Analysis of Turn Taking and Repair Strategies among Male and Female Iranian Intermediate EFL Learners

Azizeh Chalak, Mahzad Karimi


Some advanced learners of a foreign language may have the difficulty of gaining and holding the floor. This is because of lack of command of the turn taking system. Turn taking is the prominent feature of conversation analysis. Moreover, another strategy which is used to deal with some sort of trouble is repair. The present study sought to focus on turn taking system and repair strategies used by Iranian EFL learners in the classrooms. The participants were selected from 10 EFL classrooms including 9 to 11 male and female students (totally 120) in Gooyesh Institute, Isfahan, Iran. The entire classrooms were equipped with cameras located at the back. The instrument employed was the observation framework proposed by Sack, Schegloff, and Jefferson (1974). Also, four main types of repair, including self-initiated self-completed, self-initiated other-completed, other-initiated self-completed, and other-initiated other-completed were investigated. The data were analyzed through cross tabulation and Chi-Square Tests. The findings of the study showed that female students mostly were chosen by the teacher to speak while self-selection was observed more frequently in male classes. The findings also showed that other-initiated self-completed was a preferred strategy for error treatment in both male and female classrooms. This study could have contributions to practitioners in the field to help them develop guidelines for analysis of conversation and suggest error treatments in classrooms.


conversation analysis, gender, repair strategies, turn taking

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