Prof. YANG Ruowei2024-04-022024-04-022016Yang, R. (2016 Jun 30). Analysis of adult learner code-switched self-repetition in L2 classroom talk. 12th BAAL Language Learning and Teaching SIG, Lancaster University.http://hdl.handle.net/20.500.11861/9280This paper reports main findings from an on-going research project in analyzing adult learners' code-switched (CS) self-repetition in classroom talk for learning Chinese as a second language (L2) from a perspective of conversation analysis (CA). It examines how learner's CS self-repetition functions in organizing interaction for L2 learning. The database comprises 36 hours video-recordings, which were automatically achieved by Online Learning System (OLE) when the course of Basic Chinese for Non-Chinese Speakers conducted its real-time e-tutorial at the Open University of Hong Kong. It involves three tutors (one female and two males) and 13 adult learners (six females and seven males). 282 learners’ CS cases have been captured. Among them, 34 instances (12.05%) are the same turn selfrepetition. With application of Auser (1984, 1998)'s model of bilingual conversation, this study particularly focuses on process of learner's repeating in the opposite code, and analysis of its local functions. Findings show that CS self-repetition is employed by L2 learner to immediately deal with various types of trouble utterance just made by themselves. While using CS self-repetition to accomplish self-repair in an on-going talk assists to reach conversational goals, it benefits speakers as a learner in L2 learning. The study helps our understanding of how CS self-repetition appears in learners' talk where the learners perform as a language users, and how this special practice in classroom may foster L2 learning.enConference Paper