Conversational Repair Study On Learners Of TCFL Class

With the prosperity of international Chinese education,theories related to Chinese language teaching have been sparked.Relying on the theory of conversational repair,this paper takes the conversational repair of learners in TCFL class as the research object and explore the internal characteristics of conversational repair structure,repair initiation,and repair strategy of learners in TCFL class,as well as the correlation between the three,based on self-built small corpus for TCFL class.Combined with previous research,this paper divides the conversational repair structure into five stages: trouble source,speech flow pause,repair initiation,repair and feedback,and sorts out the types and frequency of trouble source,speech flow pause,repair initiation,repair and teacher’s feedback in turn.Then we summarizes the correlation between the type of trouble source,speech flow pause,repair initiation,repair strategy and teacher’s feedback through data analysis:(1)In the conversational repair of learners in TCFL Class,the type of trouble source and speech flow pause have an internal tendency;(2)There is some correlation between the trouble source and the repair initiation in the conversational repair of learners in TCFL class;(3)There is a significant correlation between the speech flow pause and the repair initiation in the conversational repair of learners in TCFL class;(4)There is some correlation between the trouble source and the repair strategy in the conversational repair of learners in TCFL class;(5)There is some correlation between the repair initiation and the repair strategy in the conversational repair of learners in TCFL class;(6)There is an internal correlation between the repair initiation;(7)There are differences in the choice of conversational repair strategies for learners in TCFL class;(8)The teacher gives positive feedback frequently after the conversation repair is done.On top of that,this paper gives oral teaching design ideas according to the characteristics of conversational repair,and makes a case design for oral Chinese teaching.