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Auteur: Yuhui LIU

Co-Auteur(s): Zhu Lirong, College of Foreign Languages, Beijing University of Technology, China

A Study on Teacher Repair in College EFL Classroom Interaction

Abstract/Résumé: Teacher repair is an indispensable part of teacher talk in classroom. Effective teacher repair is a powerful means of promoting teacher-student interaction. Teachers can guide students to various communicative activities via self-or-other repairing, thus, they can exchange information, express their opinions in the target language accurately. In this way the learners can improve their language learning. Based on classroom interaction theories and related researches on teacher repair, the study attempts to observe and analyze teacher repair in college EFL classroom, aiming to find out: firstly, the types of teacher repair and the proportion of different types of repairs in EFL classroom under investigation; Secondly, the types of trouble sources and the proportion of each type of trouble source in EFL classroom; Thirdly, the relationship between teacher repair behaviors and students’ language output, as well as the influence on classroom interaction. By adopting the method of observation, audio-recording, and note of interaction between teachers and students in classroom, the authors analyze the application of teacher repair in college EFL classroom, sums up the teacher repair behaviors in terms of types of teacher repair, trouble sources as well as its influence on classroom interaction. The result of the investigation shows that nine types of teacher repair occur in EFL classroom; the average number of teacher repair decreases as the English level of students increases; the associations between teacher repair and average scores are different, with band one and two positively associated and band three negatively associated. Above all, the study targets at giving inspiration and complementarities to the fulfilment of teacher repair to reinforce the teachers’ awareness towards teacher talk, improve EFL teaching and enhance the students’ communicative competence.