Adopting a conversation analytic framework, this paper examined the delay and potential indeterminacy of teacher’s repetition as an other-initiated repair (OIR) strategy, which took place at the third turn of the Initiation-Response-Evaluation (IRE) sequence in one-on-one tutoring sessions. Tutor-tutee interactions for a Korean secondary student were transcribed and analyzed along with notes used in the class. Data showed that when repetition was used as an OIR strategy, it was delayed and inaccurate. The learner was sometimes unsure whether the teacher’s repetition constituted a repair initiation regarding her prior turn. Furthermore, the learner could not successfully recognize which part of the repeated phrase should be repaired. Prior studies have confirmed that repetition can promote learners’ interactions rather than simply highlighting error while also giving learners an opportunity to correct their errors themselves. However, the analysis in this paper suggests a potential risk associated with using repetition as an OIR strategy at feedback turn in instructional discourse.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Context of Repetition
    2.2. Repetition in Language Learning
3. METHOD
    3.1. Participants
    3.2. Data Collection
4. ANALYSIS AND FINDINGS
    4.1. Repetition Triggering Non-immediate Repair Practices
    4.2. Repetition Hindering Exact Repair Practices
5. DISCUSSION AND CONCLUSION
REFERENCES

• Jieun Ko(Graduate Student, Department of English Education, Sungkyunkwan University)