Using conversation analysis (CA), this study examines the less explored languageteaching genre within an English as a foreign language (EFL) context: the writing center tutorials. Focusing the analysis specifically on tutor talk, this paper investigates the contingent production of third turns of second language (L2) tutors. Following the lead of Lee’s (2007) study of teachers’ third turns in classroom discourse, this study used CA to analyze audio-recorded tutoring sessions conducted in English. The analyses highlight five ways in which tutors make use of the third turn position in an IRF sequence to maneuver the tutorials, specifically contingent on the two types of student response in the second turn. Based on the analytic findings that illuminate the diverse functions of the tutors’ third turns, this study concludes with pedagogical implications for English-mediated writing center tutorials in EFL contexts.

1. INTRODUCTION
 2. PREVIOUS STUDIES
 3. METHODOLOGY
 4. ANALYSIS
  4.1. Tutors’ Third Turns to Relevant Productions of Second Turns
  4.2. Tutors’ Third Turns Following Delayed Second Turn Responses
 5. DISCUSSION AND CONCLUSION
 REFERENCES

• Hanbyul Jung(Seoul National University)