Conversational Repair in Foreign Language Classrooms: A Case Study in a Turkish Context

Cokal-Karadas, Derya
Problem Statement: A speaker's language proficiency level can be determined by observing the repair types employed during conversation. When a non-native speaker of English performs self-initiated self-repair, this means that s/he has attained native-like proficiency. However, when other-initiated other-repair is performed, the non-native speaker of English has achieved less native-like proficiency in the interaction. Thus, repairs are significant signs indicating the proficiency level of the language user and have significant roles in the achievement of native-like norms. Nearly all existing studies focus on repair strategies used in the interaction between native-native speakers of English and native-nonnative speakers of English. The number of studies on repair strategies in the repertoire of nonnative speakers of English is limited. When studies in Turkey are investigated, to the best knowledge of the writer, there is no study that focuses on the types of conversational repair or repair strategies employed by Turkish learners of English. Therefore, this paper can be regarded as the first investigation of conversational repairs by Turkish learners of English.


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Citation Formats
D. Cokal-Karadas, “Conversational Repair in Foreign Language Classrooms: A Case Study in a Turkish Context,” EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 145–160, 2010, Accessed: 00, 2020. [Online]. Available: