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Repair Strategies in the L2 Classroom: Insights from Interactional Research
Based on strong cumulative empirical evidence from L2 interaction studies, it will be argued in this talk that self-initiated self-completed repairs are both quantitatively and qualitatively more important for L2 learning than other types of repair. Quantitatively, they are more prevalent, more frequent and are highly privileged over other types of repair. Qualitatively, they promote both the processes of internal noticing the target language (TL) form, and noticing the mismatches between the learner’s interlanguage (IL) form and the TL form, which are important requirements for successful SLA. Dr. Shehadeh will illustrate and demonstrate with real examples ways in which the classroom teacher can utilize the various repair strategies, in particular students’ self-initiated self-completed repairs, in his/her teaching situation.
Ali Shehadeh is Professor of Applied Linguistics and TESOL in the Department of Curriculums and Methods of Instruction, College of Education, UAE University. He was Chair (two terms) and Professor in the Department of Linguistics; and Coordinator of the Teaching Scholarship and Assessment Unit in the Centre for Excellence in Teaching and Learning, UAEU. He has taught under- and postgraduate courses in Applied Linguistics, Second Language Acquisition (SLA) and TESOL. He supervised or sat on the committees of over 35 Master’s and Doctoral dissertations in the UAE and beyond. He published in top-tier research journals in the field like Language Learning, TESOL Quarterly, System, Journal of Applied Linguistics and ELT Journal. Dr. Shehadeh has a total of 80+ publications to his name. These include: (i) Refereed journal articles and book chapters; (ii) Edited books; (iii) Articles in international ELT specialized magazines; (iv) Encyclopedia entries; and (v) Book reviews.