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1、FunctionsofThird—turnRepeatsinEFLClassroomAThesisPresentedtotheCollegeofForeignLanguagesofZhejiangNormalUniversityinPartialFulfillmentoftheRequirementfortheDegreeofMasterofArtsinLinguisticsandAppliedLinguisticsbyLuoJieyu

2、nUndertheSupervisionofProfessorYuZechaoZhejiangNormalUniversityMay2016ABSTRACTThepresentstudyismotivatedbythefollowingfactors：althoughpastresearchhassupportedthepervasivepresenceofteachers’repeatsinfeedback(thirdturnincl

3、assroominteraction)andtheimportantroleitplaysinlearners’second／foreignlanguagedevelopment，mostofthemarebasedonpreestablishedcategoriesandsimplisticmatchingbetweenthirdturnrepeatsandtheirpedagogicalfunctions；contingentfun

4、ctionalanalysisofteachers’repeatsinmomentby—momentongoingtalkhasreceivedIittleaUentionThestatedobjectiveofthepaperistouncoverandidentifypedagogicalfunctionsofthirdturnrepeatsinemergentconditionsintheclassroomSpecifically

5、，twoquestionsareraised：a)Whatpedagogicalfunctionsareidentifiedinteachersthkd—turnrepeatsfollowingstudents’secondturnanswersb1Whydoteachers’questionsindifferentstagesofalessonproducedifferentfunctionstotherepeatinthethird

6、turnToanswerthetwoquestions，thedatabasewassetcomprisingtranscriptsofover250minutes’interactionrecordedof10lessonsinthefinalroundoftheFourthSFLEPCupNationalCollegeEnglishTeachingContestsUsingconversationanalysisasamethodi

7、caltool，togetherwithdetailedtranscription，teachers’repetitionsofstudents’responseswereidentifiedthroughrepeatedviewingsofthecollecteddata，anditwasfoundtobebothfrequentandconsequentialfortheinteraction。Findingsrevealthird

8、turnrepeatfunctionsvarycontingentlyindifferentstagesduringalessonasthepedagogicalfocusOrteachingcontextchangesTobespecific，teachers’thirdturnrepeatsconfirmaresponseinformand—accuracycontextsandrequestallelaborationinmean

9、ingandfluencycontextsTonote，withinthesamepedagogicalfocus，formsofthirdturnrepeatsmaydifferfromonetoanotherItisalsoobservedthatteachers’questionsindifferentstages。ofalessonbringsignificantmeaningstotherepeatinthethirdturn

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