Corrections as multiparty accomplishment in L2 classroom conversations

Åhlund, Anna; Aronsson, Karin

doi:10.1016/j.linged.2015.03.007

Cited by 9 publications

(2 citation statements)

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“…The next common type of OIR strategy is a Correction, either an exposed or embedded correction (Wong & Waring, 2010).Correction strategy has been reported to be have been performed by teachers and the students to address language-related trouble sources, such as with adjectives, vocabulary, and grammar (Åhlund & Aronsson, 2015;Lee, 2013;Osvaldsson, Persson-Thunqvist, & Cromdal, 2013 ).In a study with high-level graduate students in an EFL setting, Lee (2013) revealed that exposed correction is a corrective feedback strategy that the students most prefer to use in both their teacher-student and peer interaction.These studies drew important conclusions about the learning initiative taken by the learners in addressing communication problems due to the existence of non-target constructions in peer interaction, and not merely the responsibility of the teacher.…”

Section: Repair Practice In the Classroom Conversations Of Indonesian Efl Studentsmentioning

confidence: 99%

Repair Practice in the Classroom Conversations of Indonesian EFL Students

Aleksius

2021

JLE

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This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.

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Section: Repair Practice In the Classroom Conversations Of Indonesian Efl Studentsmentioning

confidence: 99%

Repair Practice in the Classroom Conversations of Indonesian EFL Students

Aleksius

2021

JLE

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“…Studies on conversation, where teacher and student contributions are analyzed as those of a party, rather than as individual contributions, are still scarce. Such studies [26,27] show how both peer and teacher scaffolding are important in multiparty L2 language learning. Further, studies on peer collaborations in L2 learning settings show how important peers are for each other's learning of linguistic form and content, as well as for developing communicative skills [26,28].…”

Section: Related Workmentioning

confidence: 99%

Robot Interaction Styles for Conversation Practice in Second Language Learning

Engwall

Lopes

Åhlund

2020

Int J of Soc Robotics

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Four different interaction styles for the social robot Furhat acting as a host in spoken conversation practice with two simultaneous language learners have been developed, based on interaction styles of human moderators of language cafés. We first investigated, through a survey and recorded sessions of three-party language café style conversations, how the interaction styles of human moderators are influenced by different factors (e.g., the participants language level and familiarity). Using this knowledge, four distinct interaction styles were developed for the robot: sequentially asking one participant questions at the time (Interviewer); the robot speaking about itself, robots and Sweden or asking quiz questions about Sweden (Narrator); attempting to make the participants talk with each other (Facilitator); and trying to establish a three-party robot-learnerlearner interaction with equal participation (Interlocutor). A user study with 32 participants, conversing in pairs with the robot, was carried out to investigate how the post-session ratings of the robot's behavior along different dimensions (e.g., the robot's conversational skills and friendliness, the value of practice) are influenced by the robot's interaction style and participant variables (e.g., level in the target language, gender, origin). The general findings were that Interviewer received the highest mean rating, but that different factors influenced the ratings substantially, indicating that the preference of individual participants needs to be anticipated in order to improve learner satisfaction with the practice. We conclude with a list of recommendations for robot-hosted conversation practice in a second language. Keywords Robot-assisted language learning • Multi-party human-robot interaction • Collaborative language learning • conversational practice 2 Collaborative Robot-Assisted Language Learning Developing a setup for a humanoid robot that can engage in a realistic social conversation with two L2 learners simultaneously is, to the authors' knowledge, unprecedented in Robot-Assisted Language Learning (RALL).

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Ways of participating in a colleague's project: Radio use as collaborative activity in UN military observer training

Rautiainen

2025

Language & Communication

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Corrections as multiparty accomplishment in L2 classroom conversations

Cited by 9 publications

References 32 publications

Repair Practice in the Classroom Conversations of Indonesian EFL Students

Repair Practice in the Classroom Conversations of Indonesian EFL Students

Robot Interaction Styles for Conversation Practice in Second Language Learning

Ways of participating in a colleague's project: Radio use as collaborative activity in UN military observer training

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