Repair: Repair, defined as modifications of trouble sources that have manifested themselves in the discourse, is an important activity in FL learning and communication, both in educational and non-educational contexts.
It is argued that studies of repair in the FL classroom should include all repair activity rather than focus on one specific repair type, viz., the teacher’s correction of learners’ errors.
In this study, the four repair types suggested by Schegloff, Jefferson, and Sacks (1977) are analyzed, and a further distinction is made according to whether the trouble source is produced by the teacher or a learner.
It is shown that different preferences for repair patterns vary with the type of classroom activity (language-centered vs. content-centered activities), and it is discussed how these preferences relate to repair in non-educational learner native speaker discourse.
Repair strategies are how students resolve conversational problems in speaking, hearing and understanding.
While there is a plethora of research on college and adult students’ repair strategies usage, limited research has been done on the repair strategies usage of elementary school students, more specifically,
Different types of repair:
Apart from questioning, the activity which most characterizes classroom discourse is the correction of errors. Repair is also called error correction.
The term error correction is a broader term that encompasses all types of teacher feedback. Error correction may be direct or indirect, overt or covert.
Teachers have many options our split-second decisions in the rapid flow of a lesson may have consequences for the learning opportunities we present to our learners.
Repair is closely related to the context of what is being done. The implication is that repair, like other aspects of classroom discourse, should be related to pedagogic goals. There are two types of repair which are as follows:
- Direct repair: This refers to overt error correction. Direct repair involves correcting an error quickly and directly. Example:
- Indirect repair: This repair strategy is covert. In this strategy instead of correcting an error directly, the teacher tries to get the correct response from the learner by giving hints and cues. In other words, the teacher tries to elicit the correct response through questions or appropriate prompts. Example:
Student: My brother likes bikes…
Teacher: Your brother…? Student: like bikes…
Teacher: he…you are talking about your brother…he…
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