The Use of Teachers’ Repetitions in One-on-one EFL Tutoring Interactions: A Case Study of a Korean English Learner
(주)코리아스칼라
- 최초 등록일
- 2023.04.03
- 최종 저작일
- 2023.03
- 21페이지/ 어도비 PDF
- 가격 5,700원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국영어교육학회
ㆍ수록지정보 : 영어교육 / 78권 / 1호
ㆍ저자명 : Jieun Ko
목차
1. INTRODUCTION
2. LITERATURE REVIEW
2.1. Context of Repetition
2.2. Repetition in Language Learning
3. METHOD
3.1. Participants
3.2. Data Collection
4. ANALYSIS AND FINDINGS
4.1. Repetition Triggering Non-immediate Repair Practices
4.2. Repetition Hindering Exact Repair Practices
5. DISCUSSION AND CONCLUSION
REFERENCES
영어 초록
Adopting a conversation analytic framework, this paper examined the delay and potential indeterminacy of teacher’s repetition as an other-initiated repair (OIR) strategy, which took place at the third turn of the Initiation-Response-Evaluation (IRE) sequence in one-on-one tutoring sessions. Tutor-tutee interactions for a Korean secondary student were transcribed and analyzed along with notes used in the class. Data showed that when repetition was used as an OIR strategy, it was delayed and inaccurate. The learner was sometimes unsure whether the teacher’s repetition constituted a repair initiation regarding her prior turn. Furthermore, the learner could not successfully recognize which part of the repeated phrase should be repaired. Prior studies have confirmed that repetition can promote learners’ interactions rather than simply highlighting error while also giving learners an opportunity to correct their errors themselves. However, the analysis in this paper suggests a potential risk associated with using repetition as an OIR strategy at feedback turn in instructional discourse.
참고 자료
없음