1887
Volume 11, Issue 1
  • ISSN 0817-9514
  • E-ISSN: 2542-5102
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Abstract

This paper presents findings based on a study of talk that occurred in a sample of 21 interactions during the 1992 Victorian Certificate of Education (VCE) Italian Oral Common Assessment Task. The purpose of the study reported here is to examine the interactions between assessors and students through a study of two features of sequence organisation – namely post sequences and insertion sequences. Five recurring types are described: student initiated repair via the clarification check, confirmation request and request for rephrasing; assessor initiated repair; sequences leading to emotional reaction; word supply; and the aside.

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/content/journals/10.1075/aralss.11.06fil
1994-01-01
2019-10-23
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/aralss.11.06fil
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  • Article Type: Research Article
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