چکیده:
For many English as a Foreign Language (EFL) teachers, working
contingently with language learners' problematic learner
contributions in classroom interaction remains a challenge. Drawing
on conversation analysis methodology and using sociocultural and
situated learning theories, this longitudinal case study traces the
progressional changes in one Iranian English language teacher's
repairing practices (his orientation to repairable, repair completion
type and trajectory) along with the changing impacts of different
organizational patterns of repair and interactional awareness on
learning opportunities. The data material consists of video recordings
of EFL oral classroom interactions (11 lessons) and reflective
conversations (seven sessions) between the researcher and the
participant teacher at one private language institute in Iran over a
period of six months, in two phases. Qualitative results from the first
(descriptive) phase indicated that the teacher's provision of repair in
meaning-oriented contexts was generally convergent while in formoriented
ones divergent. The qualitative changes revealed the
teacher's increasing attention to lexical errors and use of self-repair
types, particularly in form-oriented contexts and the teacher's
progress in interactional awareness including identification of
contexts and repair organization, use of metalanguage and critical
self-evaluation This study makes a contribution to conversation
analytic research and our understanding of English teacher
professional development.
خلاصه ماشینی:
Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher's repairing practices (his orientation to repairable, repair completion type and trajectory) along with the changing impacts of different organizational patterns of repair and interactional awareness on learning opportunities.
The qualitative changes revealed the teacher's increasing attention to lexical errors and use of self-repair types, particularly in form-oriented contexts and the teacher's progress in interactional awareness including identification of contexts and repair organization, use of metalanguage and critical self-evaluation This study makes a contribution to conversation analytic research and our understanding of English teacher professional development.
conversation analysis, the organizational pattern of repair practices, context, reflective conversation, other-and self- repair, interactional awareness Second language research (SLA) is increasingly investigating student participation and the sequential organization of interaction using the methodological resource of conversation analysis (CA) (Hellermann, 2008, 2009; Pekarek-Doehler, 2010; Reddington, 2018; Seedhouse, 2004; Wong & Waring, 2010).
Coding Scheme for Data Analysis Main category Sub-categories Repair focus grammatical-lexical-phonological-content error Repair trajectory OIOR-ORSR-OROR-SISR Repair completion type recast (implicit or explicit) overt/direct/exposed repair covert/indirect/embedded delegated repair-peer or collaborative repair designedly incomplete utterance clueing/prompting repair-steering repair clarification request confirmation check/you mean + understanding Participants in repair teacher-current student-peer Context convergence convergent-divergent Based on the findings from the first phase, we pursued with the second main phase of the study, a micro-ethnographic longitudinal case study with the purpose of teacher education to trace the developing awareness of the teacher-participant by considering his use of metalanguage and insights (Donato, 2000; Vygotsky, 1999; Walsh, 2006, 2013; Wells, 1999).