Repair and Language Proficiency: Differences of Advanced and Beginning Language Learners in an English-Japanese Conversation Group

Abstract

This conversation analytic study investigates conversational repair, a corrective activity of troubles in conversation, during a native and non-native speaker interaction in an informal language learning setting. The purpose is to explore the repair patterns of non-native speakers of two different language proficiency levels: advanced and beginner. Analyzed is the interaction between the native and non-native speakers of Japanese at a Japanese-English conversation group meeting at an American university. The conversation group offers an informal language learning setting where the non-native speakers engage in the conversation in their second language with its native speakers. The analysis reveals that the non-native speakers orient toward their language proficiency or deficiency through their repair processes. While the advanced learner " s language proficiency is displayed through his preference for self-repair, the beginning learner exhibits his limitation in language competence through his preference for other-repair. Therefore, the findings indicate that the non-native speakers " identity as advanced or beginning learners is made relevant in a moment-by-moment basis during the interaction. This study aims at demonstrating the significance of conversation analytic approach in SLA research. his study investigates how corrective activities take place in the interaction between a native speaker (NS) and non-native speakers (NNSs) in a language-learning situation outside the classroom. In the frame work of conversation analysis (CA), Schegloff, Jefferson, and Sacks (1977) first investigate the regular organization of conversational repair, a corrective activity in conversation. Conversational repair is not limited to the modification of linguistic errors, but also includes confirmation checks, comprehension checks, or requests for clarification or repetition, and deals with the problems in interactants " understanding, speaking, or hearing. In this paper, I focus on how a NS and NNSs negotiate meanings and their identities through conversational repair. Specifically, I examine the conversations among a native speaker and three non-native speakers of Japanese. Previous studies on repair of non-native speech have focused extensively on the second language classroom interaction (e. Such studies have presented that repair of NNSs in a foreign language classroom differs from NNS " s repair in non-educational setting. Another line of research has focused on the ordinary conversational settings and found the differences in repair patterns between the NS/NNS interaction and NS/NS interaction (e.g., Kurhila, 2001; Wong, 2000). In contrast, instead of examining the differences between NSs and NNSs, the present study explores the differences in repair sequences between NNSs with two different language proficiency levels. The data examined is the interaction of a Japanese-English language conversation group, which involves NNSs " learning as in a language classroom while they engage in ordinary conversations. The T 42 TPFLE language conversation group examined is organized mainly for NNSs, and provides them with an opportunity to speak in their second language with its NSs. The primary purpose of the participants is to practice and improve their second language speaking skills. It is an informal learning setting in that it does not take place in a formal classroom where a teacher is present. The interaction in the language conversation group thus shares some similarities with the classroom conversation: (1) NNSs engage in the learning process, and (2) two parties are involved: an expert and novice. In contrast, there are differences as well: (1) it takes place outside the classroom; (2) it involves learning but not teaching since NSs do not have a teaching agenda, and (3) the participation is voluntary and any interested parties can attend the meeting. This setting also differs from ordinary conversations, where people mainly engage in talk to perform some actions, such as a storytelling, request, persuasion, etc. During the conversation group meeting, however, using a second language in a conversation itself is the participants " main purpose. The present study examines NNS " s repair sequences in the NS/NNS language exchange in the conversation group meeting. I explore the differences in repair patterns between the advanced and beginning Japanese learners, and compare how they orient to their language proficiency through their repair work. While a number of studies on repair in the NS-NNS interaction have explored the language classroom context or casual conversations, this study investigates the repair in the learning situation outside the classroom. Therefore, it also demonstrates how the informal learning setting forms the NS/NNS interaction. BACKGROUND TO THE RESEARCH