This paper extends research on interactional forms of teacher repeats and their management in third turn by analyzing teacher student interaction in Korean EFL classrooms. Research has shown that classroom interaction is characterized by an overwhelming number of teacher repetition in feedback moves fo llowing the Initiation-Response-Feedback seq uence (S inclair & Coulthard 1975); whereby the teacher controls the interaction through evaluation of the student answer. In the tightly contro lled contexts of Korean EFL classrooms, the teacher appears to be constantly placed in a position of conflict. She has to fo llow a tightly sched ul ed lesson plan, which allocates a rather strict time frame and organization, at the same time attend to indi vidual student learning. The foca l practice is understood as these teachers' attempt at resolving the obstacle through interactive practices of repeating the student response. The focal practice promotes the possib ili ty of producing a soc ially harmonious, accepting response (i.e., intersubjectiv ity) without compromising lesson progressivity, desp ite the fact that the responses or part of the response produced by the student is not fu lly accurate. Fi nally, the in teractive consequences of the focal practice are compared with other eva luative tokens that may also occur in the third turn.

I. INTRODUCTION
II. THEORETICAL BACKGROUND
III. THE INTERACTIONAL CONTEXT FOR THE FOCALPRACTICE
IV. METHOD AND DATA
v. RESULTS AND DISCUSSION
    1. The Social Organization of Third Turn Repeats: Progressivity as theDefault Situation
    2. The Focal Practice
    3. A Boundary Case: Evidence from What Follows the FocalPractice
    4. A Negative Case: Evidence from Nonoccurrence
    5. Alternative Moves after Conflicting Responses
v. CONCLUSION
REFERENCES

• Yujong Park(Dept. of English Language and Literature SungKyunKwan University)