Self-initiated Self-repair Attempts by Japanese High School Learners While Speaking English (original) (raw)

2012, Brain Broad Research in Artificial Intelligence and Neuroscience

In Japanese high school English classes, students are often left to have interactions or perform communicative activities not with a teacher but with other students due to a large class size. In the situation, students are ideally notice their own insufficient utterances in order to carry out self-initiated self-repair. This study investigated self-initiated self-repair attempts and their effects on Japanese high school learners. Thirty-two Japanese high school students with low-intermediate English ability and a native speaker of English participated in the study, with the native speaker interviewing the students. The students' utterances were quantitatively and qualitatively analyzed, and it was found that: self-initiated self-repair occurred frequently and, in general, successfully; error repair was most frequently recorded; the success rate of lexical repair was the lowest. Findings observed during the students' self-initiated self-repair attempts are discussed, followed by discussion of their possible effects. Finally, suggestions are given based on the pedagogical implications from the study.

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