Difference between revisions of "Khodadady2014"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ebrahim Khodadady; Jassem Alifathabadi |Title=Repair in EFL Talk: A Case of Iranian Intermediate and Advanced EFL Learners |Tag(s)=Clas...")
 
 
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{{BibEntry
 
{{BibEntry
 
|BibType=ARTICLE
 
|BibType=ARTICLE
|Author(s)=Ebrahim Khodadady; Jassem Alifathabadi  
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|Author(s)=Ebrahim Khodadady; Jassem Alifathabadi
|Title=Repair in EFL Talk: A Case of Iranian Intermediate and Advanced EFL Learners
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|Title=Repair in EFL talk: a case of Iranian intermediate and advanced EFL learners
|Tag(s)=Classroom; EMCA; Repair; Applied;  
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|Tag(s)=Classroom; EMCA; Repair; Applied;
 
|Key=Khodadady2014
 
|Key=Khodadady2014
 
|Year=2014
 
|Year=2014
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|DOI=10.4304/tpls.4.10.2129-2137
 
|DOI=10.4304/tpls.4.10.2129-2137
 
|Abstract=This study reports the ways Iranian intermediate and advanced EFL learners repair their talk while interacting with their teachers and the differences between these two groups. Sixty Iranian EFL learners (30 intermediate and 30 advanced) were divided into four classes and two sessions of each class were recorded. The cases of repair were chosen and categorized based on the position of repair initiation, devices and strategies used to initiate them and type of repair completion (self or other-repair). The results of data analysis revealed that both groups used several devices and strategies to initiate repair in five different positions. Most differences between these two groups were on the frequencies with which they used these devices and strategies and the fact that cases of self-repair happened far more among advanced group.
 
|Abstract=This study reports the ways Iranian intermediate and advanced EFL learners repair their talk while interacting with their teachers and the differences between these two groups. Sixty Iranian EFL learners (30 intermediate and 30 advanced) were divided into four classes and two sessions of each class were recorded. The cases of repair were chosen and categorized based on the position of repair initiation, devices and strategies used to initiate them and type of repair completion (self or other-repair). The results of data analysis revealed that both groups used several devices and strategies to initiate repair in five different positions. Most differences between these two groups were on the frequencies with which they used these devices and strategies and the fact that cases of self-repair happened far more among advanced group.
 
 
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Latest revision as of 10:16, 9 December 2019

Khodadady2014
BibType ARTICLE
Key Khodadady2014
Author(s) Ebrahim Khodadady, Jassem Alifathabadi
Title Repair in EFL talk: a case of Iranian intermediate and advanced EFL learners
Editor(s)
Tag(s) Classroom, EMCA, Repair, Applied
Publisher
Year 2014
Language
City
Month
Journal Theory and Practice in Language Studies
Volume 4
Number 10
Pages 2129-2137
URL Link
DOI 10.4304/tpls.4.10.2129-2137
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study reports the ways Iranian intermediate and advanced EFL learners repair their talk while interacting with their teachers and the differences between these two groups. Sixty Iranian EFL learners (30 intermediate and 30 advanced) were divided into four classes and two sessions of each class were recorded. The cases of repair were chosen and categorized based on the position of repair initiation, devices and strategies used to initiate them and type of repair completion (self or other-repair). The results of data analysis revealed that both groups used several devices and strategies to initiate repair in five different positions. Most differences between these two groups were on the frequencies with which they used these devices and strategies and the fact that cases of self-repair happened far more among advanced group.

Notes