A Conversation Analysis of Repair Strategies Among Japanese Learners

Conference: The European Conference on Language Learning (ECLL2021)
Title: A Conversation Analysis of Repair Strategies Among Japanese Learners
Stream: Applied linguistics research
Presentation Type: Live-Stream Presentation
Authors:
Tilabi Yibifu, National Institute of Technology, Akita College, Japan

Abstract:

The concept of interactional competence (IC) has recently been drawn attention by many SLA researchers, particularly communicative focus in L2 acquisition. According to Wong & Waring (2010), interactional competence is the ability to use various interactional resources, such as doing turn-taking, repairing, or dealing with problems of understanding. However, the use of interactional strategies may differ between learners from the same or different sociolinguistic backgrounds. In this study, conversation analysis (CA) is utilized to analyze how a group of Japanese students use repair strategies to manage difficulties both in form and meaning. The results of the CA show that learners almost apply self-initiated self-repair strategies. There are a few other-initiated and other-repair practices. This study also found that the learners try to use various self-repair techniques to engage in the interaction with their peers, such as replacement, abandonment, deletion, and transition-space repair. The finding of study might have the implication for EFL teachers. It is suggested that conducting conversation analysis is important to understand how to provide different types of corrective feedback to the students. For highly motivated students who use various interactional strategies in verbal and nonverbal ways, English teachers need to give them more opportunities to promote their engagement and motivation.

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