Abstract
The present paper deals with the study of repair patterns. Repair, seen as some type of intrinsic trouble manifested by some party during interaction, has here been studied in an institutional setting, the second-language class-room. The repair sequences have been studied relative to the activity type in which the participants are involved. The results show the following: first, that the activity type has an impact on the repair pattern; and secondly, both quantitative and qualitative differences in repair patterns are found when compared with non-educational and foreign-language-teaching settings.
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