Evolution of Self-Repair Behaviour in Narration Among Adult Learners of French as a Second Language (original) (raw)
Related papers
THE ROLE OF PROXIMITY BETWEEN SOURCE AND TARGET LANGUAGE IN LEARNERS' SELF-REPAIR BEHAVIOUR
Among the typical features of spoken language, self-repairs occur when speakers detect something unsatisfactory in their output. The study of repair mechanisms can provide us with important information about the processes at work in speech production, shedding some light on crucial issues in SLA research, such as the role of attention and that of automaticity. The present study focuses on self-repair in L2 Italian and compares the repair behaviour of L1 American English learners to that of L1 German and L1 Spanish learners, who had been observed in a previous study. Our results confirm the hypothesis that the typological distance between source and target language is one of the factors affecting the distribution of self-repairs in non-native speakers' productions.
Journal of Language and communication , 2018
This study focuses on the evidence of self-repair and analyses the practices of self-repair in naturally occurring conversations in an institution of higher learning between eight students whose mother tongues were not English. The aim of this study is to increase non-native English speakers’ attention to both language and the medium’s comprehensibility. This study utilized a qualitative method (Creswell, 2014), and content analysis was used to analyse the data. Audio-recorded face-to-face conversations were obtained from eight postgraduate students from one of the public universities in Kuala Lumpur. The data were transcribed using Jefferson’s (2004) transcription notation symbols. The data were analysed based on self-repair strategies, which were the lexical, morphological, syntactic, pragmatic, and explicitness strategies (Mauranen, 2006). The findings show the occurrence of self-repair participants applied in enhancing their language fluency to improve their language proficiency and increase the level of explicitness of their language production. The findings further reveal the ways that non-native speakers of English use to improve proficiency and explicitness so that they become more understandable and able to communicate with others in daily life. Keywords: language proficiency, non-native speakers of English, self-repair, explicitness strategies
Repair in L2 English: an analysis of Finnish upper-secondary school students' elicited interaction
2014
This article analyses instances of repair in the speech of Finnish upper-secondary school students. The material for the study comes from the HY-Talk Corpus, which includes both monologic and dialogic speech by students, collected during a spoken English language test. The analysis shows that in order to cope with problems in their own or their fellow students’ utterances the participants make use of all the repair con! gurations present in everyday conversations. There is also a clear preference for self-initiated self-repair, as has been shown to be the case in naturally occurring talk in interaction. Regardless of the fact that the speech by the students has been elicited for research purposes, it displays mechanisms similar to everyday talk.
Languages
The current study investigates self-repairs in the speech of three groups of Russian speakers: monolingual controls (N = 12) residing in the Russian Federation, for whom Russian is their first dominant language (L1); bilingual Russian–Hebrew speaking participants (N = 12), who acquired Russian as their Heritage Language (HL) in contact with the dominant Societal Hebrew in Israel; and bilingual Russian–Chinese speakers (N = 12) residing in the Russian Federation at the time of testing, for whom Russian is their second language (L2). Picture-elicited narratives were coded for instances of self-repairs, split into Conceptualizer Repairs (C-repairs)—which imply pragmatic, semantic, or lexical changes—and Formulator Repairs (F-repairs), correcting different types of errors. In addition, self-repair initiators—such as cut-offs, hesitation pauses, and discourse markers—were annotated before each instance of self-repair. The results indicate that L2 speakers, in general, use self-repairs mo...
Self-initiated Self-repair Attempts by Japanese High School Learners While Speaking English
Brain Broad Research in Artificial Intelligence and Neuroscience, 2012
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.
Repetitions as self-repair strategies in English and German conversations
Journal of Pragmatics, 2003
This is a sociolinguistic study of conversational self-repair strategies used by English-German bilinguals, focusing mainly on repetitions as self-repair strategies. Repetitions of one or several lexical items are considered part of the self-repair organization when their function is to gain linguistic and/or cognitive planning time for the speaker or when used to postpone the possible transition-relevance place. In conversations, English-German bilinguals use repetitions as self-repair strategies differently depending on the language they speak. They repeat more pronoun-verb combinations, more personal pronouns, and more prepositions in English than in German, and they recycle more demonstrative pronouns in German than in English. These differences are explained by structural differences in English and German, demonstrating that the structure of a particular language shapes the repair strategies of language users because it creates opportunities for recycling and thus, that repetition as a self-repair strategy is an orderly phenomenon. #