympathy. The findings indicated that both student proficiency levels and instructional foci influenced the types and distribution of the teachers' strategic decisions in a variety of ways. In the High Level class the male teacher employed more Repetition of initiation turn and Metalinguistic clues strategies than in his Low Level class, and he used more Explicit correction of vocabulary and phrase usage and Display of sympathy strategies in the Low Level class. In her Conversational English class, where the instructional focus is on communication, the female teacher used more Clarification request strategies of Offering a possible understanding and (Partial) repeat or a question word than she did in her Reading/Vocabulary class. She employed Hinting, Explicit correction of pronunciation, stress, vocabulary/phrase usage, and Display of sympathy strategies more frequently in her Reading/Vocabulary class. In both teachers' classes task types were found to be another strong variable that influenced the teachers' decisions on the types and frequency of their repair strategies. The study provides baseline data and conversational resources for second language teacher education. It also offers a stepping-stone toward investigation of how to repair in a more effective and facilitative way in the second language classroom.","abstract_has_math":false,"creators":["Seong, Guiboke"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Erica McClure"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:48Z","date_published":"2015-09-25T19:53:48Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Bilingual and Multicultural"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3153423"],"render_values":[{"text":"(MiAaPQ)AAI3153423","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79807","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Erica McClure"]},{"key":"dc:creator","label":"Author","values":["Seong, Guiboke"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:48Z","10000-01-01","2004"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Bilingual and Multicultural"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79807","(MiAaPQ)AAI3153423"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The results established a typology of second language teachers' conversational repair strategies. It included strategies involving nonverbal aspects such as gesture, prosody, turn-taking, and display of sympathy. The findings indicated that both student proficiency levels and instructional foci influenced the types and distribution of the teachers' strategic decisions in a variety of ways. In the High Level class the male teacher employed more Repetition of initiation turn and Metalinguistic clues strategies than in his Low Level class, and he used more Explicit correction of vocabulary and phrase usage and Display of sympathy strategies in the Low Level class. In her Conversational English class, where the instructional focus is on communication, the female teacher used more Clarification request strategies of Offering a possible understanding and (Partial) repeat or a question word than she did in her Reading/Vocabulary class. She employed Hinting, Explicit correction of pronunciation, stress, vocabulary/phrase usage, and Display of sympathy strategies more frequently in her Reading/Vocabulary class. In both teachers' classes task types were found to be another strong variable that influenced the teachers' decisions on the types and frequency of their repair strategies. The study provides baseline data and conversational resources for second language teacher education. It also offers a stepping-stone toward investigation of how to repair in a more effective and facilitative way in the second language classroom.","Made available in DSpace on 2015-09-25T19:53:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3153423.pdf: 12250896 bytes, checksum: aa309a6e8c845b5a5c4bc10426ea9a38 (MD5) Previous issue date: 2004","Embargo set by: Seth Robbins for item 81089 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","206 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004."]},{"key":"dc:title","label":"Title","values":["Conversational Repair Strategies of Teachers of English as a Second Language"]}]}],"canonical_facts":{"dc:contributor":["Erica McClure"],"dc:creator":["Seong, Guiboke"],"dc:date":["2015-09-25T19:53:48Z","10000-01-01","2004"],"dc:description":["The results established a typology of second language teachers' conversational repair strategies. It included strategies involving nonverbal aspects such as gesture, prosody, turn-taking, and display of sympathy. The findings indicated that both student proficiency levels and instructional foci influenced the types and distribution of the teachers' strategic decisions in a variety of ways. In the High Level class the male teacher employed more Repetition of initiation turn and Metalinguistic clues strategies than in his Low Level class, and he used more Explicit correction of vocabulary and phrase usage and Display of sympathy strategies in the Low Level class. In her Conversational English class, where the instructional focus is on communication, the female teacher used more Clarification request strategies of Offering a possible understanding and (Partial) repeat or a question word than she did in her Reading/Vocabulary class. She employed Hinting, Explicit correction of pronunciation, stress, vocabulary/phrase usage, and Display of sympathy strategies more frequently in her Reading/Vocabulary class. In both teachers' classes task types were found to be another strong variable that influenced the teachers' decisions on the types and frequency of their repair strategies. The study provides baseline data and conversational resources for second language teacher education. It also offers a stepping-stone toward investigation of how to repair in a more effective and facilitative way in the second language classroom.","Made available in DSpace on 2015-09-25T19:53:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3153423.pdf: 12250896 bytes, checksum: aa309a6e8c845b5a5c4bc10426ea9a38 (MD5) Previous issue date: 2004","Embargo set by: Seth Robbins for item 81089 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","206 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004."],"dc:identifier":["http://hdl.handle.net/2142/79807","(MiAaPQ)AAI3153423"],"dc:language":["eng"],"dc:subject":["Education, Bilingual and Multicultural"],"dc:title":["Conversational Repair Strategies of Teachers of English as a Second Language"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}