Conversational repair has been widely used in English classroom teaching in recent years, and it is an important topic in the field of classroom discourse research. Teacher-initiated conversation repair can help students accumulate experience, reduce errors, and develop language skills. This study audio-recorded, transcribed, and analyzed ten English lessons from ten teachers in a primary school in Zhaoqing City, Guangdong Province, China, with the aim of exploring the classifications, strategies, and related pedagogical implications of teachers’ conversational repair. The findings reveal that in Chinese primary schools, SISR, SIOR, OISR and OIOR are the main classifications of teacher-initiated conversational repair, and the most commonly used strategies are direct correction, replacement, explanation and repetition.

Shiting Chen, Jianfen Ying. Discussion on Teacher’s Conversational Repair in Primary School English Classroom. Frontiers in Educational Research (2024) Vol. 7, Issue 8: 236-243. https://doi.org/10.25236/FER.2024.070839.

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