Kuidas ja millal õpetaja ja õpilane teineteist parandavad?
How and When Teacher and Students Repair Each Other?

Summary/Abstract: Estonian elementary classroom interaction has been analysed with the aim of comparing repair sequences initiated by the teacher as well as students in different classroom contexts. The survey is based on a transcribed collection of video-recordings of 1–4 grade lessons in the Estonian language and mathematics. The tool used is Conversation Analysis combined with a part of a modified version of the SETT (Self-Evaluation of Teacher Talk) framework created by Steve Walsh. The repair sequences are analyzed in four different contexts: (a) managerial – the teacher introduces or concludes an activity, organizes the learning environment; (b) form and accuracy – the focus is either on precise linguistic forms or on correct answers to arithmetical problems; (c) new skills and knowledge – the focus is on providing and establishing new knowledge and skills; (d) conversation – students are enabled to express themselves, possibly entering a discussion. The main results of the analysis are that both the frequency and form of repair, either student- or teacher-initiated, tend to be contingent upon context.

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