ABSTRACT In this article, I use conversation analysis (CA) to focus on how Japanese language resources are used in repair sequences that occur in ‘off-task’ English interactions in a lower-level EFL classroom at a Japanese university, considering how this may create opportunities for learning. While previous research has found that ‘off-task’ peer interactions in EFL classrooms will often be in the L1, I show how the participants in this study can display an orientation to speaking in English, even when ‘off-task’. However, L1 resources were more likely to be used when ‘off-task’ than when on-task. In ‘off-task’ talk, Japanese language resources were made use of in a number of ways: during other-initiated repair to clarify the meaning of an English word; as a placeholder in a word search; and to elicit help in forward-oriented repair sequences, among others. I describe how an orientation to speaking in English combined with some L1-use allowed for repair sequences that involved translation between the L1 and target language, and how ‘off-task’ talk may provide learning opportunities that occur less often in the on-task interactions in my data. I argue in the discussion that ‘off-task’ conversations may have a useful role to play in the EFL classroom.

中文翻译：

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日本EFL大学教室中“下班”对话中的修复顺序：日语资源和学习机会

摘要在本文中，我将使用会话分析（CA）来重点研究日语资源如何用于在日本大学下层EFL课堂中“非任务”英语交互中发生的修复序列中，考虑如何创造学习机会。虽然先前的研究发现，英语课堂上“下班”的同伴互动通常会出现在L1阶段，但我展示了这项研究的参与者如何表现出说英语的方向，即使是“下班”也是如此。但是，“非任务”时比“任务”时更可能使用L1资源。在“任务外”谈话中，通过多种方式利用了日语资源：在其他发起的修复过程中，以弄清英语单词的含义；作为单词搜索中的占位符；并寻求前瞻性维修顺序的帮助，其中。我描述了英语口语取向与L1用法的结合如何用于涉及L1和目标语言之间翻译的修复序列，以及“非任务”谈话如何提供学习机会，而这种学习机会很少出现在任务中我的数据中的互动。在讨论中，我认为“任务外”对话可能在EFL课堂中发挥着重要作用。