Other-repair in Chinese conversation: A case of web-based academic discussion

Abstract

This study aims to examine other-repair in Chinese conversation, focusing on Web-based academic discussion. The data collected were based on naturally occurring written interaction on Web-based discussion boards in teacher education courses offered by the Open University of Hong Kong. From the 1,525 postings by the participants, 351 repair cases were identified for studying how repair is managed and organized. There were 128 (36.5%) cases of self-repair and 223 (63.5%) of other-repair—an outcome which differs from Schegloff et al.'s (Language 53: 351–382, 1977) conclusion that there is a preference for self-repair, and Levinson's (Pragmatics, Cambridge University Press, 1983) argument that other-repair is a “rare event,” but is in line with some previous findings on Chinese oral conversation. The motivations behind the more frequent use of other-repair in this study are explored by focusing on (a) two aspects which may be interpreted differently in Chinese conversation compared with English conversation—the cultural notions of “face” and “not-yet-competent”—and (b) the availability of “opportunity” for, and the operation of “withholding”, in the turn-taking system for repair. It is argued that, due to cultural factors, Chinese tend to do other-repair in this setting either for seeking knowledge or cooperating with the speaker of the trouble source to continue the conversation. Other-repair may constitute a positive contribution rather than being damaging to face; and when “others” have the competence for repair, they tend to initiate and accomplish it immediately. The opportunity for others to initiate repair is used not only to afford trouble speakers a further chance for self-repair but also for other-repair.