• English Language & Literature Teaching
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• v.12 no.1
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• pp.77-101
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• 2006

The present study examines various pedagogical functions of conversational repair strategies employed by the teacher in the ESL classroom. As part of interactional resources, conversational repair is defined as the treatment of trouble occurring in interactive language use and is originally designed to deal with communication problems. Research on conversational repair has focused on ordinary conversation and organization of repair practices. Studies on more pedagogical functions of repair sequences initiated by the teacher are very few. The data were from five hours of ESL structure classes in an intensive English institute at a large U.S. university. They were closely transcribed and microanalyzed following the conversation-analytic methodology. The analysis found that ESL teachers' repair techniques not only resolve communication problems but they are also designed to serve several important instructional purposes of teaching the target language. They include creating opportunities of comprehensible input, inducing modified comprehensible output from students, guiding and controlling student output, and initiating corrections by initiating repair.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.251-260
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• 2022

Despite the development of technology and the increase in the spread of smart speakers, user satisfaction keeps decreasing due to conversational errors. This study aims to examine the effect of the self-repair strategy on user experience in the context of conversational agents of smart speakers. Scenarios were designed based on error situations, and participants were divided into two groups by task criticality. The results revealed that the agent's self-repair strategy has a negative effect on trust and perceived ease of use compared with performance without error. It also influenced adoption intention through interaction with task criticality. This study is significant in that it empirically investigated the effects of the self-repair strategy and the user experience factors related to the actual acceptance of the self-repair strategy.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.374-384
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• 2018

This study examined the effects of clarification training on conversational breakdowns and repair strategies of 3 school aged children with ASD. Clarification training provided to the participants during playing the barrier games. The results found that the occurrence of conversational breakdown was decreased in terms of overall and types. The occurrence and appropriateness rates of repair strategies were increased among all participants. Based on the results, 'clarification training' used in this study can be an effective method to train children with ASD for appropriate repair strategies in conversation.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.53-75
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• 2012

The present study examined the role of language proficiency in dyadic discourse in the organization of repairs and the distribution of linguistic features contained in repairs. One native speaker of English and five non-native speakers participated and formed three dyads: one same-proficiency NNS-NNS (non-native speaker), one different-proficiency NNS-NNS, and one NS (native speaker)-NNS dyads. Results showed that overall repair patterns in this type of interaction were more conversational than didactic, and that the degree of difference in proficiency between the participants in the dyad influenced repair patterns and the distribution of linguistic features in relation to repair patterns. Also, discussed in the present paper are some implications of the results and other issues related to language learning.

• Therapeutic Science for Rehabilitation
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• v.8 no.4
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• pp.53-63
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• 2019

Objective : Many communication recovery strategies should be used when communication breakdowns occur for successful communication, however, communication problems increase due to inadequate use of such strategies in older people with dementia. The purpose of this study was to investigate the difference of recovery strategy between dementia and the elderly in conversational discourse. Method : The subjects were eight of Alzheimer's dementia and 10 general elderly. Conversation discourse tasks were conducted face-to-face with the subjects. Communication breakdown and communication recovery strategies were analyzed based on 200 utterances collected in the conversation discourse. Result : First, the AD group had more communication breakdown than the control group, but the recovery rate did not differ between the groups. Second, in the AD group, the nonspecific recovery strategy and the clarification demand strategy were used as the expression strategy. The recovery rate after using expressive strategy was more than 90% in explanation strategy, combined strategy, nonspecific repair strategy, and repetition confirmation strategy. The response strategy used a lot of paraphrase strategy and combined strategies, and the recovery rate after using the response strategy was 100% for the simplification strategy, repeat strategy and gesture strategy. Conclusion : The AD group showed more breakdown of research subjects and breakdown of researchers than control group, and it showed ability to use various expression strategy and response strategy though there was difference in repair rate between communication repair strategy. AD group used nonspecific repair strategy in expression strategy the most and paraphrase strategy in response strategy the most. This shows different characteristic from ordinary elderly people. Therefore, it is necessary to utilize this repair strategy for rehabilitation of AD elderly.