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.

본 연구에서 Tetraneura triangula 를 국내에서 처음으로 보고한다. 이 종의 분포지역, 기주식물, 형태학적 정보를 제공하였다.

본 연구에서 Kaltenbachiella japonica를 국내에서 처음으로 보고한다. 이 종의 분포지역, 기주식물, 형태학적 정보를 제공하였다.