A Study On Teachers' Conversation Repair In Junior English Classroom

Conversation repair in the classroom has been an important subject in the field of discourse research.With the widely application and research of conversation repair in English classroom teaching,increasing educators have begun to attach great importance to the phenomenon of it.There exists a big gap in the English capacities between teachers and students,therefore,it is quite necessary for teachers to constantly modify,feedback,add or explain students' words.And it turns out that teachers' conversation repair is indispensable in the process of English leaning.However,the majority teachers just simply correct errors or mistakes in real English class,which does not get the real point of repair.Conversation repair has its unique mechanism,patterns and types and its repairing process should obey some rules.In this paper,according to research method of conversation analysis,it mainly discusses the features of teachers' conversation repair in junior English classroom and influence on students' conversational input,which aims to conclude correct repair methods from the point of how to use repair types and patterns properly in order to promote students' input and to provide some advice for educators.Through watching the excellent teaching videos of the eleventh junior English class in our country,209 repairing passages were taken down.Based on the four repair patterns of Schegloff ' s and the three discourse turn pattern of Van Lier,the paper analyzed some typical parts of them and came to several conclusions including main features of teachers' conversation repair in junior English classroom as following :First,as for repairing patterns,semantic repair are mostly used.Second,as for repairing types,teacher-repaired are mostly used.Third,as for corresponding relation of repairing patterns and types,form repair frequently uses teacher-repaired while semantic repair usually uses students' self-repaired.Then,based on the above conclusions,the paper analyzes their main influence on students' input.Some conclusions are induced as following:First,frequently using of semantic repair and students' self-repaired can increase the opportunities and content of input.Second,teacher-repaired pattern reduces the opportunities of students' input.Third,student-repaired pattern enriches the content of interlanguage.Fourth,teacher' self-repaired pattern offers students more understanding input.The conclusions in this paper provide some instructional meanings for conversation repair in English class.Teachers should apply various repairing types and patterns flexibly to acquire utmost repairing effect and to motivate students' discourse input.