The functions of self-initiated self-repair in the second language Chinese classroom

Simpson, Rebecca, Eisenchlas, Susana and Haugh, Michael (2013) The functions of self-initiated self-repair in the second language Chinese classroom. International Journal of Applied Linguistics, 23 2: 144-165. doi:10.1111/j.1473-4192.2012.00323.x


Author Simpson, Rebecca
Eisenchlas, Susana
Haugh, Michael
Title The functions of self-initiated self-repair in the second language Chinese classroom
Journal name International Journal of Applied Linguistics   Check publisher's open access policy
ISSN 0802-6106
1473-4192
Publication date 2013-07
Sub-type Article (original research)
DOI 10.1111/j.1473-4192.2012.00323.x
Open Access Status Not Open Access
Volume 23
Issue 2
Start page 144
End page 165
Total pages 22
Place of publication Chichester, West Sussex United Kingdom
Publisher Wiley-Blackwell Publishing
Abstract Self-repair analysis has often been used to gauge a learner's proficiency level, language acquisition or monitoring ability. This study questions these presumed links by examining the self-initiated self-repair practices of second language learners of Mandarin Chinese drawing from both classroom interaction data and stimulated recall interviews. While this link may not be as strong as previously suggested, self-repair behaviour can reveal other information about the learner, including monitoring preferences, learning strategies, areas of difficulty, and perceptions about both their proficiency level and the target language. As such, self-repair still appears to play an important role in the language learning process, albeit not the straightforward role that has often been assumed to date.
Keyword Self-repair
Mandarin Chinese
Classroom
Monitoring
Proficiency
Functions
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Languages and Cultures Publications
 
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Created: Tue, 07 Jun 2016, 15:42:39 EST by Ms Katrina Hume on behalf of School of Languages and Cultures