PASAA
Publication Date
2021-07-01
Abstract
This study aimed at exploring the role of conversation analysis (CA)-informed instruction to enhance learners’ use of repair strategies in various oral interaction situations. A CA design, which emerged from ethnomethodology, was employed where it was also used as a data collection procedure and data analyses technique. The participants of the study were first-year English language students at Bahir Dar University chosen through comprehensive sampling technique. Two phases of data collection were carried out: pre intervention and post-intervention conversation analyses. Audio/video devices were used to record the oral productions of the participants. The purpose of the pre intervention analyses of the recorded audio/video data was to identify the gaps in the oral interactions of the learners whereas the post-intervention conversation analyses were employed to see the qualitative changes exhibited as a result of the CA-informed instruction. The CA-informed instruction was conducted for four months to promote learners’ knowledge and use of repair strategies. The results revealed that the CA-informed instruction improved learners' knowledge and use of repair strategies in oral interactions. Learners demonstrated better performances after they had received the CA-based treatment. Thus, based on the findings, CA-informed instruction is recommended for EFL teachers to enhance their learners' use of repair strategies in oral interactions.
DOI
10.58837/CHULA.PASAA.62.1.4
First Page
92
Last Page
118
Recommended Citation
Kassaye, Lemma
(2021)
"The Role of Conversation Analysis-Informed Instruction to Enhance EFL Learners’ Conversational Skills: Repair Strategies in Focus: Bahir Dar University, Ethiopia,"
PASAA: Vol. 62:
Iss.
1, Article 4.
DOI: 10.58837/CHULA.PASAA.62.1.4
Available at:
https://digital.car.chula.ac.th/pasaa/vol62/iss1/4