The relevance of repair for classroom correction
Bibliographic Data
| ID | 2884844 |
|---|---|
| Authors | Douglas Macbeth |
| Year | 2004 |
| Volume | 33 |
| Issue | 5 |
| Pages | 703-736 |
| Publication date | 2004-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language in Society (JOURNAL) |
| Journal identifiers | ISSN: 0047-4045 • E-ISSN: 1469-8013 |
| DOI | 10.1017/s0047404504045038 |
| Language | EN |
| Citations received | 111 |
| References cited | 18 |
This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of "repair in classroom talk." McHoul directly measures the findings on repair in studies of natural conversation to the regularities of correction sequences in classroom lessons. It is argued, contra McHoul, that repair is a different, and prior, order of discursive work, and one that premises the very possibility of classroom correction. Further, the difference may have wider relevance for understanding repair and correction as "co-operating" organizations of talk-in-interaction more generally
Conversation by design
Left and right dislocation with c’est ‘it’s’ in repair sequences in L2 French talk‐in‐interaction
Trust in Social Robots
Using Explicit Positive Assessment in the Language Classroom
Japanese Multiple Saying Iya Iya Iya as a Practice of Managing Persistence in Interaction
Emerging learning ecologies
“None of You Have Read It?”
Practices of Other-Initiated Repair in the Classrooms of Children with Specific Speech and Language Difficulties
Establishing Intellectually Impaired Victims’ Understanding about ‘Truth’ and ‘Lies’
Practices of inclusion/exclusion in and through classroom dialogue
Organización y función pragmática del discurso docente en clases de ciencias naturales en nivel inicial
Performance without understanding
Understanding in the canine classroom
How teachers use prosody to guide students towards an adequate answer
Teachers’ management of students’ incorrect answers in oral examinations
Using the chat function for L2 learning in video-mediated interaction
Incorrect or creative answer
Third position repair for resolving troubles in understanding teacher instructions
Kinetically-held questions
Students’ unsolicited initiations in a science classroom as displays of competence
Eliciting student participation in synchronous online L2 lessons
The secret multimodal life of IREs
Epistemic positioning and frameworks for participation
Learning to perform
Emergent learnables in second language classroom interaction
Discursive practices in family dinner talk and classroom discourse
Participation in the master's thesis seminar. Exploring the lack of discussion
Shared reading at kindergarten
The sequential organization of text and speech in multimodal synchronous computer-mediated communication
Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants
The interplay between agency and constraint
The accomplishment of rights, obligations and other expectations
Visual repairables
The disciplined customer
Singing in “another” language
The emergence of learnables in music masterclasses
Structural variations of classroom interaction
Displays of Epistemic Access
The Body as a Resource for Other-Initiation of Repair
NOW or NOT NOW
Noticing Breaches with Nonpolar Interrogatives
Correcting Others in Other-Initiated Other-Repair Sequences
The Use of Directives to Repair Embodied (Mis)Understandings in Interactions with Individuals Diagnosed with Frontotemporal Dementia
Appearance and Action
Manual Guiding in Peer Group Interaction
Drilling the mirror routine
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
On second language/nonnative speakerism in conversation analysis
Teacher smiles as an interactional and pedagogical resource in the classroom
Code-switching to first language in repair – A resource for students’ problem solving in a foreign language classroom
Adult monolingual policy becomes children’s bilingual practice
‘Medium of instruction’ vs. ‘medium of classroom interaction’
Ethnomethodologie und Konversationsanalyse
Instruction-in-Interaction
The Role of Wait Time During the Questioning of Children
Vocabulary Negotiation in the KFL Classroom
Disciplining Language and the Language of Discipline
In “screams and shouts” and “signs and symbols”
“What do you mean by…?”
Contiguous and non-contiguous instructed actions
Rectifying others’ misunderstandings without doing correcting
Interaction as method and result of language learning
You Gotta See Both at the Same Time’
Two Types of Demonstration Through Guided Touch with Cane
Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom
Teachers’ gestures for building listening and spoken language skills
Learning as Longitudinal Interactional Change
Crafting Instructions Collaboratively
Negotiating textual talk
El rol de los gestos en la construcción de significados en el aula
Narrating America
Teaching assistant and pupil interactions
Put your fingers right in here
Couples living with dementia managing conflicting knowledge claims
Managing epistemic imbalances in peer interaction during mathematics lessons
Work to make simulation work
Negotiating knowledge claims
The organization of talk in school interaction
Identifying and addressing equivocal trouble in understanding within classroom interaction
Did you have permission to smash your neighbour's door?' Silly questions and their answers in police-suspect interrogations
Actions in practice
Environmentally coupled repairs and remedies in the airline cockpit
In tow of the blue whale
Exhibiting understanding
Telling the Other's side
Post-other-correction repeat
Reference to a past learning event in teacher turns in an L2 instructional setting
The pragmatic realization of the native speaking English teacher as a monolingual ideal
Understanding as an embodied, situated and sequential achievement in interaction
Une approche configurationnelle des leurres conversationnels
Do continuing states of incipient talk exist
Local participation framework as a resource among military observer trainees
Language workout in bilingual mother-child interaction
A conversation analytic study of gestures that engender repair in ESL conversational tutoring
Teacher entries into second turn positions
From noticing to initiating correction
How to show the interpreter on screen? The normative organization of visual ecologies in multilingual courtrooms with video links
Touch without vision
Finger dialogue
Third turn position in teacher talk
Actual Minds, Possible Worlds
Perspectives on socially shared cognition.
The Relevance of Repair to Syntax-for-Conversation
Conversation analysis and socially shared cognition.
Recycled Turn Beginnings
Compliment Responses
Appendix B. On "Understanding" in the Analysis of Natural Conversation
Understanding Practice
Learning Lessons
Some sources of misunderstanding in talk-in-interaction
The relevance of repair for classroom correction
Situated Learning
Speech Acts
Pragmatics
Discourse Strategies
| Unique citing works | 111 |
|---|---|
| Citations per year | 5,05 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 108 |