International Science and Technology Journal

The concept of repair is crucial to classroom talk and is often essential to the way the sequences expand or continue. In classroom talk, the teacher's third turn is the richest turn since it affects how the sequence expands frequently. It is repaired that often expands the sequence in order to direct students to go back and correct their own utterance. Understanding these communication breakdowns will help teachers create new thoughts and ideas to promote student participation and also the development of students' proficiency. Therefore, the present paper aims to focus on how repair is sequentially structured in the teachers’ third turn. Moreover, to examine the repair strategies that the teacher employs in the classroom and demonstrate how the teacher pinpoints or targets the trouble source, as well as how the students orient to the teacher’s initiation. The participants were 30 adult EFL learners undertaking an academic English course at higher education. Conversation Analysis method (CA) was used as sequential approach. A deep analysis is conducted to analyses how various interactional patterns of initiation repair are used by the teacher to create or inhibit opportunities for students’ participation. Results demonstrate that, other repair initiations are regularly found in the teacher s’ third turn of the three-part sequence. The analysis shows that each strategy has different consequences for a student‘s responses. It was found that in specific repair initiation, the teacher locates precisely the trouble source in the student’s response and the student initiates self-repair in the next turn recurrently with a non- elaborate response, whereas, in non-specified repair initiators, the student is invited to initiate repair with a more elaborate response. Such strategies encourage the learner to self-repair, participate, or self-select. All these aspects of interaction are seen to be essential patterns in encouraging students’ participation. Keywords: Repair-strategies, Trouble-sources, Conversation analysis, classroom talk.