摘要：This study analyses teacher-led clarification sequences in a university secondlanguage classroom setting from a conversation-analytic perspective. In theliterature, there are many studies of clarification requests, but the focus is onindividual categories and quantification. No previous study has examinedclarification, as reconceptualised in this study, as a social action usingConversation Analysis methodology. The study draws on 14 hours of L2 classroomdata from Newcastle University Corpus of Academic Spoken English databaseinvolving international students studying English as a second language. The data isanalysed using Conversation Analysis by specifically focusing on sequentialorganization and the repair mechanism. The findings offer a qualitative anddetailed account of clarification from an emic perspective. The analysis suggeststhat teachers use three types of initiation in clarification and the selection of thesetypes is shown to be strongly related to the extent of epistemic gaps. The analysisalso shows that teachers use two further resources when students fail to clarify.These findings have implications for the organization of the repair mechanism inL2 classrooms and for training L2 teachers.
关键词：clarification; L2 teacher training; conversation analysis; the repair;mechanism; language learning
