Difference between revisions of "Khodadady2014"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Ebrahim Khodadady; Jassem Alifathabadi | + | |Author(s)=Ebrahim Khodadady; Jassem Alifathabadi |
| − | |Title=Repair in EFL | + | |Title=Repair in EFL talk: a case of Iranian intermediate and advanced EFL learners |
| − | |Tag(s)=Classroom; EMCA; Repair; Applied; | + | |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 09:16, 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 | |
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
