Conversational Repair Strategies of Teachers of English as a Second Language

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Seong, Guiboke

Contributors dc:contributor

• Erica McClure

• Education, Bilingual and Multicultural

Language dc:language

eng

Identifier

(MiAaPQ)AAI3153423

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79807