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This study provides an empirically based contribution to the growing body of research using conversation analysis as a methodical tool for analysing functions of action types through interaction in L2 classroom settings. Using data from various L2 classrooms in ESL and EFL contexts, it is argued that the role of repeats differ depending on the pedagogical focus of the interaction, specifically between meaning-and-fluency contexts and form-and-accuracy contexts (Seedhouse, 2004). Repeats in meaning and fluency contexts are used to invoke an account of a previous response by a student without overtly displaying it as problematic in any way; whereby in form-and-accuracy contexts, third-turn repeats confirm the response as being a correct one by sustaining an orientation to the instructional activity that the participants are engaged in. It is suggested that in classes in which the goal is to help students produce language that is authentic and resembles real-time interaction, repeats in the third turn may provide an effective tool for facilitating talk.
