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This study employs a theoretical framework informed by Conversation Analysis to analyse the self-repairs of a particular group of teenage Chinese EFL learners. With an aim to report on the current development of the participants in using English socially in terms of managing repairs, this study explores their second language (L2) discourse in three communicative tasks. Audio-recorded conversations were analysed and searched for the four sequences of repair. Comparison of the participants' preference for repair sequence to native speakers shows that they can manage repairs and maintain conversation interactively and socially just as native speakers. This suggests that they should be treated as normal social beings in the language classroom and not to be interrupted by the teacher when troubles arise from conversational interaction. Thus, this study provides an account of the current development of these young learners in using the L2 interactively and socially, which holds implications for research on second language education as well as for classroom teaching.

Second Language Learners' Strong Preference for Self-initiated Self-repair: Implications for Theory and Pedagogy