The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila

The study focused on the organization of repair in Philippine EFL classrooms, particularly, De La Salle University – Manila's Center for Language Learning (CeLL). The study concentrated on the following specific details: 1) the different classroom contexts in which repair takes place 2) the t...

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Main Author: Atienza, Maria Martha Veronica R.
Format: text
Language:English
Published: Animo Repository 2006
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/3515
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10353/viewcontent/CDTG004310_P__1_.pdf
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-103532022-03-11T06:53:29Z The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila Atienza, Maria Martha Veronica R. The study focused on the organization of repair in Philippine EFL classrooms, particularly, De La Salle University – Manila's Center for Language Learning (CeLL). The study concentrated on the following specific details: 1) the different classroom contexts in which repair takes place 2) the typical repair trajectories 3) the location of the repair 4) manner of initiation 5) the typical focus of repair and 6) the participants in the repair. Analysis of recorded classroom interactions of three CeLL teachers and their students in upper intermediate conversation classes revealed the following: 1) there was a preference for self-initiated self-completed repairs in teachers utterances in both the form-and-accuracy and meaning-and-fluency contexts 2) there was a preference for self initiated self-completed repairs on students utterances in the meaning-and-fluency context but no preference for any repair trajectory in the form-and-accuracy context 3) multiple initiations and delayed-turn completions were found to occur in the meaning and- fluency context, but not in the form-and-accuracy context 4) the most common moves for repair initiation in both contexts were false starts, word search, rephrasing, and explicit correction 5) metalinguistic cues did not occur in either context and 6) in both contexts, repairables were classified under troubles with fluency, followed by troubles with linguistic accuracy, and least under non-linguistic troubles. 2006-01-01T08:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_masteral/3515 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10353/viewcontent/CDTG004310_P__1_.pdf Master's Theses English Animo Repository Language and languages English language--Study and teaching Center for language learning English Language and Literature
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Language and languages
English language--Study and teaching
Center for language learning
English Language and Literature
spellingShingle Language and languages
English language--Study and teaching
Center for language learning
English Language and Literature
Atienza, Maria Martha Veronica R.
The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
description The study focused on the organization of repair in Philippine EFL classrooms, particularly, De La Salle University – Manila's Center for Language Learning (CeLL). The study concentrated on the following specific details: 1) the different classroom contexts in which repair takes place 2) the typical repair trajectories 3) the location of the repair 4) manner of initiation 5) the typical focus of repair and 6) the participants in the repair. Analysis of recorded classroom interactions of three CeLL teachers and their students in upper intermediate conversation classes revealed the following: 1) there was a preference for self-initiated self-completed repairs in teachers utterances in both the form-and-accuracy and meaning-and-fluency contexts 2) there was a preference for self initiated self-completed repairs on students utterances in the meaning-and-fluency context but no preference for any repair trajectory in the form-and-accuracy context 3) multiple initiations and delayed-turn completions were found to occur in the meaning and- fluency context, but not in the form-and-accuracy context 4) the most common moves for repair initiation in both contexts were false starts, word search, rephrasing, and explicit correction 5) metalinguistic cues did not occur in either context and 6) in both contexts, repairables were classified under troubles with fluency, followed by troubles with linguistic accuracy, and least under non-linguistic troubles.
format text
author Atienza, Maria Martha Veronica R.
author_facet Atienza, Maria Martha Veronica R.
author_sort Atienza, Maria Martha Veronica R.
title The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
title_short The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
title_full The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
title_fullStr The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
title_full_unstemmed The organization of repair in Philippine EFL classrooms: The case of Center for Language Learning (CeLL), DLSU, Manila
title_sort organization of repair in philippine efl classrooms: the case of center for language learning (cell), dlsu, manila
publisher Animo Repository
publishDate 2006
url https://animorepository.dlsu.edu.ph/etd_masteral/3515
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10353/viewcontent/CDTG004310_P__1_.pdf
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