Research On Conversational Repair Between Teachers And Students In Online Intermediate Chinese Speaking Classes

Conversational repair in the Chinese classroom reflects the process of language monitoring and regulation by second language learners,and the process of infinite convergence of the mediated language currently used by learners to the target language being learned.At the same time,the ability of conversational repair can also affect novice teachers’ classroom language use and teaching effectiveness to a certain extent,and is an important factor in promoting novice teachers’ professional growth.This study conducted a one-semester follow-up survey of a single-class Chinese language program at the University of Hawaii in the United States,collected classroom recordings,and constructed a corpus that reflects the full picture of conversational repair in intermediate online Chinese classrooms as research materials.This paper uses conversation analysis theory as the basis of the study,combined with the classroom transcripts,and adopts the documentary method,corpus analysis method,and interview method to study the novice teachers and learners in the second language classroom,and conducts a comprehensive statistical and analysis of their conversational repair types and strategies used in the process of conversation,and explores the preferences of classroom subjects on the use of conversational repair patterns and strategies,in an attempt to comprehensively show the characteristics of conversational modification of second language learners in Chinese classrooms and the real situation of novice Chinese teachers’ use of classroom repair,in order to make up for the existing studies.The following conclusions were drawn from the study of conversational repair in the intermediate Chinese classroom at the University of Hawaii:learners’ conversational repair patterns were more diverse,while novice teachers’ revision patterns were relatively homogeneous,in which both learners and novice teachers tended to use selfinitiated self-repair,but there were differences in the types of structures preferred,with teachers more likely to choose direct repair without initiation.In addition,learners and Chinese teachers also differed in their choice and use of conversational repair strategies,with learners tending to use relatively simple repair strategies such as repetition and voice prolongation;teachers’ conversational repair strategies differed depending on the location of the obstacles of source,with teachers tending to use strategies such as reconstruction and replacement when the obstacles of source were in the teacher,and teachers preferring to use strategies such as direct correction when the obstacles source were in the learner.Based on the above findings,we propose corresponding pedagogical suggestions for learners and novice teachers.The novelty of this study is to include novice teachers,who have rarely been addressed in previous studies,as one of the main subjects in the study of classroom conversational repair,and to take the obstacles of source as the basis of the study.The results of the study have implications for the second language classroom teaching from the perspective of novice Chinese teachers,and can provide reference for teachers to adjust their teaching plans and select teaching methods,as well as provide a basis for novice teachers to improve their conversational efficiency and strengthen their language control and curriculum teaching abilities.