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Repair Sequences in Iranian EFL Learners’ Interactions: A case of Azad University Translation Students | ||
| Research in English Language Education Journal | Farhangian University | ||
| مقاله 9، دوره 3، شماره 1 - شماره پیاپی 1024203، خرداد 2024، صفحه 204-226 اصل مقاله (514.55 K) | ||
| نوع مقاله: Article | ||
| شناسه دیجیتال (DOI): 10.22034/jelt.2024.15929.1096 | ||
| نویسندگان | ||
| Ali Hemmati* 1؛ Nouzar Gheisari2 | ||
| 1English Language Department, Farhangian University, Kermanshah, Iran | ||
| 2Ministry of Education, Kermanshah, Iran | ||
| چکیده | ||
| In conversation analysis, repair is defined as practices for dealing with troubles in talk (Schegloff, 2000,3). From a sequential perspective, it is divided into self-initiated, self–repair (SISR), self–initiated, other-repair (SIOR), other-initiated, self-repair (OISR), and other-initiated, other-repair (OIOR). In order to investigate what type of repair occurs more regarding two linguistic categories of syntax and pronunciation, the oral performance of 30 sophomore university students as a convenient sampling, majoring in translation, was recorded and then transcribed. The analysis of data revealed a preference for SISR and OIOR in terms of syntax and OIOR and OISR in terms of pronunciation. Altogether, OIOR was the most common repair sequence and SIOR was the least. Inadequate Knowledge of students about pronunciation and grammatical troubles was one the major reasons for the high occurrences of OIOR. Likewise, inadequate production practice among Azad University students may be a relevant reason for the low frequency of SIOR. | ||
| کلیدواژه‌ها | ||
| Grammar؛ Pronunciation؛ Conversation Analysis | ||
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آمار تعداد مشاهده مقاله: 147 تعداد دریافت فایل اصل مقاله: 123 |
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