Date of Publication

4-8-2008

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education Major in Second Language Teaching

Subject Categories

English Language and Literature | Language and Literacy Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English and Applied Linguistics

Thesis Adviser

Rochelle Irene G. Lucas

Defense Panel Chair

Alen Mateo S. Muñoz

Defense Panel Member

Shirley N. Dita
Leah E. Gustilo

Abstract/Summary

The present study investigated conversational repair in Chinese EFL context and understands the dynamic process of EFL classroom interaction. Six Chinese EFL teachers and 92 senior college students in six conversation classes in Fujian Province, People’s Republic of China participated in the study. The data were collected, transcribed and analyzed based on the proposals of Kasper (1985) and Mitchell (1988) on repair sequence and repair strategies, respectively. The traditional pattern of IRE (F) was characterized as the structure of a Chinese EFL conversational class. A conversational repair work was embedded in the expanded IRE sequence. Depending on the trouble source, the Chinese EFL teacher and students showed preference towards self-initiation self-repair and other-initiation self-repair respectively. Surprisingly, repetition was the most frequently used repair strategy by the teachers and the students. More communicative activities are recommended in association with conversational repair work.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004778

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

viii, 132 leaves, 28 cm.

Keywords

English language—Study and teaching—Chinese speakers

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5-25-2022

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