Repair Practices by Japanese Third-Age Learners in Communicative Lessons Online
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Authors
Gabriel Teruo Misaka, Nagiso Board of Education, Japan
Issue Date
2023
Type
Working Paper
Language
Keywords
Alternative Title
Abstract
This paper analyzes repair practices during online communicative tasks by Japanese senior adult learners of English at the low to intermediate levels. The analysis demonstrates that even low-level learners can employ self-initiated self-repair for accuracy and interactional purposes. Accuracy-focused repairs generally took longer than interactionalfocused repairs, entailing long pauses, vowel stretches, and repetition. Furthermore, student-student interaction afforded learning and teaching opportunities through other-repair sequences. Moreover, learners could employ other-initiated self-repair and other procedures (e.g., letting it pass) in orientation to task progressivity by indirectly providing linguistic support to their peers. The findings suggest that beginning-level senior students are sophisticated L2 communicators, capable of complex repair sequences both for linguistic and communicative purposes. Hence, this study advocates for providing student-student communicative tasks as a means of improving learners' linguistic and communicative skills simultaneously.
Description
Citation
Publisher
Hawaii Pacific University
License
Journal
TESOL Working Paper Series
Volume
21
Issue
PubMed ID
DOI
ISSN
2573-1467