{"pk":6841,"title":"The Organization of Second Language Classroom Repair","subtitle":null,"abstract":"This paper presents an analysis of the repair mechanism in second language classroom talk. More specifically, the current paper focuses on how co-participants (i.e., the teacher and the learners) carry out repair operations on the trouble source produced by the learner in the second language instructed talk-in-interaction. The present findings show that participation frameworks (i.e., types of activities) play an important role in constructing repair sequences in the instructional context. When learners engage in role-playing activities with one another, a wide variety of repair sequences are manifested, such as self-initiated and self-completed, self-initiated and other-completed, and other-initiated and other- completed repair sequences.The collaborative nature of repair sequences is also manifested in learner role-playing activities, in which self-initiation of the trouble source by the learner is collaboratively completed withco-participants in the form of word search and try-marking. Other-initiated and other-completed repair in learner role-playing activities is manifested in the form of cluing, which is accompanied by the sequence of teacher's initiation, learner's response, and teacher's evaluation (i.e., IRE sequence). Teacher-fronted activities, on the other hand, in which a teacher asks a question to learner(s), are mainly characterized by other-initiated and other-completed repair structures in the form of IRE sequence and unmodulated\"no.\" Furthermore, a close examination of learners' responses to the teacher's repair (e.g., recast) reveals the key role of activity types operating in L2 instructional discourse.","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0xk595z3","frozenauthors":[{"first_name":"Euen Hyuk (Sarah)","middle_name":"","last_name":"Jung","name_suffix":"","institution":"Georgetown University","department":"None"}],"date_submitted":"2011-01-24T08:00:00Z","date_accepted":"2011-01-24T08:00:00Z","date_published":"1999-12-30T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6841/galley/3940/download/"}]}