| Using a conversation analysis as a framework, this dissertation investigates repair initiation practices in Korean native and nonnative interaction. The present study has aimed to contribute to the growing body of research on interaction between NSs and NNSs from the CA perspective.;Through the analysis of other-initiated repair sequences in Korean NS-NNS interaction taking place outside of classrooms, I have attempted to explicate how speakers with asymmetrical linguistic resources can contribute to the progressivity of interaction. The close examination of informal interactions between the participants reveals that within this specific context, the conversational mode shifts from casual to pedagogical and vice versa. Even though the setting is not formal and pedagogically oriented, language learning does occur through talk-in-interaction, where the participants shift their identities from interactants to NSs and NNSs. That is, speakers' identities are locally constructed within the ongoing talk, emerging from local interaction rather than being imposed on participants by analysts.;The lack of cultural and linguistic knowledge by NNSs inevitably creates misunderstanding. But in an out-of-class setting, where the primary goal of the interactions is to carry out natural conversations and not to instruct, NNSs can display their identities as competent social participants. And just as in interactions between native speakers, interaction between NSs and NNSs is carried out not under the control of only one party (e.g. NSs) but through the cooperation of the two parties. In other words, in spite of asymmetry of linguistic competence between the conversation participants, intersubjectivity, one of the main goals of ordinary natural conversation, can be jointly achieved.;Overall, this dissertation demonstrates that how general repair mechanism is adapted to the specific context, namely, casual conversation between a language teacher and a learner, to achieve mutual understanding. |
