Other-Initiated Repairs during Hospital Teachers’ Tutorials

Introduction: Reality and thoughts are created through acts of speech. Our experiences are inseparable from the actual situation. Language use and repair organization during conversation depend on the communication situation wherein the speakers are involved rather than on social parameters.
Purpose: The purpose of the present study was to select the communicative event during hospital teachers’ tutorial. The peculiarity and importance of this situation is that it differs considerably from the routine, institutional classroom teaching process. The present paper intends to show the difference between repair and correction. In addition to these, we can observe disparities between selfrepair and other-repair.
Material and method: The corpus of the investigation was constituted by the transcripts of three geography lessons conducted by the hospital teacher. The study pays special attention to the consequent discussion of self- and other-repair in classroom talk. The aim of the corpus-based transcription of the recorded lessons is to find answers to the repair questions in this special classroom situation.
Results: The main problem of the study was who repairs whom and the linguistic devices used during classroom sequences. Finally, we focused upon the analysis of other-repair instances.
Conclusion: Observations should be extended to compare the results obtained with normal classroom procedures.