| { | |
| "paper_id": "Y05-1034", | |
| "header": { | |
| "generated_with": "S2ORC 1.0.0", | |
| "date_generated": "2023-01-19T13:39:51.651894Z" | |
| }, | |
| "title": "Repair Structures in Web-based Conversation", | |
| "authors": [ | |
| { | |
| "first": "Ruowei", | |
| "middle": [], | |
| "last": "Yang", | |
| "suffix": "", | |
| "affiliation": { | |
| "laboratory": "", | |
| "institution": "The Open University of Hong", | |
| "location": { | |
| "addrLine": "Kong 30 Good Shepherd Street", | |
| "settlement": "Kowloon, Hong Kong" | |
| } | |
| }, | |
| "email": "rwyang@ouhk.edu.hk" | |
| } | |
| ], | |
| "year": "", | |
| "venue": null, | |
| "identifiers": {}, | |
| "abstract": "The paper attempts to demonstrate how Conversation Analysis (CA) can help us pragmatically to explore the repair organization of human talk-in-interaction via the Web, and reports on a case study of conversational repair structures for Chinese academic discussion through Web. The data collection was based on naturally occurring written interaction on Web-based discussion boards from teacher education courses. Over 4,000 postings containing nearly half million Chinese characters were captured and analysed to assist in understanding how conversational repair sequences possibly structured, in the Web-based discussion setting. Findings suggested that while description of repair structure introduced by Schegloff et al. (1977) is still a fundamental framework applicable to the repair in Web-based conversation, some different features of repair structure from which has been described for ordinary conversation exist. Detailed examination showed that successful repair in Web-based conversation can take the same four possible structures as in ordinary conversation, and efforts at repair sometimes can fail in possible structure of issuing from either self-initiation or other-initiation. Six special features on repair organization in Web-based conversation have been identified. The research provided fresh data differently from CA traditional source of data for analysis of how repair is sequentially organized in conversation taking place in Web.", | |
| "pdf_parse": { | |
| "paper_id": "Y05-1034", | |
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| { | |
| "text": "The paper attempts to demonstrate how Conversation Analysis (CA) can help us pragmatically to explore the repair organization of human talk-in-interaction via the Web, and reports on a case study of conversational repair structures for Chinese academic discussion through Web. The data collection was based on naturally occurring written interaction on Web-based discussion boards from teacher education courses. Over 4,000 postings containing nearly half million Chinese characters were captured and analysed to assist in understanding how conversational repair sequences possibly structured, in the Web-based discussion setting. Findings suggested that while description of repair structure introduced by Schegloff et al. (1977) is still a fundamental framework applicable to the repair in Web-based conversation, some different features of repair structure from which has been described for ordinary conversation exist. Detailed examination showed that successful repair in Web-based conversation can take the same four possible structures as in ordinary conversation, and efforts at repair sometimes can fail in possible structure of issuing from either self-initiation or other-initiation. Six special features on repair organization in Web-based conversation have been identified. The research provided fresh data differently from CA traditional source of data for analysis of how repair is sequentially organized in conversation taking place in Web.", | |
| "cite_spans": [], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Abstract", | |
| "sec_num": null | |
| } | |
| ], | |
| "body_text": [ | |
| { | |
| "text": "Introduction The language used in Computer Mediated Communication (CMC) is similar in nature to both spoken and written language (e.g. DuBartell, 1995; Yates, 1996 , Crystal, 2001 ). Some writers have even called such language use 'written speech' (Elmer-Dewitt, 1994) or 'writing talking' (Davis and Brewer, 1997) . Because conversation through Webs as one kind of CMC has created huge amounts of text in modern society, and has attracted great attention and interest, Web-based conversation may be viewed from the perspective of Conversation Analysis (CA), which involves the systematic analysis of the kinds of talk produced in everyday naturally-occurring situations of social interaction. Thus this study is motivated to try to employ CA theories and methodology when dealing with the data from the Web, and explore repair operation in its structure in Web-based conversation.", | |
| "cite_spans": [ | |
| { | |
| "start": 135, | |
| "end": 151, | |
| "text": "DuBartell, 1995;", | |
| "ref_id": "BIBREF15" | |
| }, | |
| { | |
| "start": 152, | |
| "end": 163, | |
| "text": "Yates, 1996", | |
| "ref_id": "BIBREF18" | |
| }, | |
| { | |
| "start": 164, | |
| "end": 179, | |
| "text": ", Crystal, 2001", | |
| "ref_id": "BIBREF13" | |
| }, | |
| { | |
| "start": 248, | |
| "end": 268, | |
| "text": "(Elmer-Dewitt, 1994)", | |
| "ref_id": "BIBREF16" | |
| }, | |
| { | |
| "start": 290, | |
| "end": 314, | |
| "text": "(Davis and Brewer, 1997)", | |
| "ref_id": "BIBREF14" | |
| } | |
| ], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "1.", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "The term 'repair' is first introduced by Schegloff et al. in an article in 1977, which is regarded as classics in the field of CA. In the article (p. 361), they address issues related to recurring problems in speaking, hearing and understanding, and examine how speakers correct mistakes or errors occurring in conversation. In order for the analysis to have more general applicability, they introduced the term 'repair', which covers a wide range of 'repairable', not only the correction of mistakes and errors, but also imagined mistakes, misunderstanding, mishearing or non-hearing, self-editing to make the expression more exact and precise. The 'self-righting mechanism' (Schegloff et al. 1977, p.381) of repair allows talk-in-interaction to keep itself going in the face of various 'problems'.", | |
| "cite_spans": [ | |
| { | |
| "start": 676, | |
| "end": 706, | |
| "text": "(Schegloff et al. 1977, p.381)", | |
| "ref_id": null | |
| } | |
| ], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "The organization of a repair activity is composed of two parts, of which one is most importantly a repair initiation, and the other is a repair outcome. The initiation marks possible disjunctions with the immediately preceding talk, and the outcome includes solutions or abandonment of the problem. Repair structures are characterized by 1) who (self or other)", | |
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| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "initiates the repair; 2) who (self or other) accomplishes the repair work.", | |
| "cite_spans": [], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "'Self' refers to the speaker of the trouble source, and 'other' refers to anyone other than the speaker of the problematic utterance.", | |
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| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "According to Schegloff et al's. (1977) observation, which has been re-examined by other researchers, successful repair sequences can take four possible structures, viz. self-repair can issue from self-initiation, self-repair can issue from other-initiation, other-repair can issue from self-initiation, other-repair can issue from other-initiation. Schegloff et al. (1977, p.363) also introduced the concept of 'failure' in repair. 'Failure' refers to cases in which a repair procedure is initiated but does not produce a successful solution. Self-and other-initiation can yield failure which also features in possible structures.", | |
| "cite_spans": [ | |
| { | |
| "start": 13, | |
| "end": 38, | |
| "text": "Schegloff et al's. (1977)", | |
| "ref_id": "BIBREF17" | |
| }, | |
| { | |
| "start": 349, | |
| "end": 379, | |
| "text": "Schegloff et al. (1977, p.363)", | |
| "ref_id": null | |
| } | |
| ], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "The issue for this study is to examine whether the structures described are applicable to conversation taking place in the Web and if there is any difference in repair structures between ordinary conversation and the Web-based conversation.", | |
| "cite_spans": [], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Repair -Schegloff et al.'s (1977) framework", | |
| "sec_num": "2." | |
| }, | |
| { | |
| "text": "This study is based on naturally occurring written interaction on the Web-based discussion boards for two education courses for in-service teachers at the Open University of Hong Kong.", | |
| "cite_spans": [], | |
| "ref_spans": [], | |
| "eq_spans": [], | |
| "section": "Data collection and analysis", | |
| "sec_num": "3." | |
| }, | |
| { | |
| "text": "The discussion boards are presented in the written form in Chinese.", | |
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| "section": "Data collection and analysis", | |
| "sec_num": "3." | |
| }, | |
| { | |
| "text": "A total of 400 participants, including students, tutors, and the Course Coordinator (CC), took part in the two boards. These participants created more than 4,000 postings containing nearly half million Chinese characters. 351 repair cases have been identified from the main body of the data, which contains 1525 postings of two public groups amongst total seventeen groups in the two boards. The data presented in this paper is in English, which is translated by the author, but original Chinese texts are followed to facilitate presentation and proofreading of the data. Some notations used in the transcription assist presenting the data analysis. 1", | |
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| "section": "Data collection and analysis", | |
| "sec_num": "3." | |
| }, | |
| { | |
| "text": "Possible structures for repair in Web-based conversation Four possible structures for successful repair and two possible structures for failure of repair as identified by Schegloff et al. (1977) in ordinary conversation conducted in English have also been found in Web-based conversation in Chinese.", | |
| "cite_spans": [ | |
| { | |
| "start": 171, | |
| "end": 194, | |
| "text": "Schegloff et al. (1977)", | |
| "ref_id": "BIBREF17" | |
| } | |
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| "section": "4.", | |
| "sec_num": null | |
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| "text": "Self-initiation self-repair Excerpt 1: In this extract, Ms Chan, a student in the discussion group, responded to the discussion topic 'Curriculum development'. As her first response (P019) was typed straight on to the Web in Chinese using a special code, the screen showed all the Chinese characters she typed as being illegible when she posted them on the discussion board at 01:17PM, 23 July, 2002. Three minutes later, 01:20PM, Ms Chan sent a second posting saying 'let me make a response'. This was obviously an attempt to make her response again to repair the trouble source of her prior posting. Then, after one minute, 01:21PM, Ms Chan found that the second response was incomplete, because she should have attached a file. So, she sent a third posting, which added 'Please see attachment' (P021). However, as in P020, while the third posting was a repair to prior postings, it also became a trouble source, as there was no file attached, even though the 1 Transcription conventions in this study:", | |
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| "section": "4.1", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "(\u2026)", | |
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| "section": "4.1", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "data cut-off by transcriptionist (( )) commentary by transcriptionist \u2192 points out a phenomenon under scrutiny Underline highlights parts related to the phenomenon under scrutiny Re:", | |
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| "section": "4.1", | |
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| "text": "original mark in the Web-based discussion board in front of topic line indicated the posting being in reply. Re: 2the number in parentheses indicates the position of focusing posting in the sequence for responding (T) posting sent by tutor (S) posting sent by student (CC) posting sent by Course Coordinator posting said there would be. Late on, at 03:09PM, Ms Chan sent her fourth posting with an attachment, which contained her response with the text could be displayed on screen. The result was that the last repair accomplishment eventually solved the problem in Ms Chan's prior turns in response to the topic. In Excerpt 1, initiation for repair was all issued by the speaker of the trouble source herself, and the repair was also accomplished by her. This is typical of self-repair issued from self-initiation. In Excerpt 2, Mr Wan used the term 'tackle difficulties' (P2541) in his turn instead of the term 'problem solving', which was commonly being used by participants in the discussion process.", | |
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| { | |
| "start": 214, | |
| "end": 217, | |
| "text": "(T)", | |
| "ref_id": null | |
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| "section": "4.1", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "Mr Lau then issued initiation by asking a question involving identifying the difference between the two terms -'problem-solving' and 'tackle difficulties' (P2550). Subsequently, the speaker of the trouble source, Mr Wan, accomplished self-repair by clarifying that '((both are)) solving problems' (P2553). This is an example of other-initiation yielding self-repair. Re: Teacher's role in \"Central curriculum\" and \"School based curriculum\"", | |
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| "section": "Other-initiation self-repair", | |
| "sec_num": "4.2" | |
| }, | |
| { | |
| "text": "If we can really reflect on the central curriculum, then the central curriculum would not be the blueprint. If the central curriculum must be the blueprint, it need not be reflected on.", | |
| "cite_spans": [], | |
| "ref_spans": [], | |
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| "section": "Self-initiation other-repair", | |
| "sec_num": "4.3" | |
| }, | |
| { | |
| "text": "Excerpt 3 is an example of self-initiation other-repair. The other speaker (CC) accomplished a repair in his turn P2501 following an initiation issued by the trouble-source speaker herself, which was shown by two questions asking for confirmation and complementary views. 14Where are the teachers heading for (\u2026)The curriculum reform is school-based. It requires the participation of all teachers in the school in order to succeed. This is where the problem lies! Is everybody willing to spend time and effort to complete this enormous task? Is everybody going in the same direction?", | |
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| "section": "\u5982\u679c\u53ef\u4ee5\u5c0d\u3197\u592e\u8ab2\u7a0b\u4f5c\u771f\u6b63\u7684\u53cd\u601d, \u90a3\u3197\u592e\u8ab2\u7a0b\u4fbf\u6709\u53ef\u80fd\u4e0d \u662f\u85cd\u672c\u4e86\u3002\u5982\u679c\u3197\u592e\u8ab2\u7a0b\u5fc5\u7136\u662f\u85cd\u672c, \u90a3\u4e26\u6c92\u6709\u53cd\u601d\u7684\u9700\u8981\u3002", | |
| "sec_num": null | |
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| "text": "Saying \"off duty after school\" just reveals the key issue (of the reform). (\u2026)\u6559\u6539\u662f\u6821\u672c\u7684\uff0c\u9700\u8981\u5168\u6821\u6559\u5e2b\u9f4a\u5fc3\u53c3\u8207\u3001\u7b56\u52d5\uff0c\u624d\u80fd\u6210\u529f\uff0c \u554f\u984c\u5c31\u5728\u6b64\uff01\u662f\u5426\u319f\u319f\u90fd\u9858\u610f\u82b1\u5fc3\u529b\u5f9e\u4e8b\u5982\u6b64\u8271\u5de8\u7684\u5de5\u4f5c\uff1f\u5f7c\u6b64 \u65b9\u5411\u771f\u7684\u3192\u81f4\u55ce\uff1f\u300c\u653e\u5b78\u5c31\u662f\u3198\u73ed\u300d\u9019\u53e5\u8a71\u8aaa\u51fa\u554f\u984c\u7684\u7665\u7d50\u6240\u5728\u3002", | |
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| "section": "Other-initiation other-repair", | |
| "sec_num": "4.4" | |
| }, | |
| { | |
| "text": "In Excerpt 4, repair initiation was issued by Mr Lau (P2405), who had trouble in understanding what Mr Li was talking about in saying 'some teachers still believe they should be off duty after school' (P2403). A speaker other than the trouble-source speaker, Ms Lam, provided an explanation as a response (P2407) to Mr Lau. In this case, the initiation and the outcome of repair were both conducted by speakers other than the trouble-source speaker.", | |
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| "section": "Other-initiation other-repair", | |
| "sec_num": "4.4" | |
| }, | |
| { | |
| "text": "Self-initiation with failure of repair The above discussion sequence started when a participant in the group offered her self-made 'map' which was useful for understanding curriculum reform in Hong Kong. In P136, Mr Lau initiated the repairable item with his own suggestion ('We can use this map as reference, but we shouldn't copy it. If we reference it, we'll acknowledge it. What do you think?'), but, the other speaker, Ms Wong, in P140 failed to answer the question Mr Lau asked.", | |
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| "section": "4.5", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "Other-initiation with failure of repair Excerpt 6: We have tried doing projects by grouping students. The project group has to constantly report on progress. The grades given are based on the group dynamics (data collection, synergy, communication), plus peers' assessment and parents' assessment. The final product of the project will receive a small portion of the overall result. Our school has implemented projects for years as well. In the past, the teachers gave the topics to the students and the topics were related to general knowledge subjects mostly (\u2026) \u6211\u6821\u4e5f\u63a8\u884c\u300c\u5c08\u984c\u7814\u7fd2\u300d\u591a\u5e74\u4e86\uff0c\u4ee5\u5f80\u662f\u7531\u8001\u5e2b\u51fa\u984c\u76ee\uff0c\u800c\u984c\u76ee\u5927\u591a \u6578\u662f\u4ee5\u5e38\u8b58\u79d1\u6709\u95dc\u7684(\u2026)", | |
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| "section": "4.6", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "In Excerpt 6, the Course Coordinator issued an initiation (P2448) to the trouble-source speaker in the previous turn P2439, requesting clarification of the method used for assessing student outcomes in project learning. However, the trouble-source speaker never responded; and another speaker, Ms Wang, who did not clarify the problem raised by the Course Coordinator, offered a failure of repair in her turn (P2450).", | |
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| "section": "4.6", | |
| "sec_num": null | |
| }, | |
| { | |
| "text": "Special features of repair organization in Web-based conversation Six special features of repair organization in Web-based conversation differ from that in ordinary face-to-face conversation have been found from the data. ", | |
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| "section": "5", | |
| "sec_num": null | |
| } | |
| ], | |
| "back_matter": [], | |
| "bib_entries": { | |
| "BIBREF1": { | |
| "ref_id": "b1", | |
| "title": "Thanks a lot! I think 3C means Critical thinking, Communication and Creativity", | |
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| "first": "", | |
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| "last": "Mr", | |
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| "last": "Lau", | |
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| "raw_text": "Mr. Lau (tutor), Thanks a lot! I think 3C means Critical thinking, Communication and Creativity. Is that right? ((original text produced in English)) P037", | |
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| "BIBREF2": { | |
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| "title": "26PM Mr Wan (T) Re: (8) Curriculum development Very interesting", | |
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| "raw_text": "/07/24 06:26PM Mr Wan (T) Re: (8) Curriculum development Very interesting.", | |
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| "title": "I'd like to know where 3C comes from? (\u2026) \u76f8\u7576\u6709\u8da3, \u6211\u60f3\u77e5\u9053 3C \u51fa\u81ea\u4f55\u8655? (\u2026)", | |
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| "raw_text": "I'd like to know where 3C comes from? (\u2026) \u76f8\u7576\u6709\u8da3, \u6211\u60f3\u77e5\u9053 3C \u51fa\u81ea\u4f55\u8655? (\u2026) P038", | |
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| "title": "Curriculum development Not only 3C, but 4C", | |
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| "raw_text": "/07/24 10:00PM Ms Chan (S) Re: (9) Curriculum development Not only 3C, but 4C, which includes critical thinking, communication, creativity AND", | |
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| "BIBREF5": { | |
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| "title": "\u5305\u62ec Critical thinking, Communication ,Creativity AND COLLABORATION SKILL< \u53ef\u898b\u65bc<\u5b78\u6703\u5b78\u7fd2----\u8ab2\u7a0b\u767c\u5c55\u8def\u5411>\u63d0\u53ca\u7684\u5171\u540c\u80fd\u529b-GENERIC SKILLS", | |
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| "raw_text": "\u500b C <\u662f 4C,\u5305\u62ec Critical thinking, Communication ,Creativity AND COLLABORATION SKILL< \u53ef\u898b\u65bc<\u5b78\u6703\u5b78\u7fd2----\u8ab2\u7a0b\u767c\u5c55\u8def\u5411>\u63d0\u53ca\u7684\u5171\u540c\u80fd\u529b- GENERIC SKILLS", | |
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| "title": "This segment provides clear evidence -other-initiation can be issued by several speakers one after another. The first initiation (P034) issued by Mr Lau indicate the repairable item in the prior turn P031. After two responses to the question were received", | |
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| "year": null, | |
| "venue": "Mr Wan (P037)and Ms Chan (P038) then issued their different initiations one after another", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "This segment provides clear evidence -other-initiation can be issued by several speakers one after another. The first initiation (P034) issued by Mr Lau indicate the repairable item in the prior turn P031. After two responses to the question were received, Mr Wan (P037)and Ms Chan (P038) then issued their different initiations one after another.", | |
| "links": null | |
| }, | |
| "BIBREF7": { | |
| "ref_id": "b7", | |
| "title": "Other-repair one after another: An example of this special feature has been seen already in Excerpt 7. After repair initiation issued by Mr Lau (P034) to show his trouble in understanding '3C elements' in the prior turn P031, both Mr Sun and Ms Lau accomplished repair one after another separately. And Ms Chan in her turn P038 also accomplished repair by responding to the two initiations issued in prior turns", | |
| "authors": [], | |
| "year": null, | |
| "venue": "", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "Other-repair one after another: An example of this special feature has been seen already in Excerpt 7. After repair initiation issued by Mr Lau (P034) to show his trouble in understanding '3C elements' in the prior turn P031, both Mr Sun and Ms Lau accomplished repair one after another separately. And Ms Chan in her turn P038 also accomplished repair by responding to the two initiations issued in prior turns (P034 and P037) by answering their questions in the same turn.", | |
| "links": null | |
| }, | |
| "BIBREF8": { | |
| "ref_id": "b8", | |
| "title": "Self-initiation in more than one turn In Excerpt 1, after Ms Chan found her responding posting became a trouble source, she started to make efforts to self-initiation self-repair. However, her self-initiation was issued in three turns, P020, P021 and P023 (the term 'turn' in this paper is treated as the same as a single posting), not just within one turn, though these initiations were for the trouble source P019 and also for its following postings", | |
| "authors": [], | |
| "year": null, | |
| "venue": "", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "Self-initiation in more than one turn In Excerpt 1, after Ms Chan found her responding posting became a trouble source, she started to make efforts to self-initiation self-repair. However, her self-initiation was issued in three turns, P020, P021 and P023 (the term 'turn' in this paper is treated as the same as a single posting), not just within one turn, though these initiations were for the trouble source P019 and also for its following postings, P020 and P021.", | |
| "links": null | |
| }, | |
| "BIBREF9": { | |
| "ref_id": "b9", | |
| "title": "Self-repair in more than one turn Excerpt 1 also can be used as an example for self-repair accomplished not only in one turn, but in several turns. Ms Chan accomplished self-initiation, also self-repair", | |
| "authors": [], | |
| "year": null, | |
| "venue": "", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "Self-repair in more than one turn Excerpt 1 also can be used as an example for self-repair accomplished not only in one turn, but in several turns. Ms Chan accomplished self-initiation, also self-repair in three turns (P020, P021, P023), eventually succeed.", | |
| "links": null | |
| }, | |
| "BIBREF10": { | |
| "ref_id": "b10", | |
| "title": "Repair-initiation with no response 42 repair initiation with no response cases are found from the main body of the data for this study. These cases displayed that though initiation issued, the repair was not accomplished", | |
| "authors": [], | |
| "year": null, | |
| "venue": "", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "Repair-initiation with no response 42 repair initiation with no response cases are found from the main body of the data for this study. These cases displayed that though initiation issued, the repair was not accomplished.", | |
| "links": null | |
| }, | |
| "BIBREF11": { | |
| "ref_id": "b11", | |
| "title": "This is another special practice in Web-based conversation for repair which is a form of repeat for self-repair. 6. Conclusion While Web-based conversation shares the same possible structures for repair as those have been described for ordinary conversation in English, some special features of repair organization in Web-based conversation do not, or rarely, appear in face-to-face oral conversation. This study shows that CA is a powerful means for analysing human interactional communication through the Web, and also provides technologists with criteria for developing technology", | |
| "authors": [], | |
| "year": null, | |
| "venue": "Duplicate posting -a form of self-repair 34 duplicate posting cases in the two discussion boards have been found", | |
| "volume": "", | |
| "issue": "", | |
| "pages": "", | |
| "other_ids": {}, | |
| "num": null, | |
| "urls": [], | |
| "raw_text": "Duplicate posting -a form of self-repair 34 duplicate posting cases in the two discussion boards have been found. This is another special practice in Web-based conversation for repair which is a form of repeat for self-repair. 6. Conclusion While Web-based conversation shares the same possible structures for repair as those have been described for ordinary conversation in English, some special features of repair organization in Web-based conversation do not, or rarely, appear in face-to-face oral conversation. This study shows that CA is a powerful means for analysing human interactional communication through the Web, and also provides technologists with criteria for developing technology for communication which are based on natural language use.", | |
| "links": null | |
| }, | |
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| "ref_id": "b12", | |
| "title": "I am extremely grateful to Dr Peter Martin, who gave me much advice and oversaw the progress of my study. My heartfelt thanks specially go to Professor Ronnie Carr for commenting on an earlier version of the paper. I would also like to record my sincere thanks to friends, colleagues, teachers and students who have been so helpful and accommodating", | |
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| "urls": [], | |
| "raw_text": "I am extremely grateful to Dr Peter Martin, who gave me much advice and oversaw the progress of my study. My heartfelt thanks specially go to Professor Ronnie Carr for commenting on an earlier version of the paper. I would also like to record my sincere thanks to friends, colleagues, teachers and students who have been so helpful and accommodating.", | |
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| }, | |
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| "ref_entries": { | |
| "FIGREF0": { | |
| "type_str": "figure", | |
| "text": "screen shows all Chinese characters in an illegible code)me make a response. 'Please see attachment'. ((with an attachment)) \u8b93\u6211\u4f86\u56de\u61c9\u3002<\u8acb\u770b\u9644\u4ef6. ((\u6709\u9644\u4ef6))", | |
| "num": null, | |
| "uris": null | |
| }, | |
| "FIGREF1": { | |
| "type_str": "figure", | |
| "text": "The precious aspect of the process of \"teaching\" and \"learning\" is to help the students to obtain the key to tackle difficulties (\u2026) (\u2026)\"\u6559\"\u8207\"\u5b78\"\u7684\u904e\u7a0b, \u5bf6\u8cb4\u5728\u65bc\u5f15\u5c0e\u5b78\u751f\u638c\u63e1\u958b\u555f\u56f0\u96e3\u7684\u9470\u5319(are)) Solving the difficulties. ((\u90fd\u662f)) \u89e3\u6c7a\u56f0\u96e3", | |
| "num": null, | |
| "uris": null | |
| }, | |
| "FIGREF3": { | |
| "type_str": "figure", | |
| "text": "If teachers can add the 3C elements to the class, communicate with students and lead students in \"learning to learn\", we can break the traditional classroom constraints. thinking, Communication ((original text produced in English))", | |
| "num": null, | |
| "uris": null | |
| } | |
| } | |
| } | |
| } |