Preference Organization in the Use of Learners’ L1 in Pair Interaction of a Korean EFL Classroom

다국어 초록 (Multilingual Abstract)

This study examines the relationship between the use of learners’ L1 and pedagogical focus in the language learning environment of an EFL classroom at the Korean high schools. The study presents the organization of self-initiated self-repair by means of the use of L1. Using the sequential analysis of conversation analysis (CA), two systematic preference organization patterns are found from the data. The first is the preference that learners commonly initiate metalinguistic repair within their L1 to deal with troubles between the learners. It is a feature that are absent in teacher-student and teacher-fronted interactions. The second recurring pattern of repair organization concerns itself with the self-initiated self-repair trajectory in the use of L1 in next turn repair sequences. The preferred option for L1 use in such a sequence is that learners often employ self-initiated self-repair, not only to compensate for their L2 deficiency, but also to maintain the flow of interaction. This is consistent with CA research showing that there is a preference in both NS-NS and advanced NNS-NNS conversations for self-initiated self-repair.

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