TY - JOUR ID - 4891 TI - Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes JO - Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) JA - TESL LA - en SN - AU - Mozaffari, Fatemeh AU - Allami, Hamid AU - Mazdayasna, Golnar AD - Yazd University Y1 - 2018 PY - 2018 VL - 36 IS - 4 SP - 67 EP - 101 KW - conversation analysis KW - the organizational pattern of repair practices KW - context KW - reflective conversation KW - other-and self-repair KW - interactional awareness DO - 10.22099/jtls.2018.29384.2515 N2 - For many English as a Foreign Language (EFL) teachers, working contingently with language learners' problematic learner contributions in classroom interaction remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher's repairing practices (his orientation to repairable, repair completion type and trajectory) along with the changing impacts of different organizational patterns of repair and interactional awareness on learning opportunities. The data material consists of video recordings of EFL oral classroom interactions (11 lessons) and reflective conversations (seven sessions) between the researcher and the participant teacher at one private language institute in Iran over a period of six months, in two phases. Qualitative results from the first (descriptive) phase indicated that the teacher's provision of repair in meaning-oriented contexts was generally convergent while in form-oriented ones divergent. The qualitative changes revealed the teacher's increasing attention to lexical errors and use of self-repair types, particularly in form-oriented contexts and the teacher's progress in interactional awareness including identification of contexts and repair organization, use of metalanguage and critical self-evaluation This study makes a contribution to conversation analytic research and our understanding of English teacher professional development. UR - https://tesl.shirazu.ac.ir/article_4891.html L1 - https://tesl.shirazu.ac.ir/article_4891_14edd7667d12e857d4c4222e36b9d8f3.pdf ER -